The experience of illness can reach beyond the patient and impac.docx
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The experience of illness can reach beyond the patient and impact the family system considerably. Patients experience illness through the lenses of their personal emotions, past experiences, stage of life, familial role, social relationships, responsibilities, stressors, and cultural and spiritual beliefs. Other factors, including the nature of the illness and comorbid conditions, also influence how the patient perceives illness. Together, these factors impact how and whether patients seek care, utilize health resources, and receive and adhere to treatment—all of which eventually impact the outcome of the illness. To prepare for this Discussion: Think about a patient’s emotional or psychological response to illness and the factors (e.g., depression, stress, anxiety) that might contribute to this response. Select two factors that you believe are important and might critically affect a patient’s course of life beyond family (e.g., at work, school, social life, role in the community). Consider the stages of an illness—diagnosis, treatment, adherence to treatment, worsening of condition, complications, and survival. By Day 4 Post a description of the two factors you selected. Explain how these factors influence illness and a patient’s life beyond his or her family. Then, explain how these factors might present themselves during at least two stages during the course of illness. Finally, explain how a medical social worker might intervene to ensure that the patient receives the services he or she needs to cope best during each of these stages. Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style. .
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U7D2Social assessment is a key part of individual and community .docx
U7D2
Social assessment is a key part of individual and community assessment. Understanding the link between lifestyle behaviors and choices, socioeconomic status, and health can assist nurses and health care professionals in identifying wellness concerns and devising realistic plans for intervention.
Review the multimedia presentation Social Assessment/Analysis Framework. Based on your knowledge, information from the presentation, research in the Capella library and the Internet, and your own experience, describe the relevance of social assessment in health care planning, particularly for high-risk populations.
Your initial post should be at least 150 words and have at least one APA-formatted reference.
These entry points offer a starting point for the construction of a social assessment.
Level of Assessment
There are a series of questions that a nursing professional must ask to assess the level of the patient during a social assessment:
Individual-Level:
Age, gender, address, type of work, ethnicity, culture, religion, marital status, next of kin.
Lifestyle?
Smoking/Drinking habits.
Is client stigmatized because of health problems?
Does the clients' health problem affect his/her social and economic role in society?
Do the clients health problems lead to greater need for social, economic and other support?
Is there discrimination in terms of access to resources such as health care, housing, job opportunities, etc?
Does the client engage in any illegal activity and does he/she suffer as a consequence?
Are there consequences for their interpersonal relations with family and friends?
Community-Level:
How do community norms affect the social consequences of health behavior?
What is the influence of community settings?
How are communities affected by the health problem or behavior?
What are the social consequences for families?
What are the social consequences for other people and the wider community?
Structural-Level:
What is the social impact of local and national policies on the client?
Is the client subject to special legal or other interventions because of his/her health problem, behavior or status?
Is the client offered special additional support and welfare benefits?
What is the impact of the social, economic and legal environment on the client?
What is the significance of public attitudes on the health problem or the population group?
The Stakeholders
Stakeholders are essentially the individual or groups of individuals within society who are subject to the process of health assessment. Stakeholders include:
Patients.
Healthcare consumers.
Social Diversity
All societies comprise a range of socially diverse groupings. The health status of individuals and groups can be directly linked to a number of these factors:
Gender.
Social class.
Ethnicity, culture and religion.
Age.
Participation
When using participation as a dimension of social assessment, you need to examine the extent to which individuals or social groups can and do participat ...
20 Other Conditions That May Be a Focus of Clinical AttentionV-c.docx
20 Other Conditions That May Be a Focus of Clinical Attention
V-codes and z-codes
V-codes and Z-codes are conditions that may be the focus of clinical attention but are not considered mental disorders. They correspond to International Classification of Diseases, Ninth Revision, Clinical Modification ICD-9-CM (V-codes) and International Classification of Diseases, Tenth Revision, Clinical Modification ICD-10-CM (Z-codes that become effective in 2015. In most instances, third-party payers do not cover charges for delivering services to an individual if the diagnosis is solely a V- or Z-code alone. If the V- or Z-code is not the primary diagnosis then it should be documented following the primary diagnosis. In addition, when writing the psychosocial assessment any psychosocial and cultural factors that might impact the client's diagnosis should be documented. The psychosocial stressors reflected in these diagnoses are widespread across all classes and cultures and have been shown to impact all aspects of an individual's life from the physical and psychological to the financial. Furthermore, these conditions have been shown to significantly impact the diagnosis and outcome for a multitude of mental and medical disorders. V- and Z-codes are grouped into numerous categories including: relational problems, problems related to abuse/neglect, educational and occupational problems, housing and economic problems, problems related to the social environment, problems related to the legal system, other counseling services, other psychosocial, personal and environmental problems, and problems of personal history (APA, 2013).
Broadly speaking, the category “Relational Problems” describes interactional problems between family members (e.g., parent/caregiver-child) or partners that result in significant impairment of family functioning or development of symptoms in the distressed individual, spouses, siblings, or other family members. Relational problems are broken down into two categories, Problems Related to Family Upbringing and Other Problems Related to Primary Support Group. For example, in the first category a Parent-Child Relational Problem involves interactional problems between one or both parents and a child that lead to dysfunction in behavioral (e.g., inadequate protection, overprotection), cognitive (e.g., antagonism toward or blaming of the other) or affective (e.g., feeling sad and angry) realms. Here, the critical factor is the quality of the parent-child relationship or when the dysfunction in this relationship is impacting the course and outcome of a psychological or medical condition. Other examples include Sibling Relational Problem, Upbringing Away from Parents, and Child Affected by Parental Relationship Distress. Similarly, family relationships and interactional patterns leading to problems related to primary support group include Partner Relational Problem, Disruption of Family by Separation/Divorce, High Expressed Emotion Level with ...
20 Other Conditions That May Be a Focus of Clinical AttentionV-c.docx
20 Other Conditions That May Be a Focus of Clinical Attention
V-codes and z-codes
V-codes and Z-codes are conditions that may be the focus of clinical attention but are not considered mental disorders. They correspond to International Classification of Diseases, Ninth Revision, Clinical Modification ICD-9-CM (V-codes) and International Classification of Diseases, Tenth Revision, Clinical Modification ICD-10-CM (Z-codes that become effective in 2015. In most instances, third-party payers do not cover charges for delivering services to an individual if the diagnosis is solely a V- or Z-code alone. If the V- or Z-code is not the primary diagnosis then it should be documented following the primary diagnosis. In addition, when writing the psychosocial assessment any psychosocial and cultural factors that might impact the client's diagnosis should be documented. The psychosocial stressors reflected in these diagnoses are widespread across all classes and cultures and have been shown to impact all aspects of an individual's life from the physical and psychological to the financial. Furthermore, these conditions have been shown to significantly impact the diagnosis and outcome for a multitude of mental and medical disorders. V- and Z-codes are grouped into numerous categories including: relational problems, problems related to abuse/neglect, educational and occupational problems, housing and economic problems, problems related to the social environment, problems related to the legal system, other counseling services, other psychosocial, personal and environmental problems, and problems of personal history (APA, 2013).
Broadly speaking, the category “Relational Problems” describes interactional problems between family members (e.g., parent/caregiver-child) or partners that result in significant impairment of family functioning or development of symptoms in the distressed individual, spouses, siblings, or other family members. Relational problems are broken down into two categories, Problems Related to Family Upbringing and Other Problems Related to Primary Support Group. For example, in the first category a Parent-Child Relational Problem involves interactional problems between one or both parents and a child that lead to dysfunction in behavioral (e.g., inadequate protection, overprotection), cognitive (e.g., antagonism toward or blaming of the other) or affective (e.g., feeling sad and angry) realms. Here, the critical factor is the quality of the parent-child relationship or when the dysfunction in this relationship is impacting the course and outcome of a psychological or medical condition. Other examples include Sibling Relational Problem, Upbringing Away from Parents, and Child Affected by Parental Relationship Distress. Similarly, family relationships and interactional patterns leading to problems related to primary support group include Partner Relational Problem, Disruption of Family by Separation/Divorce, High Expressed Emotion Level with.
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U7D2Social assessment is a key part of individual and community .docx
U7D2
Social assessment is a key part of individual and community assessment. Understanding the link between lifestyle behaviors and choices, socioeconomic status, and health can assist nurses and health care professionals in identifying wellness concerns and devising realistic plans for intervention.
Review the multimedia presentation Social Assessment/Analysis Framework. Based on your knowledge, information from the presentation, research in the Capella library and the Internet, and your own experience, describe the relevance of social assessment in health care planning, particularly for high-risk populations.
Your initial post should be at least 150 words and have at least one APA-formatted reference.
These entry points offer a starting point for the construction of a social assessment.
Level of Assessment
There are a series of questions that a nursing professional must ask to assess the level of the patient during a social assessment:
Individual-Level:
Age, gender, address, type of work, ethnicity, culture, religion, marital status, next of kin.
Lifestyle?
Smoking/Drinking habits.
Is client stigmatized because of health problems?
Does the clients' health problem affect his/her social and economic role in society?
Do the clients health problems lead to greater need for social, economic and other support?
Is there discrimination in terms of access to resources such as health care, housing, job opportunities, etc?
Does the client engage in any illegal activity and does he/she suffer as a consequence?
Are there consequences for their interpersonal relations with family and friends?
Community-Level:
How do community norms affect the social consequences of health behavior?
What is the influence of community settings?
How are communities affected by the health problem or behavior?
What are the social consequences for families?
What are the social consequences for other people and the wider community?
Structural-Level:
What is the social impact of local and national policies on the client?
Is the client subject to special legal or other interventions because of his/her health problem, behavior or status?
Is the client offered special additional support and welfare benefits?
What is the impact of the social, economic and legal environment on the client?
What is the significance of public attitudes on the health problem or the population group?
The Stakeholders
Stakeholders are essentially the individual or groups of individuals within society who are subject to the process of health assessment. Stakeholders include:
Patients.
Healthcare consumers.
Social Diversity
All societies comprise a range of socially diverse groupings. The health status of individuals and groups can be directly linked to a number of these factors:
Gender.
Social class.
Ethnicity, culture and religion.
Age.
Participation
When using participation as a dimension of social assessment, you need to examine the extent to which individuals or social groups can and do participat ...
20 Other Conditions That May Be a Focus of Clinical AttentionV-c.docx
20 Other Conditions That May Be a Focus of Clinical Attention
V-codes and z-codes
V-codes and Z-codes are conditions that may be the focus of clinical attention but are not considered mental disorders. They correspond to International Classification of Diseases, Ninth Revision, Clinical Modification ICD-9-CM (V-codes) and International Classification of Diseases, Tenth Revision, Clinical Modification ICD-10-CM (Z-codes that become effective in 2015. In most instances, third-party payers do not cover charges for delivering services to an individual if the diagnosis is solely a V- or Z-code alone. If the V- or Z-code is not the primary diagnosis then it should be documented following the primary diagnosis. In addition, when writing the psychosocial assessment any psychosocial and cultural factors that might impact the client's diagnosis should be documented. The psychosocial stressors reflected in these diagnoses are widespread across all classes and cultures and have been shown to impact all aspects of an individual's life from the physical and psychological to the financial. Furthermore, these conditions have been shown to significantly impact the diagnosis and outcome for a multitude of mental and medical disorders. V- and Z-codes are grouped into numerous categories including: relational problems, problems related to abuse/neglect, educational and occupational problems, housing and economic problems, problems related to the social environment, problems related to the legal system, other counseling services, other psychosocial, personal and environmental problems, and problems of personal history (APA, 2013).
Broadly speaking, the category “Relational Problems” describes interactional problems between family members (e.g., parent/caregiver-child) or partners that result in significant impairment of family functioning or development of symptoms in the distressed individual, spouses, siblings, or other family members. Relational problems are broken down into two categories, Problems Related to Family Upbringing and Other Problems Related to Primary Support Group. For example, in the first category a Parent-Child Relational Problem involves interactional problems between one or both parents and a child that lead to dysfunction in behavioral (e.g., inadequate protection, overprotection), cognitive (e.g., antagonism toward or blaming of the other) or affective (e.g., feeling sad and angry) realms. Here, the critical factor is the quality of the parent-child relationship or when the dysfunction in this relationship is impacting the course and outcome of a psychological or medical condition. Other examples include Sibling Relational Problem, Upbringing Away from Parents, and Child Affected by Parental Relationship Distress. Similarly, family relationships and interactional patterns leading to problems related to primary support group include Partner Relational Problem, Disruption of Family by Separation/Divorce, High Expressed Emotion Level with ...
20 Other Conditions That May Be a Focus of Clinical AttentionV-c.docx
20 Other Conditions That May Be a Focus of Clinical Attention
V-codes and z-codes
V-codes and Z-codes are conditions that may be the focus of clinical attention but are not considered mental disorders. They correspond to International Classification of Diseases, Ninth Revision, Clinical Modification ICD-9-CM (V-codes) and International Classification of Diseases, Tenth Revision, Clinical Modification ICD-10-CM (Z-codes that become effective in 2015. In most instances, third-party payers do not cover charges for delivering services to an individual if the diagnosis is solely a V- or Z-code alone. If the V- or Z-code is not the primary diagnosis then it should be documented following the primary diagnosis. In addition, when writing the psychosocial assessment any psychosocial and cultural factors that might impact the client's diagnosis should be documented. The psychosocial stressors reflected in these diagnoses are widespread across all classes and cultures and have been shown to impact all aspects of an individual's life from the physical and psychological to the financial. Furthermore, these conditions have been shown to significantly impact the diagnosis and outcome for a multitude of mental and medical disorders. V- and Z-codes are grouped into numerous categories including: relational problems, problems related to abuse/neglect, educational and occupational problems, housing and economic problems, problems related to the social environment, problems related to the legal system, other counseling services, other psychosocial, personal and environmental problems, and problems of personal history (APA, 2013).
Broadly speaking, the category “Relational Problems” describes interactional problems between family members (e.g., parent/caregiver-child) or partners that result in significant impairment of family functioning or development of symptoms in the distressed individual, spouses, siblings, or other family members. Relational problems are broken down into two categories, Problems Related to Family Upbringing and Other Problems Related to Primary Support Group. For example, in the first category a Parent-Child Relational Problem involves interactional problems between one or both parents and a child that lead to dysfunction in behavioral (e.g., inadequate protection, overprotection), cognitive (e.g., antagonism toward or blaming of the other) or affective (e.g., feeling sad and angry) realms. Here, the critical factor is the quality of the parent-child relationship or when the dysfunction in this relationship is impacting the course and outcome of a psychological or medical condition. Other examples include Sibling Relational Problem, Upbringing Away from Parents, and Child Affected by Parental Relationship Distress. Similarly, family relationships and interactional patterns leading to problems related to primary support group include Partner Relational Problem, Disruption of Family by Separation/Divorce, High Expressed Emotion Level with.
The job is just to read each individual peer post that I put there.docx
The job is just to read each individual peer post that I put there and respond to them with a response of 3-4 sentences long
Peer #1
For the Research Assignment, I have chosen to focus on an area of Healthcare that rarely gets the
attention it deserves Mental health. I
chose this topic because I am personally effected by it and so are many millions of Americans. Mental illness is also one of the leading causes of
death in our nation and one life is lost as a result of suicide, abuse or incarceration every 17mins in the United States. Mental illness has been my
area of focus throughout this program and the advocacy and participatory philosophy will be useful for the final project because it suggests that “
that research inquiry needs to be intertwined with politics and a political agenda” (Creswell, p.9). I do believe that mental health has a specific
agenda for a study and that there has been constant aim for reform in healthcare and mental health. This social issue is definitely pertinent right
now and topics that address it such as “empowerment, inequality, oppression, domination, suppression, and alienation” (Creswell, p.9), and are
really the focus of the study. The goal of this project for me, is to provide a voice to participants and give them the ability address the concerns that
will lead to reform.
According to Kemmis and Wilkinson (1998) this philosophy offers four key features of the advocacy/participatory framework of inquiry:
1. Participatory actions are focused on bringing about change, and at the end of this type of study, researchers create an action agenda for change.
2. It is focused on freeing individuals from societal constraints, which is why the study begins with an important issue currently in society.
3. It aims to create a political debate so that change will occur.
4. Since advocacy/participatory researchers engage participants as active contributors to the research, it is a collaborative experience.
Research Problem Statement
My Vision is to Provide members of the community with the opportunities and education needed to prevent death due to suicide, acts of self-harm
and the traumatic impact of mental illness. By promoting resilience, the enhancement of community resources, conflict resolution and support for
individuals, families and the communities of those who suffer with mental disorders, illness or have a sudden mental health crisis. The target
population includes all individuals within Chatham County, with unmet mental health needs. These individuals are currently not being served by
traditional methods due to financial, structural, and personal barriers including access and stigma. Untreated mental health issues of these
individuals put them at risk for exacerbation of physical health problems, suicide attempts, premature moves to long-term care se.
Psychiatric history
Psychiatric history
Basic structure
Standard history – presenting complaint, drug history, past medical history etc. – plus PSYCH extras:
Pre-morbid personality: "how would friends and family describe you before you were unwell?". Ask about previous hobbies and habits.
Substance use, including alcohol. Ask about frequency, volume, location and situation, and if relevant, administration route and needle sharing.
Youth: personal history.
Crime: forensic history.
Harm risk i.e. risk assessment. SO CRAP: Risk to Self, Risk to Others, Chronic physical health problems, Relapse risk, Medication Adherence, Protective factors.
Standard history components
Presenting complaint:
"What's been happening with you lately?". Put their own words in quotations as the presenting complaint.
If anxious, reassure: "we don't have to talk about anything you don't want to discuss".
Think about 4 key components of the episode, in a causal sequence: (1) triggers and life circumstances → (2) thoughts and emotions → (3) behavioural and physical symptoms, including functional impairments → (4) impacts on family, work, and physical health.
Make sure to cover the onset, duration, and pattern of symptoms, and factors that perpetuate, exacerbate, or relieve them.
Get their ideas, concerns, and expectations: what do they think is going on?
Ask about specific psych symptoms – e.g. delusions – as part of the mental state exam.
Department of Psychiatry and Behavioral SciencesUniversity o.docx
Department of Psychiatry and Behavioral Sciences
University of Nevada, Reno School of Medicine
Bio-Psycho Social-Spiritual Model
In all our teaching, we invite students to conceptualize patient problems by using a bio-psycho-social-spiritual
formulation. This model is used throughout our curriculum in psychiatry. We ultimately want students to arrive
at patient formulations that allow for understanding and drive formation of treatment plan. Formulations help
explain "how did this patient get to this psychiatric status?"
What follows is a description of the components of the bio-psycho-social-spiritual formulation. We have
added prompts for the students to help them think about and organize clinical material. Students are
encouraged to include each component in formulations.
This model generally includes the following:
Biological
Past
Genetics:
Consider whether any blood relatives that have had psychiatric problems, substance use problems or
suicide attempts/suicides. Is there a history of close relatives who have been hospitalized for
psychiatric reasons? What kind of treatments did they get, how did they respond?
History of Pregnancy and Birth:
Consider pregnancy variables: Was there in-utero exposure to nicotine, alcohol, medications or
substances? Anything unusual about pregnancy?
Note birth complications, such as prematurity, birth trauma or extended periods of hospitalization.
Relevant Previous Illnesses
Consider any history of head injury, endocrine disorders (e.g. thyroid, adrenal), seizures, malignancies,
or neurological illnesses.
Consider potential lasting effects of past substance use on brain functions such as cognition, affective
regulation, etc.
Present
Current Illnesses:
Identify current illnesses and any direct impact they may have on psychiatric presentation.
Medications:
Assess current medication regimen. Consider whether these medications have psychoactive effects
(e.g. steroids, beta blockers, pain medications, benzodiazepines, SSRI's, antipsychotics). Consider
possible side effects of current medications.
Substances:
Consider the influence of nicotine, alcohol and street drugs on current psychiatric symptoms.
Consider the possible effects of substance withdrawal.
Psychological
Past
Comment on any past history of trauma (child abuse, combat, rape, serious illness), as well as resiliency
(how the patient coped with trauma, e.g. friends, family, religion).
Consider the sources of positive self image and positive role models.
Comment on the patient's experience with loss.
Comment on the patient's quality of relationships with important figures, such as grand parents, friends,
significant teachers, or significant employers.
Comment on how past medical problems, substance use or psychiatric problems impacted the
patient's development and their relevance to patient today.
Present
Describe the recent events and experiences that precipitated the admission or appointment.
What are the current stressors? Do they.
Social and Political Causes of Poor Mental Health slideshow
Psychologists for Social Change, South Wales, October 4th 2018, Pierhead, sponsored by Lynne Neagle, AM
Generalist Practice A Presentation on Steps of The Problem-Solv
Generalist Practice: A Presentation on Steps of The Problem-Solving Process
Name:
Date: May 5th, 2021
Pamela Easter !!!
1
Problem Identification or Engagement
Identify the type of problem – drug addiction and its effects on Family members.(Janice Walker is at the center of problem)
Identify how the problem has affected the rest of the community- substance abuse effects cost in the community in measurable ways including loss of productivity and unemployability; impairment in physical and mental health; reduced quality of life; increase violence; and Crime; abuse and neglect of children.
The community's general perception of the problem- the economic consequences of drug abuse severely burden federal , State, and local government resources, and the taxpayer.
The root cause of the problem- most often the cause of addiction is chronic stress, a history of trauma (PTSD), mental illness, lastly family history with addiction
Problem Identification/Engagement. The first step is to identify the type of problem the researcher is dealing with. Identify how the problem has affected the rest of the community and the community's general perception of the problem. The next step is to evaluate how the problem has affected the community or a client. Lastly, identify the root cause of the problem; where did the problem come from, or how did the victim get the problem they are facing.
2
Data Collection
Three major ways of collecting data from Clients are Interviews, Observation, and surveys
Interviews:
Engaging with the client one-on-one. Listening to client’s perspective of the problem
This method has ability to untangle the individual's problem, emotions, background, and the general social context, The Advocate can get the client's perception of the treatment
Observation:
It obtains data from clients by assessing the reaction to their respective environments
The researcher can identify factors contributing to the Client's condition
Data collection. There are many ways to collect data from a client. Three major ways of collecting data from a client are Interviews, Observation, and First Extraction.
Interviews: The researcher can speak with the patient on a one-on-one basis. A researcher or a nurse can use this method because of its ability to untangle the individual's problem, emotions, background, and the general social context, which in this paper largely revolves around the family relationship (Cohen et al., 2017). This data collection method paves the way for a nurse to get the patient's perception of the treatment and some of the elements that motivated them to embrace treatment.
Observation: it is used to obtain data from clients by assessing the reaction to their respective environments. Observation methods allow the researcher to identify social dimensions and family background factors contributing to the patient's condition.
3
Data Collection cont’d
Surveys : Can discover the problem
Clients Family History background details o ...
Behavioral Science in Medicine
An analysis of application of behavioral science in practice of medicine
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDY:
Female, 15, separation anxiety disorder, Depression
The patient is a fifteen-year-old female teenager who presents to the clinic with her mother for her first assessment. Patient is being referral to the clinic by the school counselor due to low grades and poor school assistance. During the session, both the patient and the mother are neatly dressed. Her mother seems to be worried about her daughter. The patient said, "I worry a lot about my family members. I fear that one day my parents will be abducted or fatally injured. The worries and fears make me have difficulties concentrating on personal well-being and my studies in school." The mental assessment shows that the patient is depressed, and she refuses to leave the proximity of her mother. Her mother says that her daughter has been experiencing depression or anxiety attacks. The physical assessment shows that the patient has been experiencing physical aches and pains. She maintains good eye contact. Her mood is a little anxious. The symptoms conclude that the patient has separation anxiety disorder because the symptoms have progressed for the past six months. Treatments include antidepressants, group therapy, family therapy, dialectical behavioral therapy, and cognitive-behavioral therapy. A follow-up is to be done in two weeks.
Assignment 2: Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum o.
The Field Guide to Human-Centered DesignBy IDE.docx
The Field Guide to Human-Centered Design
By IDEO.org
1st Edition © 2015
ISBN: 978-0-9914063-1-9
This work is licensed under the creative commons
attribution, noncommercial, no derivatives 3.0
unported license.
Attribution — You must attribute the work in the
manner specified by the author or licensor (but not
in any way that suggests that they endorse you or
your use of the work).
Noncommerical — You may not use this work for
commercial purposes.
NoDerivatives — If you remix, transform, or build
upon the material, you may not distribute the
modified material.
Printed in Canada
THE
FIELD GUIDE
Contents
Introduction
Mindsets
Creative Confidence
Make It
Learn from Failure
Empathy
Embrace Ambiguity
Optimism
Iterate, Iterate, Iterate
Methods
INSPIRATION
Frame Your Design Challenge
Create a Project Plan
Build a Team
Recruiting Tools
Secondary Research
Interview
Group Interview
Expert Interview
Define Your Audience
Conversation Starters
Extremes and Mainstreams
Immersion
Analogous Inspiration
Card Sort
Peers Observing Peers
09
17
19
20
21
22
23
24
25
27
29
31
34
35
36
37
39
42
43
44
45
49
52
53
57
60
Collage
Guided Tour
Draw It
Resource Flow
Case Study: Vroom
IDEATION
Download Your Learnings
Share Inspiring Stories
Top Five
Find Themes
Create Insight Statements
Explore Your Hunch
How Might We
Create Frameworks
Brainstorm
Brainstorm Rules
Bundle Ideas
Get Visual
Mash-Ups
Design Principles
Create a Concept
Co-Creation Session
Gut Check
Determine What to Prototype
Storyboard
Role Playing
61
64
65
67
71
75
77
78
79
80
81
84
85
89
94
95
97
101
104
105
108
109
110
111
113
118
119
123
126
127
129
133
135
136
137
140
141
144
145
146
147
148
149
152
153
157
159
163
189
Rapid Prototyping
Business Model Canvas
Get Feedback
Integrate Feedback and Iterate
Case Study: Asili
IMPLEMENTATION
Live Prototyping
Roadmap
Resource Assessment
Build Partnerships
Ways to Grow Framework
Staff Your Project
Funding Strategy
Pilot
Define Success
Keep Iterating
Create a Pitch
Sustainable Revenue
Monitor and Evaluate
Keep Getting Feedback
Case Study: Clean Team
Resources
Colophon
8
The Field Guide to Human-Centered Design
09
Introduction
What Does It
Mean to Be
Embracing human-centered design means believing that all problems,
even the seemingly intractable ones like poverty, gender equality,
and clean water, are solvable. Moreover, it means believing that the
people who face those problems every day are the ones who hold the
key to their answer. Human-centered design offers problem solvers of
any stripe a chance to design with communities, to deeply understand
the people they’re looking to serve, to dream up scores of ideas, and to
create innovative new solutions rooted in people’s actual needs.
At IDEO.org and IDEO, we’ve used human-centered design for decades
to create produc.
The fictional Be Good company recorded the following financial data .docx
The fictional Be Good company recorded the following financial data for the year ended 20X2:
Sales
$1,000,000
Cash
$25,000
Cost of goods sold
$700,000
Inventory
$50,000
Accounts receivable
$75,000
Operating expenses
$200,000
Fixed assets
$400,000
Interest expenses
$20,000
Accounts payable
$15,000
Taxes
$ 30,000
Long-term debt
$300,000
Owner’s equity
$225,000
Accruals
$10,000
Organize these data into a balance sheet and an income statement.
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The job is just to read each individual peer post that I put there.docx
The job is just to read each individual peer post that I put there and respond to them with a response of 3-4 sentences long
Peer #1
For the Research Assignment, I have chosen to focus on an area of Healthcare that rarely gets the
attention it deserves Mental health. I
chose this topic because I am personally effected by it and so are many millions of Americans. Mental illness is also one of the leading causes of
death in our nation and one life is lost as a result of suicide, abuse or incarceration every 17mins in the United States. Mental illness has been my
area of focus throughout this program and the advocacy and participatory philosophy will be useful for the final project because it suggests that “
that research inquiry needs to be intertwined with politics and a political agenda” (Creswell, p.9). I do believe that mental health has a specific
agenda for a study and that there has been constant aim for reform in healthcare and mental health. This social issue is definitely pertinent right
now and topics that address it such as “empowerment, inequality, oppression, domination, suppression, and alienation” (Creswell, p.9), and are
really the focus of the study. The goal of this project for me, is to provide a voice to participants and give them the ability address the concerns that
will lead to reform.
According to Kemmis and Wilkinson (1998) this philosophy offers four key features of the advocacy/participatory framework of inquiry:
1. Participatory actions are focused on bringing about change, and at the end of this type of study, researchers create an action agenda for change.
2. It is focused on freeing individuals from societal constraints, which is why the study begins with an important issue currently in society.
3. It aims to create a political debate so that change will occur.
4. Since advocacy/participatory researchers engage participants as active contributors to the research, it is a collaborative experience.
Research Problem Statement
My Vision is to Provide members of the community with the opportunities and education needed to prevent death due to suicide, acts of self-harm
and the traumatic impact of mental illness. By promoting resilience, the enhancement of community resources, conflict resolution and support for
individuals, families and the communities of those who suffer with mental disorders, illness or have a sudden mental health crisis. The target
population includes all individuals within Chatham County, with unmet mental health needs. These individuals are currently not being served by
traditional methods due to financial, structural, and personal barriers including access and stigma. Untreated mental health issues of these
individuals put them at risk for exacerbation of physical health problems, suicide attempts, premature moves to long-term care se.
Psychiatric history
Psychiatric history
Basic structure
Standard history – presenting complaint, drug history, past medical history etc. – plus PSYCH extras:
Pre-morbid personality: "how would friends and family describe you before you were unwell?". Ask about previous hobbies and habits.
Substance use, including alcohol. Ask about frequency, volume, location and situation, and if relevant, administration route and needle sharing.
Youth: personal history.
Crime: forensic history.
Harm risk i.e. risk assessment. SO CRAP: Risk to Self, Risk to Others, Chronic physical health problems, Relapse risk, Medication Adherence, Protective factors.
Standard history components
Presenting complaint:
"What's been happening with you lately?". Put their own words in quotations as the presenting complaint.
If anxious, reassure: "we don't have to talk about anything you don't want to discuss".
Think about 4 key components of the episode, in a causal sequence: (1) triggers and life circumstances → (2) thoughts and emotions → (3) behavioural and physical symptoms, including functional impairments → (4) impacts on family, work, and physical health.
Make sure to cover the onset, duration, and pattern of symptoms, and factors that perpetuate, exacerbate, or relieve them.
Get their ideas, concerns, and expectations: what do they think is going on?
Ask about specific psych symptoms – e.g. delusions – as part of the mental state exam.
Department of Psychiatry and Behavioral SciencesUniversity o.docx
Department of Psychiatry and Behavioral Sciences
University of Nevada, Reno School of Medicine
Bio-Psycho Social-Spiritual Model
In all our teaching, we invite students to conceptualize patient problems by using a bio-psycho-social-spiritual
formulation. This model is used throughout our curriculum in psychiatry. We ultimately want students to arrive
at patient formulations that allow for understanding and drive formation of treatment plan. Formulations help
explain "how did this patient get to this psychiatric status?"
What follows is a description of the components of the bio-psycho-social-spiritual formulation. We have
added prompts for the students to help them think about and organize clinical material. Students are
encouraged to include each component in formulations.
This model generally includes the following:
Biological
Past
Genetics:
Consider whether any blood relatives that have had psychiatric problems, substance use problems or
suicide attempts/suicides. Is there a history of close relatives who have been hospitalized for
psychiatric reasons? What kind of treatments did they get, how did they respond?
History of Pregnancy and Birth:
Consider pregnancy variables: Was there in-utero exposure to nicotine, alcohol, medications or
substances? Anything unusual about pregnancy?
Note birth complications, such as prematurity, birth trauma or extended periods of hospitalization.
Relevant Previous Illnesses
Consider any history of head injury, endocrine disorders (e.g. thyroid, adrenal), seizures, malignancies,
or neurological illnesses.
Consider potential lasting effects of past substance use on brain functions such as cognition, affective
regulation, etc.
Present
Current Illnesses:
Identify current illnesses and any direct impact they may have on psychiatric presentation.
Medications:
Assess current medication regimen. Consider whether these medications have psychoactive effects
(e.g. steroids, beta blockers, pain medications, benzodiazepines, SSRI's, antipsychotics). Consider
possible side effects of current medications.
Substances:
Consider the influence of nicotine, alcohol and street drugs on current psychiatric symptoms.
Consider the possible effects of substance withdrawal.
Psychological
Past
Comment on any past history of trauma (child abuse, combat, rape, serious illness), as well as resiliency
(how the patient coped with trauma, e.g. friends, family, religion).
Consider the sources of positive self image and positive role models.
Comment on the patient's experience with loss.
Comment on the patient's quality of relationships with important figures, such as grand parents, friends,
significant teachers, or significant employers.
Comment on how past medical problems, substance use or psychiatric problems impacted the
patient's development and their relevance to patient today.
Present
Describe the recent events and experiences that precipitated the admission or appointment.
What are the current stressors? Do they.
Social and Political Causes of Poor Mental Health slideshow
Psychologists for Social Change, South Wales, October 4th 2018, Pierhead, sponsored by Lynne Neagle, AM
Generalist Practice A Presentation on Steps of The Problem-Solv
Generalist Practice: A Presentation on Steps of The Problem-Solving Process
Name:
Date: May 5th, 2021
Pamela Easter !!!
1
Problem Identification or Engagement
Identify the type of problem – drug addiction and its effects on Family members.(Janice Walker is at the center of problem)
Identify how the problem has affected the rest of the community- substance abuse effects cost in the community in measurable ways including loss of productivity and unemployability; impairment in physical and mental health; reduced quality of life; increase violence; and Crime; abuse and neglect of children.
The community's general perception of the problem- the economic consequences of drug abuse severely burden federal , State, and local government resources, and the taxpayer.
The root cause of the problem- most often the cause of addiction is chronic stress, a history of trauma (PTSD), mental illness, lastly family history with addiction
Problem Identification/Engagement. The first step is to identify the type of problem the researcher is dealing with. Identify how the problem has affected the rest of the community and the community's general perception of the problem. The next step is to evaluate how the problem has affected the community or a client. Lastly, identify the root cause of the problem; where did the problem come from, or how did the victim get the problem they are facing.
2
Data Collection
Three major ways of collecting data from Clients are Interviews, Observation, and surveys
Interviews:
Engaging with the client one-on-one. Listening to client’s perspective of the problem
This method has ability to untangle the individual's problem, emotions, background, and the general social context, The Advocate can get the client's perception of the treatment
Observation:
It obtains data from clients by assessing the reaction to their respective environments
The researcher can identify factors contributing to the Client's condition
Data collection. There are many ways to collect data from a client. Three major ways of collecting data from a client are Interviews, Observation, and First Extraction.
Interviews: The researcher can speak with the patient on a one-on-one basis. A researcher or a nurse can use this method because of its ability to untangle the individual's problem, emotions, background, and the general social context, which in this paper largely revolves around the family relationship (Cohen et al., 2017). This data collection method paves the way for a nurse to get the patient's perception of the treatment and some of the elements that motivated them to embrace treatment.
Observation: it is used to obtain data from clients by assessing the reaction to their respective environments. Observation methods allow the researcher to identify social dimensions and family background factors contributing to the patient's condition.
3
Data Collection cont’d
Surveys : Can discover the problem
Clients Family History background details o ...
Behavioral Science in Medicine
An analysis of application of behavioral science in practice of medicine
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDY:
Female, 15, separation anxiety disorder, Depression
The patient is a fifteen-year-old female teenager who presents to the clinic with her mother for her first assessment. Patient is being referral to the clinic by the school counselor due to low grades and poor school assistance. During the session, both the patient and the mother are neatly dressed. Her mother seems to be worried about her daughter. The patient said, "I worry a lot about my family members. I fear that one day my parents will be abducted or fatally injured. The worries and fears make me have difficulties concentrating on personal well-being and my studies in school." The mental assessment shows that the patient is depressed, and she refuses to leave the proximity of her mother. Her mother says that her daughter has been experiencing depression or anxiety attacks. The physical assessment shows that the patient has been experiencing physical aches and pains. She maintains good eye contact. Her mood is a little anxious. The symptoms conclude that the patient has separation anxiety disorder because the symptoms have progressed for the past six months. Treatments include antidepressants, group therapy, family therapy, dialectical behavioral therapy, and cognitive-behavioral therapy. A follow-up is to be done in two weeks.
Assignment 2: Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum o.
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The Field Guide to Human-Centered DesignBy IDE.docx
The Field Guide to Human-Centered Design
By IDEO.org
1st Edition © 2015
ISBN: 978-0-9914063-1-9
This work is licensed under the creative commons
attribution, noncommercial, no derivatives 3.0
unported license.
Attribution — You must attribute the work in the
manner specified by the author or licensor (but not
in any way that suggests that they endorse you or
your use of the work).
Noncommerical — You may not use this work for
commercial purposes.
NoDerivatives — If you remix, transform, or build
upon the material, you may not distribute the
modified material.
Printed in Canada
THE
FIELD GUIDE
Contents
Introduction
Mindsets
Creative Confidence
Make It
Learn from Failure
Empathy
Embrace Ambiguity
Optimism
Iterate, Iterate, Iterate
Methods
INSPIRATION
Frame Your Design Challenge
Create a Project Plan
Build a Team
Recruiting Tools
Secondary Research
Interview
Group Interview
Expert Interview
Define Your Audience
Conversation Starters
Extremes and Mainstreams
Immersion
Analogous Inspiration
Card Sort
Peers Observing Peers
09
17
19
20
21
22
23
24
25
27
29
31
34
35
36
37
39
42
43
44
45
49
52
53
57
60
Collage
Guided Tour
Draw It
Resource Flow
Case Study: Vroom
IDEATION
Download Your Learnings
Share Inspiring Stories
Top Five
Find Themes
Create Insight Statements
Explore Your Hunch
How Might We
Create Frameworks
Brainstorm
Brainstorm Rules
Bundle Ideas
Get Visual
Mash-Ups
Design Principles
Create a Concept
Co-Creation Session
Gut Check
Determine What to Prototype
Storyboard
Role Playing
61
64
65
67
71
75
77
78
79
80
81
84
85
89
94
95
97
101
104
105
108
109
110
111
113
118
119
123
126
127
129
133
135
136
137
140
141
144
145
146
147
148
149
152
153
157
159
163
189
Rapid Prototyping
Business Model Canvas
Get Feedback
Integrate Feedback and Iterate
Case Study: Asili
IMPLEMENTATION
Live Prototyping
Roadmap
Resource Assessment
Build Partnerships
Ways to Grow Framework
Staff Your Project
Funding Strategy
Pilot
Define Success
Keep Iterating
Create a Pitch
Sustainable Revenue
Monitor and Evaluate
Keep Getting Feedback
Case Study: Clean Team
Resources
Colophon
8
The Field Guide to Human-Centered Design
09
Introduction
What Does It
Mean to Be
Embracing human-centered design means believing that all problems,
even the seemingly intractable ones like poverty, gender equality,
and clean water, are solvable. Moreover, it means believing that the
people who face those problems every day are the ones who hold the
key to their answer. Human-centered design offers problem solvers of
any stripe a chance to design with communities, to deeply understand
the people they’re looking to serve, to dream up scores of ideas, and to
create innovative new solutions rooted in people’s actual needs.
At IDEO.org and IDEO, we’ve used human-centered design for decades
to create produc.
The fictional Be Good company recorded the following financial data .docx
The fictional Be Good company recorded the following financial data for the year ended 20X2:
Sales
$1,000,000
Cash
$25,000
Cost of goods sold
$700,000
Inventory
$50,000
Accounts receivable
$75,000
Operating expenses
$200,000
Fixed assets
$400,000
Interest expenses
$20,000
Accounts payable
$15,000
Taxes
$ 30,000
Long-term debt
$300,000
Owner’s equity
$225,000
Accruals
$10,000
Organize these data into a balance sheet and an income statement.
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Please compose a 750 Word Essay, regarding the following:
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Explain the physiology of reproduction in both men and women
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agroterrorist
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The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
The Federal Response to Hurricane Katrina Lessons Learned (F.docx
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
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The Federal Reserve System was established to provide a stable monetary system for the entire economy. The Federal Reserve Bank (the Fed) has three major tools to control the money supply: 1) reserve requirements, 2) discount window for loans to member banks, and 3) open market operations.
When the economy is in a recessionary mode, what will likely be the actions by the Federal Reserve using monetary policy? Suppose the Federal Reserve purchases a $100,000 bond from John Doe, who deposits the proceeds in the Manufacturer's National Bank; what will be the impact of this transaction on the supply of money?
How do each of the Fed's tools work? What is the fractional reserve system, and how does it work in relation to the Fed? Review the Federal Reserve System and how the Fed alters the monetary base to achieve the levels of money supply in the economy.
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The Failure of Theory to Predict the Way Public Sector
Organisation Responds to its Organisational
Environment and the Need for a Mosaic-View
of Organisational Theory
Bryane Michael & Maja Popov
Published online: 25 November 2014
# Springer Science+Business Media New York 2014
Abstract What does theory predict about the way government size and structure
adapts to changes in government’s organisational environment (particularly to
uncertainty and complexity)? In this paper, we review the theory and evidence
from the literature about the way government size adjusts to such changes –
particularly to changes in macroeconomic fundamentals like gross national prod-
uct (GDP). We find that the traditional theories from the organisational theory
literature—like the contingency-based view, resource-based view and the rational
choice view – fail to provide global explanations for much of the variation we
see in the world around us. Instead, theorists need to adopt a “mosaic view” of
organisational theory – accepting that different theories may explain the way
public sector size and structure responds to the uncertainty and variability in its
(macroeconomic) organisational environment. We also provide several empirical
hypotheses to test such a mosaic-view.
Keywords Contingency theory. Public sector organisational theory. Resource-based
view. Size of government . Government structure . “Mosaic view”
JELCodes . F4 . D7 . E6 . H1 . H4
Public Organiz Rev (2016) 16:55–75
DOI 10.1007/s11115-014-0296-5
The views expressed in this paper remain the views of the authors alone and do not reflect the views of the
organisations for which the authors work or are affiliated with.
The affiliations shown as of time of writing.
B. Michael (*)
Columbia University (SIPA), 420 W 118th St #1, New York, NY 10027, USA
e-mail: [email protected]
M. Popov
General Secretariat of the Government of Serbia, 11 Nemanjina St., Belgrade, Serbia
Introduction
Despite over 40 years of theorizing about public sector organisation, we still know very
little about how government responds to changes in its organisational environment. A
variety of theories predict how government size and structure should respond to the
national macroeconomic environment it regulates (as well as buys and sells labour, capital
and goods in). Contingency theorists argue – though are now in relative disrepute – that
government departments and agencies grow, shrink, divide and/or merge in response to
changes in the macroeconomic environment (Gupta et al. 1994). Resource-based theorists
– and their newer off-spring who write about “competencies” – argue that these govern-
ment departments morph, depending on the resources (budgetary, staffing, know-how and
so forth) they already have available – or can obtain through bureaucratic and/or political
means (Bryson et al. 2007). Rational-choice theorists, and select scholars in public
administration, argue that government organisational structure does (or sho.
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The Federal Open Market Committee (FOMC) will meet on Sept. 25th and 26th. In one page or less, address the following.
1. Summarize the action, if any, taken by the FOMC.
2. Explain in your analysis why the FOMC took this action.
1. Why it took this action?
2. Discuss what effect the FOMC’s actions or lack of actions had on the following:
1. Stock market immediately after the announcement on Wednesday the 26th at 1:00 central time
2. The closing price on the DJIA the day before and the day of the announcement
3. Closing interest rates (use the 3-month Treasury bill and the 10-year Treasury note) on the day before and the day of the announcement
3. Be specific (DJIA, S&P 500 up 20pts, Yield on 10yr treasury down 30bp, etc.).
Project Plan
Project Overview Statement, Part II
Conversion of Legacy Database to New ERP Software
Member 1
Member 2
Member 3
Member 4
PROJ-584
Managing Software Development Projects
Professor Name
School Name
October 7, 2018
Project Plan
Project Overview Statement
Executive Summary
Team #3 is proposing a software development/upgrade project to move from the legacy software/database MANFACT, to SyteLine® ERP inventory and financial database, to meet the needs of the growing business. This project is in line with the strategic objective of increasing sales and improving customer satisfaction by improving on time delivery at the Los Angeles, CA facility. This ERP software is in use at other facilities in the parent organization for many years now and has been successful in improving performance and delivery as well as reduced inventory levels and improved sales and bookings. This project has a preliminary budget of $500,000 with a duration of 12 -18 months.
Statement of Scope
This project will be company-wide and implemented in all departments and areas of the company. The new software Syteline® (https://www.youtube.com/watch?v=1ZLEMmqTdoE), will reduce the amount of manual tracking of jobs (phone calls, emails, manual excel schedules, attending department meetings, etc.) by providing real-time communication of timelines and part movement and flow throughout the shop and along with status of open programs or large jobs. It will also improve On Time Delivery (OTD) performance through enhanced planning and scheduling of orders. Reduction of lead times (customer delivery) through the elimination of wasted processes and excessive move and queue times built in because of manual processes.
We intend to complete this transformation by:
· Converting existing data into the new ERP database.
· Upgrade server and network equipment to meet increased traffic demands.
· Run pilot programs in parallel to test and verify new process capabilities.
· Create standard work for each department
· Train all employees that would use this system from managers to leads, from sales to production, and engineering to purchasing.
Project Organization (MARC)
This software upgrade will be in alignment with the organization's strat.
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The Federal Government’s Fiscal Policy and the National Debt [WLOs: 3, 4] [CLOs: 6, 7]
Describe the roles of government bodies that determine fiscal policy. Explain fiscal policies’ effects on the economy’s production and employment. How does the enormous U.S. national debt affect the federal government’s fiscal policy? Is the current U.S. national debt a serious problem like a heavy personal debt? Why or why not? Discuss thoroughly.
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The Federal Judiciary
I. Constitutional Provisions
A. Article III of the Constitution - “The judicial Power in the United States, shall be vested
in one supreme Court, and in such inferior Courts as the Congress may from time to time
ordain and establish.” Also provides for lifetime tenure.
B. Marbury v. Madison (1803) - - gave the judicial branch the power to of judicial review -
decide on the constitutionality of legislative enactments and executive actions.
II. The Legal System
A. Criminal and Civil Law
1. Criminal Law - the branch of law dealing with crimes and their punishments.
(Murder, rape, robbery) state v citizen, innocent until proven guilty, burden of
proof on government, beyond a reasonable doubt
2. Civil Law - is the body of law dealing with noncriminal matters, such as the laws
of property, commercial law, and family law. (Employment discrimination)
citizen v citizen, threshold of proof is lower, PREPONDERANCE OF
EVIDENCE.
B. Jurisdiction - the authority to hear and decide cases.
1. Original Jurisdiction - refers to a court’s authority to hear disputes as a trial
court (Ex. O. J. Simpson’s case was held in a state level trial court). The facts of
the case are established at the trial court level. More than 90 percent of all cases
end at this stage.
2. Appellate Jurisdiction - refers to a court’s ability to review cases already decided
by a trial court.
III. The U.S. Court System: Organization and Jurisdiction
A. Federal District Courts - are trial courts. There are 94, based on population but with at
least one in each state.
1. They are courts of original jurisdiction.
2. Some use juries (either grand jury to decide if there is sufficient evidence to bring
an indictment to an accused person or petit jury that hear evidence and sit in
judgment) and other cases are heard by only a judge.
B. Circuit Court of Appeal - are intermediate appellate courts. There are 12, based on
regions or circuits that hear appeals from the federal district court. A thirteenth court, U.S.
Court of Appeals for the Federal Circuit, hears cases on patents and government contracts.
Usually, a group of three judges decides their cases.
C. Supreme Court - is the ultimate appellate court. Most cases that it hears have proceeded
through the lower courts first. Today, we have 8 justices and one chief justice - 9 in total.
1. Decisions of the U.S. Supreme Court are binding throughout the nation and
establish legal precedents.
2. Also has original jurisdiction - disputes involving ambassadors, two or more
states, etc.
IV. Judicial Selection - the president’s means of exercising leadership of the judicial branch
is through the nomination of federal judges.
A. Selection of Lower-Court Judges - this involves the federal district courts and the
court of appeals. The president nominates for a lifetime tenure and the Senate must
confirm each nomination by a majority vo.
The federal government has assumed responsibility for educating .docx
The federal government has assumed responsibility for educating children living on federal property since the 1800s by paying those children’s school tuition. The advent of the Korean War led to a significant increase in military housing. Military installations began building schools on federal properties in the southern states in the early 1950s.
There are several reasons why military children began attending schools on military installations rather than the local public schools, also known as Local Education Activities (LEAs). One significant reason is related to desegregation. Desegregation in the U.S. Military occurred prior to desegregation in public education. To support its own desegregation policies and the type of community these policies fostered, the government established desegregated schools for the children of military personnel.
In addition, state law prohibited the expenditure of tax revenues for the education of children living on federal property. The military decided to build its own schools for the children of military personnel rather than paying for these children to attend local public schools.
At present, all stateside U.S. Department of Defense Educational Activity (DoDEA) schools fall under the responsibility of the Department of Defense Title 10 under the direction of the Secretary of Defense. The overseas schools (or, DoDDS) fall under the responsibility of Title 20, Department of Education (DoDEA; School Boards for Department of Defense Domestic Schools Training Materials, 2012).
Throughout the years, there have been many changes and shifts, as well as attempts to reintegrate children into LEAs. From time to time, the cost of supporting the schools is brought into question. In addition, whenever a military installation closes, its associated school, if any, closes too.
Not all military children attend schools on military installations. Many receive quality educations at their LEAs. Regardless if a military child attends a school on a military installation or an LEA, it is important for helping professionals to know the types of education available to military children, to know how to support the needs of these students, and to know the laws that protect and support the social, emotional, and academic success of military children.
For this paper, take into account what you have learned so far about military culture, review the two videos assigned this week, and conduct some additional research to deepen your understanding of the education of military children.
Submit
a 3- to 4-page paper in which you:
Choose one family from the videos and briefly describe their circumstances as if they were an identified client
Explain how the DoDEA school system could be utilized to help the family you chose
Analyze how the scenarios discussed or circumstances may have been different in a civilian school
Explain what social work strategies you would utilize with this family
Explain how military culture played a part .
The Facts Peel Factor is the leading fruit juice provider .docx
The Facts
Peel Factor is the leading fruit juice provider in the country. The company is family owned and has been headed by brothers, Ted and Kiki, since the untimely passing of their father a few years ago. Kiki is the face of the enterprise and acts as the Executive Director of Peel Factor, soaking in all the plaudits for how well the company has performed. Ted is the reliable right-hand man who, until recently, faithfully executes his duties as one of the directors. Unbeknownst to Kiki, Ted has always felt that he can do a better job than his brother in leading the company, if given the chance to do so.
Secretly, Ted has been approached by a talent scout hired by Fresh Inc., who is Peel Factor’s direct competitor. Ted is intrigued by Fresh Inc.’s offer to head their company and is tempted by the potential to achieve recognition for his business sense and administrative ability. He gives his in-principle agreement to Fresh Inc. to accept their offer. Out of brotherly love, he decides to inform Kiki first before signing the employment contract proper.
Unfortunately for Ted, a local news reporter gets wind of the intended appointment and releases the news via the country’s premier social media app. Kiki is enraged by this perceived “betrayal” and goes to talk to Ted, hoping to come to an agreement on the way forward.
However, once he gets to the office, Kiki loses it and castigates Ted, calling him “a wastrel and a disgrace to the family.” Ted tries to ignore Kiki and refuses to speak to him initially. Kiki then goes on to tell Ted that he “is the reason why father passed on early,” because Ted “is such a disappointment.” Kiki also says that Ted is “lousy” and that is why he “failed” at his job, and that the company would do much better without him, even though he has no evidence for this statement.
Unable to hold it together any longer, Ted yells that Kiki has “always been the spoilt favourite family brat” and has only got so far because he is “tied to mummy’s apron strings.” Incensed at the situation, Kiki then proposes to buy back Ted’s shares in the family business for $0.04 per share even though he knows that the market price is $0.20 per share. Ted shouts back that Kiki has always been a “bully” since Ted lost Kiki’s favourite stuffed toy in their youth, even though Ted knows this has nothing to do with the current dispute.
Kiki and Ted then both claim that they will each hear from their respective lawyers about this situation.
Inwardly, Kiki is devastated. He has always wanted the family business to do well and wanted to keep his family together. Before their father passed, Kiki promised to take care of his brother and now the family seems to be torn asunder. Heartbroken, Kiki wishes deeply to keep the promise to his late father. In fact, Kiki actually thought he was grooming Ted to eventually take over from him in the near future. Further, he is extremely concerned about losing his existing clients as well as his staff.
The Federal Courts The judiciary ought to be the defender of .docx
The Federal Courts: The judiciary ought to be the defender of liberty, equality and democracy. With references to the authors, are the courts really performing that role as the framers of the constitution intended?
Explain the connections among the different segments of the United States court system.
.
The Financial Review 40 (2005) 1--9Reflections on the Effi.docx
The Financial Review 40 (2005) 1--9
Reflections on the Efficient Market
Hypothesis: 30 Years Later
Burton G. Malkiel∗
Princeton University
Abstract
In recent years financial economists have increasingly questioned the efficient market
hypothesis. But surely if market prices were often irrational and if market returns were as
predictable as some critics have claimed, then professionally managed investment funds should
easily be able to outdistance a passive index fund. This paper shows that professional investment
managers, both in The U.S. and abroad, do not outperform their index benchmarks and provides
evidence that by and large market prices do seem to reflect all available information.
Keywords: efficient markets, stock market predictability
JEL Classifications: G12, G14
I have been an advocate of the efficient market hypothesis for over 30 years.
In my view, equity prices adjust to new information without delay and, as a result,
no arbitrage opportunities exist that would allow investors to achieve above-average
returns without accepting above-average risk. This hypothesis is associated with the
view that stock market price movements approximate those of a random walk. If
new information develops randomly, then so will market prices, making the stock
market unpredictable apart from its long-run uptrend. I suggested, largely in jest, that
∗Corresponding author: Chemical Bank Chairman’s Professor of Economics, Princeton University,
Princeton University—Bendheim Center for Finance; 26 Prospect Avenue; Princeton, NJ 08540; United
States; Phone: (609) 258-6445; Fax: (609) 258-0771; E-mail: [email protected]
This paper was presented to the 2004 Meetings of the Eastern Finance Association in Mystic, Connecticut.
1
2 B. G. Malkiel/The Financial Review 40 (2005) 1–9
a blindfolded chimpanzee throwing darts at the stock pages could select a portfolio
that would do as well as the experts.1 In fact, the correct analogy is to throw a towel
over the stock pages and simply buy an index fund, which buys and holds all the
stocks making up a broad stock-market index.
In recent years, many financial economists have come to question the efficient
market hypothesis. At least ex-post, there seem to be several instances where market
prices failed to reflect available information.2 Moreover, periods of large-scale irra-
tionality, such as the technology-internet “bubble” of the late 1990s extending into
early 2000, have convinced many analysts that the efficient market hypothesis should
be rejected.3 In addition, financial econometricians have suggested that stock prices
are, to a significant extent, predictable on the basis either of past returns or of certain
valuation metrics such as dividend yields and price-earning ratios.4
Although it is possible to cast doubt on the statistical robustness of many of the
predictable patterns that have been suggested,5 my skepticism is based on somewhat
different evidence. Surely, if market prices often faile.
The financial appraisal report should contain 4 sections that co.docx
The financial appraisal report should contain 4 sections that cover the initial design concept, initial financial appraisal, design, and financial viability analysis, balancing design, and profitability. Further detail on each of these sections is provided below.
need to use excel
.
The financial appraisal report should contain 4 sections that cover .docx
The financial appraisal report should contain 4 sections that cover the initial design concept, initial financial appraisal, design, and financial viability analysis, balancing design, and profitability. Further detail on each of these sections is provided below.
need to use excel
you will post one is the Excel, other is the word documents and the excel table need to Make a screenshot to put in the word document
.
The final step in the course project is to develop the presentat.docx
The final step in the course project is to develop the presentation with audio narration.
You may use PowerPoint or another method (mp4 file) approved by your instructor.
Deliver the presentation in a professional and engaging manner.
Include parenthetical in-text citations support observations made in the presentation. Make sure to read the citations when recording your narration. Do not read the references slide.
Presentation Requirements
Length: 4-6 minutes narrated presentation
Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide)
Title slide
Conclusion slide
References slide (minimum of 8 scholarly sources cited in APA format; not narrated)
.
The Finalized PlanPlease respond to the following discussion.docx
The Finalized Plan
Please respond to the following discussion topic and submit to the discussion forum as a single post. Your initial post should be a minimum of 150 words in length. Then, make at least two thoughtful responses to your fellow students’ posts.
Discuss the benefits of your plan to the organization, to management, to the employees, and to patients if applicable.
.
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- 1. The experience of illness can reach beyond the patient and impact the family system considerably. Patients experience illness through the lenses of their personal emotions, past experiences, stage of life, familial role, social relationships, responsibilities, stressors, and cultural and spiritual beliefs. Other factors, including the nature of the illness and comorbid conditions, also influence how the patient perceives illness. Together, these factors impact how and whether patients seek care, utilize health resources, and receive and adhere to treatment—all of which eventually impact the outcome of the illness. To prepare for this Discussion: Think about a patient’s emotional or psychological response to illness and the factors (e.g., depression, stress, anxiety) that might contribute to this response. Select two factors that you believe are important and might critically affect a patient’s course of life beyond family (e.g., at work, school, social life, role in the community). Consider the stages of an illness— diagnosis, treatment, adherence to treatment, worsening of condition, complications, and survival. By Day 4 Post a description of the two factors you selected. Explain how these factors influence illness and a patient’s life beyond his or her family. Then, explain how these factors might present themselves during at least two stages during the course of illness. Finally, explain how a medical
- 2. social worker might intervene to ensure that the patient receives the services he or she needs to cope best during each of these stages. Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.