“Hello, I am Millie Tudor, and I was married to my high school sweetheart, Earl, for 53 wonderful years. He died 2 years ago and I miss him to this day. Earl and I had three children, two of whom passed before Earl. Our oldest daughter, Leigh, is still helping me around the house and is a blessing to me in my old age. Let me tell you something. Getting old ain’t for sissies! I’m 84 years old as of last month. Leigh had the family meet at a buffet restaurant in town for a surprise party! It was nice to see the grandkids because they don’t stop by often enough with their busy lives. Lynn, the oldest, has a great husband and two kids with more energy than what seems humanly possible. Leigh complains that they are too loud, but I think everyone else talks too softly these days! In fact, when Leigh comes over to take me to the doctor, she’s always telling me my television is too loud.

“I have a lot of doctors who I see. There’s one for my heart and blood pressure who says my cholesterol is too high and wants me to start a new medicine. Another one is for the diabetes, which makes me use those stupid syringes to take insulin. And the last one is for trying to help me with my stiff knees and sore joints. Like I said, getting old ain’t for a sissy! Did I mention the adult briefs I wear to help with my bladder leakage? It’s those dang water pills that I take to keep my feet from swelling so badly. All in all, it’s not a bad life.”

In addition to what Millie has told you, below is a list of her current medications.

• Captopril 25 mg, three times a day
• Alprazolam (Xanax) 0.5 mg, by mouth as needed for anxiety
• Insulin lispro (Humalog) 7 units subcutaneous TID, 15 minutes before meals
• Tramadol for arthritis pain
• Furosemide 40 mg, twice per day
• Ciprofloxacin 250 mg, every 12 hours
• Pilocarpine eye drops, two drops each eye, four times a day
• Lasix 60 mg, once per day in the morning

Select one medication and answer all of the following questions.

1. If this was a medication order, do you have enough information to safely administer the medication? Please explain your answer and provide the missing information, if any.
2. What is the medication’s classification? Does it have any special considerations about which the nurse should be aware?
3. Why is Millie taking this medication? If you are unsure based on the information you’ve been given thus far, list common reasons for this medication to be given.
4. Does this medication present any possible adverse interactions with the other medications Millie is taking?

Evaluate the Health History and Medical Information for Mr. C., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.

Objective Data:

1. Height: 68 inches; weight 134.5 kg
2. BP: 172/98, HR 88, RR 26
3. 3+ pitting edema bilateral feet and ankles
4. Fasting blood glucose: 146 mg/dL
5. Total cholesterol: 250 mg/dL
6. Triglycerides: 312 mg/dL
7. HDL: 30 mg/dL
8. Serum creatinine 1.8 mg/dL
9. BUN 32 mg/dl

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:

1. Describe the clinical manifestations present in Mr. C.
2. Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention.
3. Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)
4. Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider.
5. Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.
6. Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Evaluate the Health History and Medical Information for Mr. C., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.

Objective Data:

1. Height: 68 inches; weight 134.5 kg
2. BP: 172/98, HR 88, RR 26
3. 3+ pitting edema bilateral feet and ankles
4. Fasting blood glucose: 146 mg/dL
5. Total cholesterol: 250 mg/dL
6. Triglycerides: 312 mg/dL
7. HDL: 30 mg/dL
8. Serum creatinine 1.8 mg/dL
9. BUN 32 mg/dl

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:

1. Describe the clinical manifestations present in Mr. C.
2. Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention.
3. Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)
4. Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider.
5. Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.
6. Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Question 1: must use r link

Assignment 5 – Case Study – Quality Associates, Inc.

Quality Associates, Inc., a consulting firm, advises its clients about sampling and statistical procedures that can be used to control their manufacturing processes.

In one particular application, a client gave Quality Associates a sample of 800 observations taken during a time in which that client’s process was operating satisfactorily. The sample standard deviation for these data was .21; hence, with so much data, the population standard deviation was assumed to be .21.

Quality Associates then suggested that random samples of size 30 be taken periodically to monitor the process on an ongoing basis. By analyzing the new samples, the client could quickly learn whether the process was operating satisfactorily.

When the process was not operating satisfactorily, corrective action could be taken to eliminate the problem. The design specification indicated the mean for the process should be 12. The hypothesis test suggested by Quality Associates follows.

H0: µ=12

Ha: µ≠12

Corrective action will be taken anytime H0 is rejected.

The following samples were collected at hourly intervals during the first day of operation of the new statistical process control procedure. These data are available in the data set Quality.

Managerial Report

1. Conduct a hypothesis test in R for each sample at the .01 level of significance and determine what action, if any, should be taken. Provide the test statistic and p-value for each test.
2. Compute the standard deviation for each of the four samples in R. Does the assumption of .21 for the population standard deviation appear reasonable?
3. In R Compute limits for the sample mean around μ = 12 such that, as long as a new sample mean is within those limits, the process will be considered to be operating satisfactorily. If exceeds the upper limit or if is below the lower limit, corrective action will be taken. These limits are referred to as upper and lower control limits for quality control purposes
4. Discuss the implications of changing the level of significance to a larger value. What mistake or error could increase if the level of significance is increased?

Sample 1,Sample 2,Sample 3,Sample 4
11.55,11.62,11.91,12.02
11.62,11.69,11.36,12.02
11.52,11.59,11.75,12.05
11.75,11.82,11.95,12.18
11.90,11.97,12.14,12.11
11.64,11.71,11.72,12.07
11.80,11.87,11.61,12.05
12.03,12.10,11.85,11.64
11.94,12.01,12.16,12.39
11.92,11.99,11.91,11.65
12.13,12.20,12.12,12.11
12.09,12.16,11.61,11.90
11.93,12.00,12.21,12.22
12.21,12.28,11.56,11.88
12.32,12.39,11.95,12.03
11.93,12.00,12.01,12.35
11.85,11.92,12.06,12.09
11.76,11.83,11.76,11.77
12.16,12.23,11.82,12.20
11.77,11.84,12.12,11.79
12.00,12.07,11.60,12.30
12.04,12.11,11.95,12.27
11.98,12.05,11.96,12.29
12.30,12.37,12.22,12.47
12.18,12.25,11.75,12.03
11.97,12.04,11.96,12.17
12.17,12.24,11.95,11.94
11.85,11.92,11.89,11.97
12.30,12.37,11.88,12.23 

12.15,12.22,11.93,12.25

MUST USE RSTUDIO (link to instal is attached)

if extension is needed- ask.

Part 1:

Case Analysis – Wentworth Medical Center

As part of a long-term study of individuals 65 years of age or older, sociologists and physicians at the Wentworth Medical Center in upstate New York investigated the relationship between geographic location and depression. A sample of 60 individuals, all in reasonably good health, was selected; 20 individuals were residents of Florida, 20 were residents of New York, and 20 were residents of North Carolina. Each of the individuals sampled was given a standardized test to measure depression. The data collected follow; higher test scores indicate higher levels of depression. These data are contained in the file Medical1.

A second part of the study considered the relationship between geographic location and depression for individuals 65 years of age or older who had a chronic health condition such as arthritis, hypertension, and/or heart ailment. A sample of 60 individuals with such conditions was identified. Again, 20 were residents of Florida, 20 were residents of New York, and 20 were residents of North Carolina. The levels of depression recorded for this study follow. These data are contained in the file named Medical2.

Managerial Report

1. Use descriptive statistics to summarize the data from the two studies. What are your preliminary observations about the depression scores?
2. Use analysis of variance on both data sets. State the hypotheses being tested in each case. What are your conclusions?
3. Use inferences about individual treatment means where appropriate. What are your conclusions?

Part 2: (not the same assignment)

Case Study – Measuring Stock Market Risk

One measure of the risk or volatility of an individual stock is the standard deviation of the total return (capital appreciation plus dividends) over several periods of time. Although the standard deviation is easy to compute, it does not take into account the extent to which the price of a given stock varies as a function of a standard market index, such as the S&P 500.

As a result, many financial analysts prefer to use another measure of risk referred to as beta. Betas for individual stocks are determined by simple linear regression. The dependent variable is the total return for the stock and the independent variable is the total return for the stock market. For this case problem we will use the S&P 500 index as the measure of the total return for the stock market, and an estimated regression equation will be developed using monthly data. The beta for the stock is the slope of the estimated regression equation (b1). The data contained in the file named Beta provides the total return (capital appreciation plus dividends) over 36 months for eight widely traded common stocks and the S&P 500.

The value of beta for the stock market will always be 1; thus, stocks that tend to rise and fall with the stock market will also have a beta close to 1. Betas greater than 1 indicate that the stock is more volatile than the market, and betas less than 1 indicate that the stock is less volatile than the market. For instance, if a stock has a beta of 1.4, it is 40% more volatile than the market, and if a stock has a beta of .4, it is 60% less volatile than the market.

Managerial Report

You have been assigned to analyze the risk characteristics of these stocks. Conduct analysis in RStudio. Prepare a report that includes but is not limited to the following items.

• Compute descriptive statistics for each stock and the S&P 500. Comment on your results. Which stocks are the most volatile?
• Compute the value of beta for each stock. Which of these stocks would you expect to perform best in an up market? Which would you expect to hold their value best in a down market?
• Comment on how much of the return for the individual stocks is explained by the market.

Case Conceptualization – Part 1

Overview

For this assignment, you will assess and analyze a fictitious client based on a theory of psychotherapy of your choice. This will be the first half of a case conceptualization to be completed for the final assignment. Your task is to provide a clear, coherent, theoretically sound description of a client’s patterns of behaviors and cognition, strengths, challenges, and current problems. Think of this assignment as part of the first stage of therapy where you are getting to know your client using a theory of psychotherapy AND Stage 1 of the Egan and Reese Skilled Helper Model to guide how you make sense of the client’s story and their reasons for seeking help.

Instructions

Address the elements to be included in the first half of the Case Conceptualization in bold found below. You may wish to use these elements as both an outline for your paper and actually the headings to guide its organization and development. The Case Conceptualization – Part 1 should include the following:

Introduction

Note: Do not include the word Introduction as a heading. APA instructs us that the content is implied due to its position in a paper. Instead, begin your paper with the content explained below. See APA Publication Manual for additional details on this topic.

• Include a general introduction to your paper orienting your reader to the topics and information that will be covered within the report.
  • This introduction is not to be confused with the background of the client; instead the introduction referred to here is to inform your reader what the paper is about. Be sure to include that the client being discussed is fictitious. This is to ensure there is never a question around practicing without a license or keeping the APA Code of Ethics on your radar.

Note: The remaining headings should be centered and bolded, using both upper and lower-case lettering.

• Demographic Information: Provide a brief introduction to your client, with demographic information (age, sex, marital status, employment status, and so on). The client you describe should be from a nonmajority culture.
  • What does the client see as the problem? State the presenting problem or chief complaint that brought the client to seek therapy. Remember this is a fictitious client so you can and will need to make up details to formulate your case conceptualization. Attempt to also capture the client’s words when explaining their reason for seeking help. (“I can’t stop lying. It’s ruining my life.”)
• Historical Information: Provide other historical information that would be relevant from your theoretical perspective. For instance, if you are working from a family systems perspective, family of origin information; from a solution-focused perspective, history of past problem-solving successes; from a psychoanalytic perspective, childhood traumas and attachment problems; from a person-centered perspective, conditions of worth issues in past relationships; and so forth. Refer back to your Wedding and Corsini text to jog your memory of the elements aligned with each theoretical model of therapy. This section should clearly convey your theoretical approach through the elements upon which you focus and the clinical language you use. The details presented should support your analysis.
• Application of Theory: Explain the theory of psychotherapy you have selected to apply to this case. Identify the basic tenets. Explain the mechanism of action; what is it about this approach to therapy that encourages and allows for psychotherapeutic change to occur? Dr. Ellis would challenge his client to identify and dispute irrational beliefs. When an irrational belief is changed, often times emotional and/or behavioral responses to external stimuli will also change.
  • Explain how and why the problem developed using the theory of psychotherapy you chose to understand this client. This is your conceptualization within the context of your theory.
  • Assess the client’s strengths and difficulties, applying the theory of psychotherapy chosen for the project. State your hypotheses about the client’s personality and functioning. What are the client’s abilities and resources? What are the client’s deficits, pathology, or issues?
  • Include any other biological, psychological, or social factors that inform your understanding of your client.
  • Assess relevant ethical considerations for this case.
  • Assess relevant cultural considerations when thinking about this client.
  • Connect and discuss Stage 1 of the Skilled Helper Model in relationship to your client.
  • Identify and discuss the client’s readiness for change using the Stages of Change model created by DiClemente and Prochaska.

Once you have addressed these elements, you should have a coherent word picture of your client, framed in the concepts of your chosen theoretical approach to psychotherapy and further detailed by the first stage of Skilled Helper Model and the Stages of Change model.

While this assignment is in part a psychological report, it is also an academic paper. Include a title page and a reference page.

Additional Requirements

• Written communication: Written communication is free of errors that detract from the overall message and reflect graduate level writing.
• APA formatting: Use APA style in your report, and include a title page, page headers and numbers, correct spacing, correct headings, and correct margins. Refer to the Evidence and APA page on Campus for additional support.
• Number of References: Minimum of six peer-reviewed articles in addition to course textbooks.
• Length: 6–8 typed, double-spaced pages including the title page and references.
• Font and font size: Times New Roman, 12-point.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply assessment skills to guide diagnosis and development of a preliminary treatment plan.
  • Apply a theory of psychotherapy to provide a clear picture of a client and their challenges using a range of historical data, interviews, and the reasons the client is seeking therapy.
• Competency 2: Apply evidence-based theories and techniques when intervening in specific clinical situations.
  • Apply the Stages of Change Model and Stage 1 of the Skilled Helper Model in relationship to the client.
• Competency 4: Incorporate multicultural and diversity awareness, knowledge, and skills into clinical practice.
  • Incorporate multicultural and diversity awareness, knowledge, and skills into clinical practice.
• Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
  • Communicate written work that is concise, balanced, and logically organized; using grammar, punctuation, and mechanics expected of graduate-level composition and expression.

Critical Thinking (Case study)

Volkswagen had a major push to sell diesel cars in the US, backed by a huge marketing campaign trumpeting its cars’ low emissions, the Environmental Protection Agency (EPA) discovered in 2014 that Volkswagen had deliberately installed cheating software in more than 500,000 diesel passenger cars sold in the United States. The software allowed the cars’ computers to sense when the vehicles were being tested for harmful emissions and to switch, undetected, to a driving mode that artificially reduced nitrogen oxide or NOx (linked to smog and lung cancer) so the cars could pass the test. Once back on the road, the computers adjusted the driving mode again, permitting drivers to experience the power and mileage the company was touting while allowing some cars to emit as much as 40 times the volume of pollutants permitted by law. Volkswagen had done the same in more than 10 million other cars sold around the world. The U.S. government’s case against VW resulted in a settlement of almost $15 billion and included massive repair and buy-back programs. Another $4.3 billion in civil and criminal penalties was levied against the company, some of which is to fund projects to reduce NOx in the air; eight high-ranking executives were charged with crimes, and two received prison sentences. The company lost more than a quarter of its market value as its stock price plummeted. How did a venerable and successful company come to commit what one business publication called “a truly brazen act of business malfeasance” in the first place? More stringent controls on NOx took effect in 1999, and of the two possible ways it could meet them, VW chose the one that did not require a costly reengineering of the interior of its cars. This might have seemed like the right business decision to make, but as a side effect, VW’s new NOx controls dramatically reduced the degree of fuel economy the company was advertising. It was apparently at this point that the decision to rig the cars to falsify emissions tests was made. Volkswagen’s financial performance has returned to pre-scandal levels even as the possibility remains that more huge fines will be levied, this time by European investigators. In early 2018, another scandal broke when the company was forced to apologize for exposing monkeys to engine fumes to research the effects of diesel exhaust. “We’re convinced the scientific methods chosen then were wrong,” said a company statement. “It would have been better to do without such a study in the first place.”

After reading the case study answer the following questions:

• What are the fundamental ethical dilemmas faced by Volkswagen’s managers and how communication was part of it?
• Some of Volkswagen’s managers had to resign and, one manager spent time in jail due to their decisions. How could they avoid making this unethical decision?

Writing Exercise

• Assume that you have not heard anything from a company since submitting your application letter and resume. Write a follow-up letter inquiring about the status of your application.
• Assume after you send the follow-up letter, you are lucky enough to be called for an interview. Think about some questions that you would find difficult to answer. For each, write out an answer that is concise, well-reasoned, and well-supported.

Note:

• Citing of references is also necessary in APA style.

Book: McCornack, Steven and Morrison, Kelly. Reflect & Relate. 5th ed. Boston: Bedford/St. Martin’s.do not need a page number please refer to the book in your reply.

Writing Assignment: Workplace Self-Disclosure

Step 1: Reflect on yourself.

What are your thoughts and feelings in this situation? What assumptions are you making about Jonathan and his behavior? about your other colleagues? Are your assumptions accurate?

Step 2: Reflect on your partner.

Put yourself in Jonathan’s shoes. What is he thinking and feeling in this situation? What about your other colleagues?

Step 3: Identify the optimal outcome.

Think about your communication and relationship with Jonathan and all that has happened. What’s the best, most constructive outcome possible? Consider what’s best for you and for Jonathan.

Step 4: Locate the roadblocks.

Taking into consideration your own and Jonathan’s thoughts and feelings and all that has happened in this situation, what obstacles are preventing you from achieving the optimal outcome?

Step 5: Chart your course.

What can you say to Jonathan to overcome the roadblocks you’ve identified and achieve your optimal outcome?

Writing Assignment: Dealing with Workplace Abuse

Think about all you’ve learned thus far about interpersonal communication. Then work through the following five steps. Remember, there are no “right” answers, so think hard about what is the best choice!

Step 1: Reflect on yourself.

What are your thoughts and feelings in this situation? What attributions are you making about Elizabeth based on her interpersonal communication? Are your attributions accurate? Why or why not?

Step 2: Reflect on your partner.

Using perspective-taking and empathic concern, put yourself in Elizabeth’s shoes. What is she thinking and feeling in this situation?

Step 3: Identify the optimal outcome.

Think about all that has happened in this situation. Consider your feelings, those of Elizabeth, and the feelings of the other drivers. Given all these factors, what’s the best, most constructive relationship outcome possible here? Be sure to consider not just what’s best for you, but what’s best for everyone else.

Step 4: Locate the roadblocks.

Taking into consideration your own thoughts and feelings, those of Elizabeth, and all that has happened in this situation, what’s preventing you from achieving the optimal outcome?

Step 5: Chart your course.

What can you say and do to overcome the roadblocks and achieve your relationship outcome?

All information attached. Please read the case study and answer the questions. Each reply between 100-150 words.

Question please can I have this reply within a day

1. Career strategists often discuss the importance of paying attention to “office politics” when taking on a new job.

(a) How is this idea related to the concept of organizational networks as it is presented in the chapter?

(b) How might this be different for virtual networks?

Write a coherent, well-developed paragraph for each response. 200 words

Case Study – Security

Scenario

A large fast-food chain unveiled a new
touch screen register for its franchises. Each cashier was assigned a
user ID and password combination to log in to the register. The system
allowed the incorrect password to be entered four times before the
register would lock and require a manager to unlock it with a key card.
To prevent unauthorized access, the registers would lock after three
minutes if the screen was not touched. When the register locked, only
the cashier who was logged in prior to it locking could unlock it
without a system restart.

After a few days in operation,
restaurant managers started complaining about the amount of time they
were spending unlocking the registers. Some cashiers were forgetting
their user ID and password, so other cashiers would log in for them. It
also seemed that the button layout made it easy for the cashiers to key
in the incorrect password. The managers also complained that cashiers
would leave for a break or end their shift and forget to log out of the
locked register. The managers would have to reboot the system, a three-
to five-minute process in order for the next cashier to log in.
Additionally, managers noticed that grease was building up on the touch
screens, making them less responsive.

Instructions

Write a five- to eight-page paper in which you:

1. Analyze the new system and determine the design issues with this new system.
2. Describe how you would correct the design issues with the system to make the restaurant managers happy.
3. Create a design plan that:
   • Lists and explains the tasks associated with improving this interface.
   • Contains at least six tasks.
   • Includes realistic time estimates for each task to be completed.
   • Analyzes the development of the system in your plan.
   • Analyzes the testing of the system in your plan.
   • Analyzes the implementation of the system in your plan.
4. Examine how this system balanced security and usability, and
   explain the challenges of incorporating system security and system
   usability into a design.
5. Suggest changes that could be made to the security of this system
   to still meet security objectives but make the system more usable.
6. Use Microsoft Visio or an open source alternative, Dia, to create a
   graphical representation of your proposed interface. Note: The
   graphically depicted solution is not included in the required page
   length.
7. Use at least three quality resources in this assignment. Note:
   Wikipedia and similar websites do not qualify as quality resources.

This course requires the use of Strayer
Writing Standards. For assistance and information, please refer to the
Strayer Writing Standards link in the left-hand menu of your course.
Check with your professor for any additional instructions.

Include charts or diagrams created in
Excel, Visio, MS Project, or one of their equivalents such as Open
Project, Dia, and OpenOffice. The completed diagrams/charts must be
imported into the Word document before the paper is submitted.

The specific course learning outcome associated with this assignment is:

• Determine the strengths and alternatives of menu-driven interfaces.

Case Presentation Assignment Instructions

Overview

The purpose of the Case Presentation assignments is to give you experience with applying theoretical principles of child and adolescent psychopathology to real-world situations. An additional aim is to practice building a logical rationale for ascribing diagnoses using available information. A final goal is to foster critical thinking skills regarding the connection between causation and treatment of mental illness.

To complete each Case Presentation assignment, you will read the assigned case file and then use the information provided in the case file, the textbook (and/or other scholarly sources), and the current edition of the DSM to address the following 4 major topics: (1) Key Clinical Issues, (2) Diagnosis, (3) Etiology of the Problem/Disorder, and (4) Treatment Recommendations.

Before beginning these assignments, please review the Case Presentation Sample and its associated Sample Case File to get an idea of assignment expectations.

Instructions

Content Requirements

• Include a title page, 4–5 pages of expository content, and a references page.
• IMPORTANT: Follow the Case Presentation Template as a comprehensive guide for both the content and organization of your case presentations.
• Below is a brief overview of the content to be included in each case presentation. When writing your case presentation, please use the specific directions provided in the Case Presentation Template to fully and succinctly address the required content for each major section of the case presentation.
  • Key Clinical Issues
    • A.Client Demographics: Include a summary of demographic characteristics (e.g., age, gender, race/ethnicity etc.)
    • B.Presenting Problem: Summarize information about the problem(s)/disorder(s) that the client reports, the history of the problem(s), and why he/she came for help. Be sure to briefly review the results of any relevant testing,
  • Diagnosis
    • A.Diagnostic Impressions: Based on the information provided in the case file and on the diagnostic criteria from the current edition of the DSM, write a sentence or two to identify every plausible disorder the client might be experiencing. identify all potential disorders, including the one you think it is.
    • B.Differential Diagnosis: For all disorders from your list of diagnostic impressions, rule out the ones that cannot be justified by identifying the specific diagnostic criteria from the DSM that the client DOES NOT meet, which rule out the disorder
    • C.Full DSM Diagnosis: Identify the final diagnosis that you have selected after ruling out the other possibilities. To build an argument in support of your diagnosis, briefly describe each diagnostic criterion in the current version of the DMS for the chosen disorder in your own words, and then use specific examples from the client’s case file to demonstrate how he/she meets each one.
  • Etiology of the Problem/Disorder
    • A.Biological Theory: Identify ONE biological theory of causation (or maintenance), and then cite information from the case file AND at least one scholarly source to support your rationale. If you cannot justify the theory using case information, then explain what additional information you would need to support your theory for the current case.
    • B.Psychosocial Theory: Identify ONE psychosocial theory of causation (or maintenance), and then cite information from the case file AND at least one scholarly source to support your rationale. If you cannot justify the theory using case information, then explain what additional information you would need to support your theory for the current case.
  • Treatment Recommendations
    • A.Biological Intervention: Discuss ONE biological treatment you would use to address the biological cause that you identified. When making your treatment recommendation, make sure that it: 1) directly addresses the biological causal theory presented in the Etiology section, 2) is relevant to the case, 3) is able to be implemented by the client, and 4) is supported by at least one scholarly source.
    • B.Psychosocial Intervention: Discuss ONE psychosocial treatment you would use to address the psychosocial cause that you identified. When making your treatment recommendation, make sure that it: 1) directly addresses the psychosocial causal theory presented in the Etiology section, 2) is relevant to the case, 3) is able to be implemented by the client, and 4) is supported by at least one scholarly source.

Formatting Specifications

• In-text citations are provided and formatted according to current APA guidelines.
• All text is typed and double-spaced in a standard, university-approved font.
• All pages utilize 1-inch margins.
• A current APA-formatted title page is provided.
• A current APA-formatted references page is included.
• Individual references on the references page are formatted according to current APA guidelines.
• Sources on the references page match sources cited in the body of the paper.

Writing and Organization

• Write in a scholarly writing style with a formal, graduate-level tone
• Be concise, not wordy
• Organize your ideas logically
• Utilize appropriate grammar, diction and punctuation

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

You are the new project manager at Garden Decks of Beauty, a local company for the past 12 years in the Lexington, Kentucky area. Your first assignment will be for the Melrose (Todd and Margo + two yippy dogs to drive the neighbors nuts) family who moved into their new home two years ago and now wish to replace the 8 foot by 3 foot slab of concrete, the stoop, which their backyard facing French Doors step onto with a new, luxurious deck area with hot-tub and accoutrements. Their backyard is 80’ wide and 120’ deep and runs at a 5% slope down straight to the back. BTW, Todd and Margo are Iron Triangle lovers – Time / Cost / Quality. Win them and you win their neighbors’ business.

Here are some of their basic requirements:

• A two area deck with the upper level (will step on from the French Doors), being a 5 meter by 7 meter rectangular area
• One end of the upper level will have a 5 meter by 3 meter by 3.5 meter tall pergola – you may use a kit or build and design from scratch
• You will have a single step down to the second circular area which will be 7 meters in diameter and have a 2.5 meter square hot-tub on the far side – this will need electrical and you will acquire and facilitate the installation through the vendor
• You will be able to step from the circular area to the yard on a paving stone path which will run out to the garden – the path will be 7 meters long and 1 meter wide – this path will have electrical yard lights
• There will be a 25’ diameter area half way down the path which will have a built in fire pit with seating (4 seats / benches) – the area will use gravel and border stones
• All deck areas will be edged with decorative railing
• The deck framing will set on 4”x4” footers which will be concreted 1 meter into the ground (below frost line) – you will used galvanized hangers to support frame supports
• The lower area will have built in flower boxes 2’x 3’ – three of them
• The upper area will have a gas grill with built in gas service
• You will need a building permit and it will cost 50 dollars
• All railing will have decorative lighting running along it
• Both main deck areas will be fully landscaped around the perimeter with plants, decorative stones, perennials, and bushes. – your team will do the landscaping
• You will have an experienced construction crew of 4 FTE’s which will cost $80/hour including benefits and 1.5 time overtime applies
• You will have a team of 2 experienced landscape professionals who will cost $75/ hour and overtime applies.
• Need a couple outdoor, 110 electrical outlets for Xmas lights, etc.
• You will need electrical you will vendor out – determine cost
• You will vendor out the hot-tub installation – determine cost
• You will need a vendor to install and run the gas-line – determine cost
• The deck will be fully sealed with a medium brown stain / preservative
• You will use treated lumber for all framing and you will decide on what product to use for surface boards (wood, synthetic, etc.)
• The upper level will have two built in seats near the grill area (wood) – not under the pergola
• You will need to determine the timeline – will precipitate from the Work Breakdown Structure
• Assume you have all the tools you need
• Any requirements not specifically stated are at your discretion.
• A 5 foot by 12 foot 2×8 raised bed tomato and pepper area just to the left of where you might walk off the center of the upper deck with drip irrigation installed and drip irrigation faucet at one corner of the raised bed.

Please see the documents to be created for the project below. As a team, it is extremely important to all of you that you participate in the creation of every document listed below in some way. That you leave this course with the knowledge of what that document is for and what it typically contains.

Please create the following documents for the above project:

1. Work Breakdown Structure (WBS) (can use EXCEL)

2. Budget (Will precipitate from the Work Breakdown Structure)

3. Exclusions and Boundaries of the project. ( word)

• Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.

Case Study

In September 2018, Mohammed Salim joined KAAF Software Solutions (KAFF) as a Senior Programmer, with a handsome pay. Prior to this job, he worked successfully as an Assistant Programmer in Gant Computers (Gant). Salim felt that working for KAFF, there are better career prospects, as it was growing much faster than Gant, which was a relatively small company.

Although Salim had enjoyed working there (at Gant), he realized that to grow further in his field, he would have to join a bigger company, and preferable one that handled international projects. He was sure he would excel in his position at KAFF, just as he had done in his old job at Gant.

KAFF had international operations and there was more than a slim chance that he would be sent to USA or the UK on a project. Knowing that this would give him a lot of exposure, besides looking good on his resume, Salim was quite excited about his new job.

Salim joined Mrs. Zeenat’s five-member team at KAFF. He had met Mrs. Zeenat during the orientation sessions, and was looking forward to working under her. His team members seemed warm and friendly, and comfortable with their work. He introduced himself to the team members and got to know more about each of them.

Wanting to know more about his boss, he casually asked one of the team members, about Mrs Zeenat. He was told that Mrs. Zeenat does not interfere with our work. Salim was surprised to know this and thought that probably Mrs. Zeenat was leaving them alone to do their work without any guidance, in order to allow them to realize their full potential.

At Gant, Salim had worked under Abdulrahman and had looked up to him as a guide and mentor – always guiding, but never interfering. Abdulrahman had let Salim make his own mistakes and learn from them. He had always encouraged individual ideas, and let the team discover the flaws, if any, through discussion and experience. He rarely held an individual member of his team responsible if the team as a whole failed to deliver – for him the responsibility for any failure was collective. Salim remembered telling his colleagues at Gant that the ideal boss would be someone who did not interfere with his/her subordinate’s work. Salim wanted to believe that Mrs. Zeenat too was the non-interfering type. If that was the case, surely her non-interference would only help him to grow.

In his first week at work, Salim found the atmosphere at the office a bit dull. However, he was quite excited. His team had been assigned a new project and was facing a few glitches with the new software. He had thought about the problem till late in the night and had come up with several possible solutions. He could not wait to discuss them with his team and Mrs. Zeenat. He smiled to himself when he thought of how Mrs. Zeenat would react when he will tell her that he had come up with several possible solutions to the problem. He was sure she would be happy with his having put in so much effort into the project, right from day one.

He was daydreaming about all the praise that he was going to get when Mrs. Zeenat walked into the office. Salim waited for her to go into her cabin, and after five minutes, called her up, asking to see her. She asked him to come in after tem minutes. When he went in, she looked at him blankly and asked, “Yes?” Not sure whether she had recognized him, Salim introduced himself. She said, “Ok, but why did you want to meet me?” He started to tell her about the problems they were having with the software. But before he could even finish, she told him that she was busy with other things, and that she would send an email with the solution to all the members of the team by the end of the day, and that they could then implement it immediately. Salim was somewhat taken aback. However, ever the optimist, he thought that she had perhaps already discussed the matter with the team.

Salim came out of Mrs. Zeenat’s cabin and went straight to where his team members sat. He thought it would still be nice to bounce ideas off them and also to see what solutions others might come up with. He told them of all the solutions he had in mind. He waited for the others to come up with their suggestions but not one of them spoke up. He was surprised, and asked them point-blank why they were so disinterested.

Faisal, one of the team members, said, “What is the point in our discussing these things? Mrs. Zeenat is not going to have time to listen to us on discuss anything. She will just give us the solution she thinks is best, and we will just do what she tells us to do; why waste everyone’s time?”

Salim felt his heart sink. Was this the way things worked over here? However, he refused to lose heart and thought that maybe, he could change things a little. But as the days went by, Salim realized that Mrs. Zeenat was the complete opposite of his old boss.

While she was efficient at what she did and extremely intelligent, she had neither the time nor the inclination to groom her subordinates. Her solutions to problem were always correct, but she was not willing to discuss or debate the merits of any other ideas that her team might have. She did not hold the team down to their deadlines not did she ever interfere. In fact, she rarely said anything at all. If work did not get finished on time, she would just blame her team, and totally disassociate herself from them.

Time and again, Salim found himself thinking of Abdulrahman his old boss, and of how he had been such a positive influence. Mrs. Zeenat, on the other hand, even without actively doing anything, had managed to significantly lower his motivation levels.

Salim gradually began to lose interest in his work – it had become too mechanical for his taste. He didn’t really need to think; his boss had all the answers. He was learning nothing new, and he felt his career was going nowhere. As he became more and more discouraged, his performance suffered. From being someone with immense promise and potential Salim was now in danger of becoming just another mediocre techie.

Questions:

Q1. What, according to you, were the reasons for Salim’s disillusionment? Answer the question using Maslow’s Hierarchy of Needs. (2.5 marks)

Q2. What should Salim do to resolve his situation? (1.25 marks)

Q3. What should a team leader do, to ensure high levels of motivation among his/her team members? (1.25 Marks)

All requirements are in the file, more explanation for each answer please and the most important no plagiarism.

Case Study

When taxes induce people to change their behaviour—such as inducing Jane to buy less pizza—the taxes cause deadweight losses and make the allocation of resources less efficient. As we have already seen, much government revenue comes from the individual income tax in many countries. In a case study in Chapter 8, we discussed how this tax discourages people from working as hard as they otherwise might. Another inefficiency caused by this tax is that it discourages people from saving.

Consider a person 25 years’ old who is considering saving $1,000. If he puts this money in a savings account that earns 8 percent and leaves it there, he would have $21,720 when he retires at age 65. Yet if the government taxes one-fourth of his interest income each year, the effective interest rate is only 6 percent. After 40 years of earning 6 percent, the $1,000 grows to only $10,290, less than half of what it would have been without taxation. Thus, because interest income is taxed, saving is much less attractive.

Some economists advocate eliminating the current tax system’s disincentive toward saving by changing the basis of taxation. Rather than taxing the amount of income that people earn, the government could tax the amount that people spend.

Under this proposal, all income that is saved would not be taxed until the saving is later spent. This alternative system, called a consumption tax, would not distort people’s saving decisions.

Various provisions of the current tax code already make the tax system a bit like a consumption tax. Taxpayers can put a limited amount of their saving into special accounts—such as Individual Retirement Accounts and 401(k) plans—that escape taxation until the money is withdrawn at retirement. For people who do most of their saving through these retirement accounts, their tax bill is, in effect, based on their consumption rather than their income.

European countries tend to rely more on consumption taxes than does the United States. Most of them raise a significant amount of government revenue through a value-added tax, or a VAT. A VAT is like the retail sales tax that many U.S. states use, but rather than collecting all of the tax at the retail level when the consumer buys the final good, the government collects the tax in stages as the good is being produced (that is, as value is added by firms along the chain of production). Various U.S. policymakers have proposed that the tax code move further in direction of taxing consumption rather than income. In 2005, economist Alan Greenspan, then Chairman of the Federal Reserve, offered this advice to a presidential commission on tax reform: “As you know, many economists believe that a consumption tax would be best from the perspective of promoting economic growth—particularly if one were designing a tax system from scratch—because a consumption tax is likely to encourage saving and capital formation. However, getting from the current tax system to a consumption tax raises a challenging set of transition issues.”

1: What should be taxed – Personal Income or Personal Consumption and why? Provide your opinion based on the case. (200 words) [1.5 Marks]

2: How may it affect Saudi Economy if an income tax is imposed in KSA?

(200 words) [1.5 Marks]

Q2: Saudi Arabia’s Ministry of Human Resources recently announced an increase to the monthly minimum wage from 3000 SAR to 4000 SAR for full-time Saudi workers in April 2021, and introduced a Labor Reform Initiative (LRI) scheduled to take effect on 14^th March 2021. [2 Marks]

a.Discuss the implications of the above topic.

b.Will this impact unemployment in the country? How?

Answer:

•Carlos a 21-year-old male, is about to end his stay at a hospital treating multiple gunshot wounds. Carlos is recovering well but will require further attention at home. His sister Consuela, has agreed to tend to Carlos at home, changing his bandages and aiding in his overall care.

You oversee preparing Consuela with the information necessary for her to best tend to Carlos at home. However during his stay at the hospital, Carlos tested positive for HIV and revealed that he is secretly homosexual but does not want his family to know for religious and cultural reasons.

xam Essay Grading Rubric

	Not Sufficient	Partly sufficient	Sufficient
Facts	0 pt. The author did not adequately detail the facts Related to the case	.5 pt. The author identified a few major facts about the case but overlooked others.	1 pt. The author adequately identified all of the facts associated with this case.
Identification of ethical issue	0 pt. The author did Identify the ethical issue	1 pt. The author identifies the applied ethical issue but it’s not connected theoretically	2 pts. The author identifies the applied ethical issue and explains how it is related theoretically two normative theories.
Utilitarian argument	0 pt. The author did not include a Utilitarian perspective	1.5 pt. The author completed three or less of the requirements identified in the “sufficient” section	3 pt. 1. The author defines utilitarianism. 2. The author identifies the utilitarian perspective. 3. The author adequately explains the utilitarian argument that concluded with the previously mentioned perspective. 4. The argument must also explain the “math” behind the analysis for both potential outcomes
Deontological argument	0 pt. The author did not include a Deontological perspective	1.5 pt. The author completed 3 or less of the requirements identified in the “sufficient” section	3 pt. 1. The author defines deontology 2. The author identifies the deontological perspective 3. The author adequately explains the do you ontological argument concluding with the previously mentioned perspective 4. The author must run through the categorical imperative with both potential outcomes
Final Argument	0 pt. The author did not include their own perspective	.5 pt. The author identified their own perspective but did not Adequately defend their stance or way the potential options	1 pt. The author identified their own perspective, defended it well with robust premises i.e. Explains the pitfalls of one theory and the strengths of the one they chose

Case Study Chapter 28 :: Patient With Chronic Obstructive Pulmonary Disease (COPD)

Instructions:

Please complete the following case study: Patient With Chronic Obstructive Pulmonary Disease (COPD) and submit your assignment here by the due date November 6th 1159pm.

• Answer each objective thoroughly below in your own words, you will receive a zero for copy and pasting
• Cite all references. References must be from a Medical Surgical Nursing Textbook
• Please reply by evaluating 1 other students’ post; what you learned, identify important facts, key issues or add additional relative information

Overview
Chronic obstructive pulmonary disease (COPD) is a preventable and treatable disease characterized by persistent and progressive airflow limitation. Clinical use of the term COPD encompasses two types of obstructive airway diseases: chronic bronchitis and emphysema. Chronic bronchitis is the presence of a productive cough for 3 months in each of 2 consecutive years, when other causes of chronic cough have been excluded. Emphysema is characterized by abnormal permanent enlargement of air spaces distal to the terminal bronchioles, accompanied by destruction of the walls and absence of obvious fibrosis. Patients with COPD may have a predominance of one of these conditions, but clinically it is difficult to determine because the conditions usually coexist. Chronic lung irritation from smoking, infection, or inhaled irritants is the primary cause of COPD. Genetics and aging may also contribute to the development of COPD.

Although the pathogenesis of COPD is complex and involves many mechanisms, the underlying process is chronic inflammation. Inability to expire air is the main characteristic of COPD. Clinical manifestations typically develop slowly, beginning with a chronic, intermittent cough and can progress to dyspnea at rest in the late stages.

Interprofessional care focuses on preventing or slowing disease progression, relieving symptoms, improving exercise tolerance, preventing and treating exacerbations and complications, promoting patient participation in care, improving quality of life, and reducing the risk of mortality. Management of patients with COPD includes smoking cessation, drug therapy, oxygen therapy, respiratory therapy, physical therapy, nutritional therapy, and surgical therapy.

Objectives

1. Identify relevant assessment data for a patient with COPD.

2. Evaluate results of diagnostic studies for a patient with COPD.

3. Prioritize nursing interventions for a patient with an acute exacerbation of COPD.

4. Appropriately delegate care for a patient with an acute exacerbation of COPD.

5. Develop a nursing care plan for a patient with COPD.

6. Describe the appropriate treatment for a patient with complications of COPD.

7. Formulate an individualized teaching plan for a patient with COPD.

Case Study
M.B. is a 62-year-old male who is being admitted from the emergency department to the cardiopulmonary unit with an exacerbation of chronic obstructive pulmonary disease (COPD).

M.B. has been using ipratropium (Atrovent) and albuterol (Proventil HFA) metered-dose inhaler for control of his symptoms at home. His admission vital signs are as follows: BP 158/86 mm Hg, heart rate (HR) 118 beat/min, respiratory rate (RR) 36 breaths/min, temperature 101.4°F (38.4°C), and SaO2 85%. He is 5 ft 10 in tall, weighs 180 lb, and has a marked barrel chest.

This case presents an opportunity for us to calculate beta using the “bottoms-up” approach described by Professor Damodaran, as a reality check on the “top-down” regression betas provided in the case. We will also revisit some of the other issues that confound practitioners when they set out to estimate a company cost of capital. After watching the recorded presentation and the Excel demonstration, you should be ready to tackle this assignment.

STUDY QUESTIONS FOR THIS ASSIGNMENT

1. (5.0 points) Why is it important to use the market value of equity rather than the book value in calculating the component weights on the sources of capital?
2. (5.0 points) Identify which regression beta is more relevant (and why):

1. The popular estimate based on monthly price data over the previous 5 years, described on p. 192, paragraph 2, or
2. Sheppard’s own calculation of beta, based on daily price data for the last year, described in footnote 5 on p. 192.

1. (5.0 points) Justify which Treasury yield is the best estimate of the risk-free rate in a cost of capital calculation.
2. (5.0 points) Why is there so much difference of opinion regarding the estimate of the average Market Risk Premium?
3. (5.0 points) Determine the most appropriate bond yield to use for the cost of debt and justify your choice.
4. (5.0 points) Why do we calculate an after-tax cost of debt for the WACC?

7. (20.0 points) Complete the “Worksheet for WACC Comps” in the expanded exhibits. Discuss the conditions under which a larger sample (the three comparable firms) might provide better information than the firm’s own calculated WACC.

For your convenience,attached are the study questions in a Word doc as well as the expanded exhibits for the case (excel file). Please complete the “Worksheet for WACC Comps” and answer the study questions. Attach BOTH your Word and Excel files to this dropbox and submit by October 11, 2021.

Replace the question with a complete sentence that clearly indicates the content of the question.

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1. Who was the host of the party?
2. Who attended the party?
3. What was the topic of discussion at the party?
4. What were some of the guests’ opinions about capital punishment (including host & lawyer)?
5. What was the banker’s reaction to the bet at the party?
6. Fifteen years later, what was the banker’s reaction to the same bet?
7. What were the clauses of the bet?
8. How did the prisoner seem to deal with his confinement in the first year?
9. How did the young lawyer react to his confinement as the years went by?
10. Was a shot fired in the garden? What was the significance of this?
11. How did the prisoner spend the last two years of his confinement? What does this tell you about the lawyer’s character?
12. What was the banker’s attitude towards the prisoner now that he was about to win the bet?
13. What devious plan did the banker have for the watchman on duty at the lodge?
14. Describe how the banker carefully made his way to the prisoner’s room. What did he find there?
15. In what state did the banker find the prisoner? Provide a detailed account of the prisoner’s condition.
16. What message did the prisoner’s note contain with regards to ‘the good things of the world’?
17. What perception did the lawyer have about death?
18. How did the prisoner ensure that he would not be tempted by the money?
19. How did the banker react after reading the prisoner’s letter?
20. Who informed the banker about the prisoner’s escape from the lodge? What did the banker then do?
21. Why do you think the banker locked up the prisoner’s letter in the fireproof safe?
22. Who do you think really won the bet? Explain in a paragraph response.
23. In your opinion, what lesson did the banker and the lawyer learn from the bet? Explain in a paragraph respo

Initial posting

Review the case study provided (Link here). Each student in your group is to select a different theory to guide the assessment and intervention of this patient. Three students will pick a nursing theory different from the ones selected in Module 3 and two other students will select a non-nursing theory.

Included in this initial posting are the following:

1. Identify the theory selected, your rationale for the selection of this theory, the major concepts, and relationship statements applicable to this case situation. These statements need to be beyond generalized statements and illustrate intricate conceptual processes and thought of your theory. Need a reference.
2. State the level of theory and your rationale for selection.
3. Obtain one primary research article in which the theory you selected was used and then describe how the article informed you to specifically apply the findings to this case situation. This research article does need to test the theory related to your specific small group topic. You also need a primary reference (article or book) describing the theory selected. Your textbook may not be used as a primary source reference for your theory.
4. Describe how you would specifically apply this theory to this case related to assessment, feasible interventions, and measurable outcomes. We want detailed statements of application to the case study and not just general statements. These statements will go into detail regarding your feasible interventions and measurable outcomes. Envision yourself as an advanced practice nurse and how you would mentor or lead the other staff on your team related to the application of this theory to the case provided.
5. Succinctly summarize the strengths and limitations of the theory you selected.
6. List 1-2 points of what you learned from this experience above of finding and applying a research article to a practice situation.
7. List what you consider a well-designed PICOT question (clear and containing all the essential elements) related to the case situation.

PICOT is a mnemonic used to describe 5 elements of a good clinical question. It stands for

P – patient/problem

I – intervention

C- comparison

O- Outcome

T -Time

Example: For patients living in a long-term care facility who are at risk for pressure ulcers (P), how does a pressure ulcer prevention program (I) compared to standard care (e.g., turn every 2 hours and going to the bathroom every two hours) (C) affect the development of pressure ulcers (O) in the next 30 days (T)?

8. Correct APA 7th edition listing for the 2 references. Keep any direct quotes to a maximum of 1-2. We prefer you write things in your own words and reference them correctly.

The theory assigned to me is Health Belief Model, borrowed/non-nursing theory.

Module 4 Discussion Board Grading Rubric

Module 4 Discussion Board Grading Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomePOSTING 1 – Identify theory, your rationale for selection, major concepts and relationship statements applicable to the case situation.	1 pts Full Marks 0 pts No Marks	1 pts
This criterion is linked to a Learning OutcomePOSTING 1 – State level of the theory	0.5 pts Full Marks 0 pts No Marks	0.5 pts
This criterion is linked to a Learning OutcomePOSTING 1 – One primary research article to describe how theory informed you to specifically apply to the case	1 pts Full Marks 0 pts No Marks	1 pts
This criterion is linked to a Learning OutcomePOSTING 1 – Specifically apply this theory to caseDescribe assessment, feasible interventions and measurable outcomes.	2 pts Full Marks 0 pts No Marks	2 pts
This criterion is linked to a Learning OutcomePOSTING 1 – Strengths and limitations of theory selected. PLUS, list 1-2 points you learned from this experience of finding and applying a research article.Strengths and limitations of the theory = .5 What you learned from finding and applying a research article = .5	1 pts Full Marks 0 pts No Marks	1 pts
This criterion is linked to a Learning OutcomePOSTING 1 – Well designed PICOT question	1.5 pts Full Marks 0 pts No Marks	1.5 pts
This criterion is linked to a Learning OutcomePOSTING 1 – Correct APA and writing clear, coherent and correct.	0.5 pts Full Marks 0 pts No Marks	0.5 pts

I have attached the case study in the files

Written Assignment:

Handbook Writing the Application

The final step in securing a patent is to write the actual complete patent application. This week you will be drafting the section of the the handbook that speaks to the final actual process of writing the patent application once it has been determined that it makes sense to pursue a patent for an invention and that the invention is unique, valid, and worthy of protection. In writing the patent application care must be paid towards how the invention is described and how to write the patent application with your competitors needs in mind. You want to make sure your patent empowers you and your business and stymies efforts by your competitors to bring about an identical product.

Your job in this assignment is to play the role of a patent engineer manager and provide guidance to the other patent engineers you supervise about writing the patent application. Make sure to describe the actual process of writing the patent application once it has been determined that a potential patent claim is unique, valid, and worthy of intellectual property protection. Your response should be 1,000 to 1,500 words in length. ————————————————————————————————————————————————————————Week 6 Written Assignment – Writing a Patent Application

Criteria

INTRODUCTION / CONCLUSION

The introduction provides sufficient background on the topic and previews major points. The conclusion is logical, flows from the body of the paper, and reviews the major points.
READABILITY

Paragraph transitions are present and logical, and flow is maintained throughout the paper. Sentences are complete, clear, and concise. Sentence transitions are present and maintain the flow of thought. Rules of grammar, usage, and punctuation are followed. Spelling and word usage are correct. The font type should be professional and readable. There should be font consistency. Formatting should not distract from document content. CONTENT

All key elements of the assignment are covered in a substantive way. Discussions of topics outlined in the project are stated clearly, are supported by specific details (examples or analysis), and are organized logically. The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly.
RECOMMENDATION

You provide clear guidance regarding the process of writing a patent application. You discuss the actual process of writing the patent application once it has been determined that a potential patent claim is unique, valid, and worthy of intellectual property protection.
Total Points: 100.0

Ratings Pts

10.0 pts

10.0 pts

60.0 pts

20.0 pts

“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some time with the patient. One of the things that the nurse did to coordinate care was to meet with the family to see what times worked best for them; then she posted family time on the patient’s activity schedule outside her cubicle to communicate the plan to others involved in Mrs. Walsh’s care.
When Mrs. Walsh died, the son and daughter wanted to participate in preparing her body. This had never been done in this unit, but after checking to see that there was no policy forbidding it, the nurse invited them to participate. They turned down the lights, closed the doors, and put music on; the nurse, the patient’s daughter, and the patient’s son all cried together while they prepared Mrs. Walsh to be taken to the morgue. The nurse took care of all intravenous lines and tubes while the children bathed her. The nurse provided evidence of how finely tuned her skill of involvement was with this family when she explained that she felt uncomfortable at first because she thought that the son and daughter should be sharing this time alone with their mother. Then she realized that they really wanted her to be there with them. This situation taught her that families of critically ill patients need care as well. The nurse explained that this was a paradigm case that motivated her to move into a CNS role, with expansion of her sphere of influence from her patients during her shift to other shifts, other patients and their families, and other disciplines”
Critical thinking activities
1. Discuss the clinical narrative provided here using the unfolding case study format to promote situated learning of clinical reasoning (Benner, Hooper-Kyriakidis, & Stannard, 2011).
2. Regarding the various aspects of the case as they unfold over time, consider questions that encourage thinking, increase understanding, and promote dialogue, such as: What are your concerns in this situation? What aspects stand out as salient? What would you say to the family at given points in time? How would you respond to your nursing colleagues who may question your inclusion of the family in care?
3. Using Benner’s approach, describe the five levels of competency and identify the characteristic intentions and meanings inherent at each level of practice.

use references in app 7th edition.

Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to other patients. The bureaucratic nature of the hospital included leadership and management systems that conferred power, authority, and control to the nurse manager, the clinical nurse leader, and the nursing staff in partnership with the vice president for nursing. The actions of the nursing administration, clinical nurse leader, and staff reflected values and beliefs, attitudes, and behaviors about the nursing care they would provide, how they would use technology, and how they would deal with human relationships. The ethical and spiritual choice making of the whole staff and the way they communicated their values both reflected and created a caring community in the workplace culture of the hospital unit.

Based on this case study, consider the following questions.
1. What caring behaviors prompted the nurse manager to assign the clinical nurse leader to engage in direct caring for Mrs. Smith? Describe the clinical nurse leader role established by the American Association of Colleges of Nursing in 2004.
2. What issues (ethical, spiritual, legal, social-cultural, economic, and physical) from the structure of the theory of bureaucratic caring influenced this situation? Discuss end-of-life issues in relation to the theory.
3. How did the nurse manager balance these issues? What considerations went into her decision making? Discuss the role and the value of the clinical nurse leader on nursing units. What is the difference between the nurse manager and the clinical nurse leader in terms of caring practice in complex hospital care settings? How does a clinical nurse leader fit into the theory of bureaucratic caring for implementation of a caring practice?
4. What interrelationships are evident between persons in this environment—that is, how were the vice president for nursing, nurse manager, clinical nurse leader, staff, and patient connected in this situation? Compare and contrast the traditional nursing process with Turkel, Ray, and Kornblatt’s (2012) language of caring practice within the theory of bureaucratic caring

please use 3 references minimal in app 7th edition.

These papers should be double-spaced and submitted on Canvas, not by hard copy or email. You will be graded on the basis of evidence that you have interacted with the material in a thoughtful manner. Furthermore, the clarity of your argument and writing will be a significant consideration. These papers are due during the week that is reflected on this syllabus. Late cases are not accepted.

A Tree or a Life?

Executives of a large pharmaceutical company acting as a private sector partner for the National Cancer Institute (NCI) want to bring to market a promising treatment for cancer, discovered by NCI scientists.[1] The company already has several existing products that arrest the growth of cancer cells, putting patients into remission and extending their lives. Each of these products produces side effects of varying duration and discomfort. Unfortunately, some cancers, such as ovarian, are very aggressive and are resistant to the chemotherapy agents available on the market.

While the recently discovered treatment as not yet received FDA (Federal Drug Administration) approval (a long and expensive process), early trials indicate that it is much more effective than existing treatments and produces fewer and less severe side effects. In addition to its medical promise, the drug also has the potential to be a huge profit maker for the company.

The problem lies in the fact that the substance for the treatment comes from the bark of the Pacific Yew Tree, a species that grows in the Pacific Northwest and has fallen victim to clear cutting, making them scarcer than they once were. Environmental groups are concerned that cutting down more of the trees will negatively impact sensitive ecosystems, habitat for other wildlife, and biodiversity (prompting questions like “what other wonder cures/ drugs might be destroyed if the forest is altered.”)

Researchers and company executives have tried to come up with a way to sustainably harvest the trees to treat the 12,500 women (at the time) who die of ovarian cancer each year. However, the number of trees required (an estimated 3-6 100-year-old trees are needed to produce enough bark to treat one patient) and the fact that trees die once their bark is removed makes an easy solution unlikely.[2] New trees could be planted, but the species is slow growing (often growing in the shade of conifers), reaching heights of 20-30 feet and a diameter of 6-12 inches.[3] The company has several efforts underway (and has funded several more at universities) to produce a synthetic version, but as of yet, none are promising enough to take to market.[4]

Discussion Questions

1. Provided the company can get U.S. Forest service approval (many of the trees are on federal land) to cut down the necessary number of trees, should executives move forward with the development of the drug? How would you weigh/ balance the lives of cancer patients with the natural interests involved?
2. Is this a case of people vs. nature or are their long-term human interests involved too?
3. What difference might one’s basis/ worldview make in assessing this case? What might Christian ideas of stewardship contribute to it?

Notes

[1] The Company involved was Bristol-Myers (now known as Bristol-Myers Squibb) and the drug is known as Taxol; See Jordan Goodman and Vivien Walsh, The Story of Taxol: Nature and Politics in Pursuit of an Anti-Cancer Drug, Cambridge University Press, 2001.

[2] Sally Thane Christensen, “Is a Tree Worth a Life?” Newsweek, August 5, 1991; Also see “Sava a Tree or Save a Life.” Stanford University News Service. September 30, 1991.

[3] Marshall Murray. “The tree that fights cancer – Pacific Yew.” American Forests, July-August, 1991.

[4] In this case, a Florida State University based researcher was able to develop a synthetic based on the needles, thus preserving the trees from being cut down. However, there may be future situations in which natural interests seem to be pitted against human ones, at least in the shorter-term.These papers should be double-spaced and submitted on Canvas, not by hard copy or email. You will be graded on the basis of evidence that you have interacted with the material in a thoughtful manner. Furthermore, the clarity of your argument and writing will be a significant consideration. These papers are due during the week that is reflected on this syllabus. Late cases are not accepted.

A Tree or a Life?

Executives of a large pharmaceutical company acting as a private sector partner for the National Cancer Institute (NCI) want to bring to market a promising treatment for cancer, discovered by NCI scientists.[1] The company already has several existing products that arrest the growth of cancer cells, putting patients into remission and extending their lives. Each of these products produces side effects of varying duration and discomfort. Unfortunately, some cancers, such as ovarian, are very aggressive and are resistant to the chemotherapy agents available on the market.

While the recently discovered treatment as not yet received FDA (Federal Drug Administration) approval (a long and expensive process), early trials indicate that it is much more effective than existing treatments and produces fewer and less severe side effects. In addition to its medical promise, the drug also has the potential to be a huge profit maker for the company.

The problem lies in the fact that the substance for the treatment comes from the bark of the Pacific Yew Tree, a species that grows in the Pacific Northwest and has fallen victim to clear cutting, making them scarcer than they once were. Environmental groups are concerned that cutting down more of the trees will negatively impact sensitive ecosystems, habitat for other wildlife, and biodiversity (prompting questions like “what other wonder cures/ drugs might be destroyed if the forest is altered.”)

Researchers and company executives have tried to come up with a way to sustainably harvest the trees to treat the 12,500 women (at the time) who die of ovarian cancer each year. However, the number of trees required (an estimated 3-6 100-year-old trees are needed to produce enough bark to treat one patient) and the fact that trees die once their bark is removed makes an easy solution unlikely.[2] New trees could be planted, but the species is slow growing (often growing in the shade of conifers), reaching heights of 20-30 feet and a diameter of 6-12 inches.[3] The company has several efforts underway (and has funded several more at universities) to produce a synthetic version, but as of yet, none are promising enough to take to market.[4]

Discussion Questions

1. Provided the company can get U.S. Forest service approval (many of the trees are on federal land) to cut down the necessary number of trees, should executives move forward with the development of the drug? How would you weigh/ balance the lives of cancer patients with the natural interests involved?
2. Is this a case of people vs. nature or are their long-term human interests involved too?
3. What difference might one’s basis/ worldview make in assessing this case? What might Christian ideas of stewardship contribute to it?

Notes

[1] The Company involved was Bristol-Myers (now known as Bristol-Myers Squibb) and the drug is known as Taxol; See Jordan Goodman and Vivien Walsh, The Story of Taxol: Nature and Politics in Pursuit of an Anti-Cancer Drug, Cambridge University Press, 2001.

[2] Sally Thane Christensen, “Is a Tree Worth a Life?” Newsweek, August 5, 1991; Also see “Sava a Tree or Save a Life.” Stanford University News Service. September 30, 1991.

[3] Marshall Murray. “The tree that fights cancer – Pacific Yew.” American Forests, July-August, 1991.

[4] In this case, a Florida State University based researcher was able to develop a synthetic based on the needles, thus preserving the trees from being cut down. However, there may be future situations in which natural interests seem to be pitted against human ones, at least in the shorter-term.

Evaluate the Health History and Medical Information for Mr. M., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mr. M., a 70-year-old male, has been living at the assisted living facility where you work. He has no know allergies. He is a nonsmoker and does not use alcohol. Limited physical activity related to difficulty ambulating and unsteady gait. Medical history includes hypertension controlled with ACE inhibitors, hypercholesterolemia, status post appendectomy, and tibial fracture status postsurgical repair with no obvious signs of complications. Current medications include Lisinopril 20mg daily, Lipitor 40mg daily, Ambien 10mg PRN, Xanax 0.5 mg PRN, and ibuprofen 400mg PRN.

Case Scenario

Over the past 2 months, Mr. M. seems to be deteriorating quickly. He is having trouble recalling the names of his family members, remembering his room number, and even repeating what he has just read. He is becoming agitated and aggressive quickly. He appears to be afraid and fearful when he gets aggressive. He has been found wandering at night and will frequently become lost, needing help to get back to his room. Mr. M has become dependent with many ADLs, whereas a few months ago he was fully able to dress, bathe, and feed himself. The assisted living facility is concerned with his rapid decline and has decided to order testing.

Objective Data

1. Temperature: 37.1 degrees C
2. BP 123/78 HR 93 RR 22 Pox 99%
3. Denies pain
4. Height: 69.5 inches; Weight 87 kg

Laboratory Results

1. WBC: 19.2 (1,000/uL)
2. Lymphocytes 6700 (cells/uL)
3. CT Head shows no changes since previous scan
4. Urinalysis positive for moderate amount of leukocytes and cloudy
5. Protein: 7.1 g/dL; AST: 32 U/L; ALT 29 U/L

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mr. M.’s situation. Include the following:

1. Describe the clinical manifestations present in Mr. M.

1. Based on the information presented in the case scenario, discuss what primary and secondary medical diagnoses should be considered for Mr. M. Explain why these should be considered and what data is provided for support.
2. When performing your nursing assessment, discuss what abnormalities would you expect to find and why.
3. Describe the physical, psychological, and emotional effects Mr. M.’s current health status may have on him. Discuss the impact it can have on his family.
4. Discuss what interventions can be put into place to support Mr. M. and his family.
5. Given Mr. M.’s current condition, discuss at least four actual or potential problems he faces. Provide rationale for each.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

The nurse practitioner (NP) is working at a health clinic in a homeless shelter during the early evening. A 48-year-old African American man approaches the practitioner and asks to have his blood pressure taken, saying that he has not had it checked “in a while”.

The man appears to be in some type of distress and experiencing pain. The man walks slowly, using a guarded manner, and he appears diaphoretic. His mucous membranes also appear pale. The patient’s blood pressure is 210/98. The patient reports that he has not been diagnosed with hypertension previously. The patient reveals that he has severe abdominal pain that is radiating to his back. The nurse finds a heart rate of 110, respirations 30 with shallow inspirations, and temperature 102.2°F. The patient’s skin is cool and clammy.

The patient reports a history of alcoholism, homelessness, and lack of access to health care. He says that the symptoms have been present and worsening over 3 days. The man says he thinks he might have pancreatitis again, which he had “a couple of years ago”. The NP recommends that the man should be seen at a hospital for his condition, but the patient says he does not have health insurance, so he does not want to go.

The NP proceeds with a physical examination, finding severe abdominal pain in the epigastric area, yellowed sclera, no abdominal distention, and hypoactive bowel sounds. The clinic is equipped with basic materials but no means to conduct lab or radiologic testing. Discuss the following:

1. Considering the patient’s homelessness and lack of insurance, what action should the practitioner take?
2. When the patient asks why his condition cannot be managed outside of the hospital, how should the practitioner respond?
3. When the patient arrives at the hospital for further diagnostic work-up, what tests will likely be performed to evaluate the patient’s condition?
4. How will the severity of the pancreatitis be assessed when the patient is hospitalized?
5. How should the patient’s condition be managed when hospitalized?
6. What patient education should be included after the pancreatitis is resolved?

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
• You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
• All replies must be constructive and use literature where possible.
• 

Grading Rubric

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Your assignment will be graded according to the grading rubric.

Discussion Rubric
Criteria	Ratings	Points
Identification of Main Issues, Problems, and Concepts	Distinguished – 5 points Identify and demonstrate a sophisticated understanding of the issues, problems, and concepts.	Excellent – 4 points Identifies and demonstrate an accomplished understanding of most of issues, problems, and concepts.	Fair – 2 points Identifies and demonstrate an acceptable understanding of most of issues, problems, and concepts.	Poor – 1 point Identifies and demonstrate an unacceptable understanding of most of issues, problems, and concepts.	5 points
Use of Citations, Writing Mechanics and APA Formatting Guidelines	Distinguished – 3 points Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. High level of APA precision and free of grammar and spelling errors.	Excellent – 2 points Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. Moderate level of APA precision and free of grammar and spelling errors.	Fair – 1 point Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. APA style and writing mechanics need more precision and attention to detail.	Poor – 0 points Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing. APA style and writing mechanics need serious attention.	3 points
Response to Posts of Peers	Distinguished – 2 points Student constructively responded to two other posts and either extended, expanded or provided a rebuttal to each.		Fair – 1 point Student constructively responded to one other post and either extended, expanded or provided a rebuttal.	Poor – 0 points Student provided no response to a peer’s post.	2 points

Case Study:

You work for a large multinational technology organization. The company has determined they need to create a disaster recovery plan.

As a team, pick one of the following department in your organization:

Computer Operations

Accounting

Marketing

Payroll

Sales

Distribution

Human Resources

Purchasing

Service (i.e., Vehicle Maintenance)

Administration (i.e., Executive Branch)

Requirements:

Describe the services that your department provides to the organization, the types of disasters will most affect your department, and what you and your department can do to prepare for a disaster situation. Perform a limited risk analysis for your department (because any given department in an organization can be considered an organization on its own) for the types of disasters that will most affect your department.

After you conducted your limited risk analysis for your department, the company decided to make you the captain for your company’s disaster recovery team. You know that working as a team is important and therefore you’re trying to figure out how to build both the team and friendships within the new team. As a team, you should discuss why you need to create a contingency policy and plan. You should describe what you need to start the contingency planning process and finally, define business impact analysis and describe each of its components.

Now that you know what goes into making up your plan, you should discuss the relationships between the overall use of contingency planning and the subordinate elements of incident response, business resumption, disaster recovery, and business continuity planning. Additionally, you will describe the techniques used for data and application backup and recovery.

To conclude the project, you are going to describe the process you will use to organize the incident response planning process, explain the techniques that can be employed when formatting a security incident response team, and describe the processes used in making decisions about incident detection and escalation.

Deliverables:

Prepare a report to address all aspects of the case study. This report should be no less than 20 pages of content and no more than 25 pages of content. You need to include outside sources and properly cite and reference your sources. You must have at least 10 references, 5 of which must be scholarly peer-reviewed articles. The 20 pages of content, includes title page and a reference sheet. This report needs to be in proper APA format.

The student will write a research-based paper analyzing a corporate or government risk management response of at least 10 pages in Bluebook format.The Case Study is the student’s opportunity to demonstrate a comprehensive understanding of risk management principles.The student must choose a past corporate or government risk event and analyze the success or failure of the risk management program.The Case Study must be 10 pages of text, not including the title page and bibliography, using current Bluebook format.Use the Case Study Guide on the next page to develop your paper.

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The Case Study must include the following sections: Introduction and Thesis Statement (1 page or less), Risk Event (2-3 pages), Risk Mitigation (2-3 pages), Anaylsis (4-5 pages), and Conclusion (1 page or less). The focus of the Case Study is the student’s analysis.Frame your paper so that the focal point is your examination of what went wrong, or why the particular risk management program succeeded in mitigating or avoiding the impact of the risk.Argue for change, make a compelling argument for government regulation, make a compelling argument for deregulation, or persuade industry leaders to adopt different methods.

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Begin researching past risk events in Module/Week 1.Do not limit your research to catastrophes, disasters, and other risk management failures.Consider writing a case study on a strategy that successfully mitigated risk.Also contemplate the difference between government and corporate approaches to risk management.As these instructions are being drafted, governments around the world are implementing protocols to mitigate the risk of COVID-19.

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Your paper must be written in 12-point, Times New Roman font with 1-inch margins. It must include a title page, page numbers, and a Bibliography. You must use a minimum of 15 scholarly sources in addition to the course textbook and assigned readings.You are not required to cite the textbook or assigned readings. You must submit the paper as a Microsoft Word file.

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Proper spelling, grammar, and sentence structure is expected. Short, choppy sentences are NOT acceptable. This is a graduate level course, and deductions will be made accordingly. You must not use personal pronouns (I, me, we, us, our, etc.), and the standards of academic writing must be applied.

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Instructions

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• The student will write 10 pages.
• The assignment must be in current Bluebook format.
• The assignment must include citations to at least 15 scholarly sources in Bluebook format.

In doing your cases you will need a minimum of five references outside the material given you with the case. Use current business websites to find out about recent developments.

The case study analysis allows you to apply your knowledge to the real world. Your goal is to identify a major problem confronting the subject company and provide a strategic solution for the problem. You will need to collect data and interpret it. You must also isolate the critical issues that the company faces. Remember that in the words of Lord Kelvin, “anything that cannot be expressed in numbers represents knowledge that is of a poor and uncertain kind.”

After identifying the critical issues you can generate alternatives to address the company’s competitive situation. Evaluating these alternatives allows an organization to select one course of action. With a course of action defined, the strategic manager can then provide a plan for implementation. This is what you are to do on the case studies. Always refer to the rubric for the critical points to cover.

The format for the case studies should be as follows.

1. APA cover page,
2. One-page, single spaced Executive Summary for the case as noted below. This is a summary of your report and, therefore, must be done after you finish the report. This one-page report must use headings and subheadings indicated in the following format to identify the critical issues. Begin with your understanding of the situation in a problem statement. Follow this with a concise presentation of your analysis and the alternatives you see. Recommend one course of action and support that recommendation with facts and other information, such as competitor’s moves. The last item is presents a plan for implementation –a sentence or two is sufficient. A sample of the Executive Summary is available with all this material.
3. Body of your report. The summary page should encapsulate your understanding to the problems facing the company, a brief summary of the strategic analysis, financial analysis, the alternatives considered and a single recommendation with an implementation plan.

After the executive summary page, you are to use standard APA formatting for a 5-page report. Tables, charts, graphs, etc. are to be put in the appendix and referenced from the body of your paper. Deductions may be taken for papers where the body is longer than five pages. Remember, in management you must get your thoughts across quickly if you expect your work to be read. Long reports generally wind up in a stack awaiting reading at some future date (which never comes).

Case Study Report Format:

Your report must include:

1. NSU Cover page (1 page in length). It will present the name of the case and the author(s) of the report.
2. Executive Summary (1 page in length).

The Executive Summary is a concise overview of the report. The Case Study Report should be written from the perspective of an outside consultant, writing to the Board of Directors of the firm. It notes the essential points of the report and must have the following sections:

1. Problem Statement: State the main problem facing the firm (or industry) in one, succinct sentence.
2. Analysis: Summarize the main findings of your analysis. You may use bullet points, bold, italics – any means to convey and highlight the key factors you have determined based on your analysis. Don’t repeat items from the body of your report like the SWOT. Summarize the major issues.
3. Alternatives: State briefly (one sentence or a bullet point each) 2 or 3 alternative courses of action that could be implemented
4. Recommendation: Choose one course of action and support your choice.
5. Implementation: Briefly (1 or 2 sentences are sufficient) present how the plan would be implemented. This tests the viability of the choice. For example, your plan would demonstrate that the company has the people, financial resources and time to implement your recommendation.

These bullets should appear in your paper. The following is a precise format for the Case Studies.

Formatting for Executive Summary:

• Single-space
• One inch all margins
• Use bullet points, lists, or other means to convey information briefly. Further explanation can be found in the main body of the report.
• Use headings and subheadings to organize the material in an easy-to-read and understandable manner that highlights the essential points of your analysis.
• Do not include a summary or overview of the firm in your report. The Board of Directors is knowledgeable and needs no background presented.

The body of your paper should be in standard APA format, double-spaced, with appropriate references, but not exceeding five pages. You may attach Appendices for tables, charts, anything useful that is referred to in the body of the case report.

Remember that cases are graded per the rubric. The Case Study rubric can be found here or in the Course Instruction Tab and should be added at the end of your submission.

Case Study Preparation

The preparation of the cases in this course is different than the cases you have written in the past. These will require substantial investigation into the case company’s strategies, competitive positions and actions, problems being faced, the company financials, ratios, and trends. The case studies are about a real company’s current position in the industry, the external competitive environment, the current strategies being used, and recommendations for strategies the company should use going forward. The cases should identify a problem faced by the company, using the strategic management tools highlighted in the text and quantitative analysis. You then generate realistic solutions, evaluate and select one, and then provide recommendations and the timeline to implement your recommendations. Remember that you are working to understand the company’s current strategy and future direction that offers a solution to the problem of meeting the company’s shareholder requirements. Again, remember that you are fulfilling the requirements of the rubric for each of these cases.>

However, in a case study you have to look at a company’s performance over the past few years and understand how their performance is changing and identify underlying problems. You are to identify trends in performance, problem areas, and how the company is performing using all of the tools that you have learned throughout your MBA program. Remember that you are working to meet or exceed the shareholder expectations.

The perspective for your report analysis should be directed to the company’s Board of Directors (BoD). Remember that the BoD is familiar with the company’s history, its management structure and the strategies deployed in the past. Recycling old history about the formation of the company, its previous management, etc. will not be looked upon favorably by the BOD (or your instructor). Remember that your case study must be brought up to date with the most current 10K report or financial information. Get at the critical issues and report on them. Remember that in business, situations do not come with a set of questions. The questions sometimes have to be generated and then researched to find solutions to those questions. Success in the cases is important to your final grade.

Feel free to review the library guide for scholarly sources and videos at the following link:

• Link (website): History Library Guide (Links to an external site.)

Introduction
The purposes of each case study assignment include the following:

• To hone your abilities to research using scholarly sources
• To advance critical thinking and writing skills
• To compile a response to the prompts provided
• To explore a historical topic and make connections to change over time

Instructions
Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.

Option 1: McCarthyism and Anti-Communist Campaigns
The Cold War brought about an irrational fear of communism and communist activities in the United States. As we are learning this week, one of the most vocal instigators of this paranoia was Senator Joseph McCarthy. McCarthy delivered a speech about the imminent threat of communism on February 9, 1950. Perform a search on the internet and locate and read Joseph McCarthy’s speech given in Wheeling, West Virginia on February 9, 1950. Copy and paste the following keywords into your Google search bar: “Joseph McCarthy, Wheeling, West Virginia.” The speech is also referred to as “Enemies from Within.”

Construct the case study by responding to the following prompts:

• Explain how Senator Joseph McCarthy defined communist nations within the speech. What specific threats did these nations pose?
• Assess if Senator Joseph McCarthy charges were accurate.
• Analyze anti-communist sentiments during the Cold War era, were these sentiments valid. If so, how? If not, why not?
• Explain if there are other examples of events similar to the Red Scare that have occurred throughout history and modern day.
• Examine what happened to people who invoked the Fifth Amendment, refused to appear or were found in violation of the law as defined by the Congressional Committee.

Option 2: The Civil Rights Movement
Using the Internet, locate and read Martin Luther King Jr’s “I Have a Dream” speech given in Washington D.C., August 1963. Copy and paste the following keywords into your Google search bar: “I Have a Dream by Martin Luther King, Jr.” Feel free also to locate and incorporate additional scholarly sources to respond to this case study, including information on the Civil Rights Movement.

Construct the case study by responding to the following prompts:

• Explain if the Civil Rights Movement of the 1960s effectively changed the nation.
• What effect would the Civil Rights Acts have across the continent on minority groups?
• Do you think that the tactics and strategies that civil rights activists used in the 1960s would apply to today’s racial and ethnic conflicts? Why or why not?
• Do the ideas of the 1960s still have relevance today? If so how? If not, why not?
• Analyze how the Civil Rights Movement would impact diversity in America today.

Option 3: American Domestic and Foreign Policies (1953-1991)
Complete a search either in the Chamberlain Library or internet for domestic and foreign polices of four (4) of the following Presidents. Please incorporate at least one primary source of either a policy or act that you have chosen to write about.

• Eisenhower
• Kennedy
• Johnson
• Nixon
• Ford
• Carter
• Reagan

Then, compare domestic and foreign polices of your four (4) presidents by answering the following prompts:

• Explain how your selected presidents worked to improve the United States economically and socially. Give at least one example of each president.
• Assess if the policies of your choice of presidents strengthen or weaken the United States.
• Explain how you see your choice of presidents served the public interest and further the cause of democracy.
• Determine if it is constitutional for the United States to fight preemptive wars.
• Determine if human rights and morality should be the cornerstones of United State foreign policy.

Writing Requirements (APA format)

• Length: 4-5 pages (not including title page and references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page
• In-text citations that correspond with your end reference