Microbiology Day Six Assignment

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Microbiology Day Six Assignment

(Microbiology Day Six Assignment)

Answer Clinical Application Questions 1-3 for Chapter 12 on page 368 and Clinical Application Question 1-3 for Chapter 13 on page 400. Answers should be submitted in a word document with any associated references used.?

 Answer Clinical Application Questions 1-3 for Chapter 12 on page 368

a) A girl developed generalized seizures. A CT scan revealed a single brain lesion consistent with a tumor. Biopsy of the session showed cysticerus. The patient lived in South Carolina and had never traveled outside the state. What parasite caused her disease? How is this disease transmitted? How might it be prevented?

b) A California farmer developed a low-grade fever, myalgia, and cough. A chest X-ray exam revealed infiltrate in the lung. Microscopic exam of the sputum revealed round budding Cells. A sputum culture grew mycelia and arthroconidia. What organism  is most likely the cause of the symptom? How is this disease transmitted? How might it be prevented.

c) A teeaged male in California complained of remittent fever, chills, and headaches. A blood smear revealed ring-shaped cells in his red blood cells. He was successfully treated with primaquine and chloroquine. The patient lives near the San Luis Rey River and has no history of foreign travel, blood transfusion, or intravenous drug use. What is the disease ? How was it

acquired?

and Clinical Application Question 1-3 for Chapter 13 on page 400.

A) A 40 year old man who was seropositive for HIV experienced abdominal pain, fatique, and low grade fever (38 degree C) for 2 weeks. A chest X-ray exam revealed lung infiltrates. Gram and acid fast stains were negative. A viral culture revealed the cause of his symptoms: a large , enveloped polyhedral virus with double-stranded DNA. What is the disease? Which virus causes it? Why was virus culture done after Gram and acid-fast stain results were obtained

B) A new born female developed extensive vesicular and ulcerative ; lesions over her face and chest. What is the most likely symptoms? How would you determine the viral cause of this disease without doing a viral culture?

C) By May 14, two people living in the same household had died with five days of each other. Their illnesses were characterized by abrupt onset of fever, muscle pain, headache , and cough, followed by rapid development of respiratory failure. By the end of the year, 36 cases of the disease, with a 50% mortality rate, had been confirmed. A member of the Orthomyxoviridae, Bunyaviridac, or Adenoviridac could cause this disease . Differentiate among these families by method of transmission, morphology, nucleic acid, and type of replication. The reservoir for this disease is mice. Name the disease

 
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Alaska Airlines change plan

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the case study of the Alaska Airlines change plan, homework help

(Alaska Airlines change plan)

Question description

In this project, you will develop a change plan based on a case study with stated objectives to accomplish an intended goal or goals. Once the objectives are established, you will build backward from those goal(s) in order to develop a timeline for completion in a phase-by-phase sequence. This change plan will analyze what is needed for the implementation of a change to be successful and things to look out for along the way.
Specifically, the following critical elements must be addressed:
I. Analysis and Diagnosis
A. What is the problem in need of addressing at this point in time? Describe which forces are driving the change effort.
B. How did this problem arise? Determine how this problem is currently impacting the organization.
C. Identify the specific organizational needs driving the change. Explain each.
D. Identify specific variables, conditions, issues, individuals, and other factors that will impact the change effort negatively. Describe how these should be handled prior to planning the change effort.
E. What are the underlying causes of the problem? How should these be addressed?

F. Identify the gap between what the problem’s current situation is and what the hoped-for targeted outcome will be. Establish what needs to occur to build a process to bridge this gap.
II. Developing a Change Plan Using Kotter’s Model for Implementing Organizational Change
A. Create Urgency
1. Describe a plan to create urgency within the organization and convince stakeholders that this change needs to take place.
2. What processes currently exist for implementing change? How will these processes need to be updated for the proposed change?
3. Describe the strategy you will use to get support from your employees. How will this strategy be effective?
B. Build a Guiding Coalition
1. Identify who should be involved in this guiding coalition. Provide rationale for each choice. Kotter likes 50% leaders and 50% managers with experience, while others prefer the composition to be 33% leaders, 33% managers, and 33% informal leaders, but you can assemble the guiding coalition as you see fit.
2. Determine steps you can take to ensure commitment from those involved. Describe those steps.
C. Form a Strategic Vision
1. Determine the values that are essential to this change. Why are these values essential?
2. Establish the vision for this organizational change effort. How will this vision be effective in promoting your change effort?
3. Identify your intended targeted outcomes. Defend your choices.
4. What must occur for the organizational change effort to be considered a success? Defend your response.
D. Communicate the Change
1. What is required for the change to be communicated effectively within the organization? Why?
2. Determine actions you will take to encourage two-way communication for effective feedback loops during implementation of the change effort. Explain why these actions will be effective.
3. How will you support the direct supervisors in the organization in their efforts to communicate with employees about the change effort?
4. Describe how you will address any concerns or anxieties regarding this change.
5. Who needs to be involved and in what capacity for this change effort to be a success?
E. Enable Action by Removing Barriers
1. Identify the forces, barriers, and hindrances to the organizational change effort, and describe each.
2. How can resistance be recognized? How will you eliminate resistance or mitigate its impact on the implementation of the change plan?
3. Describe actions that will enable and empower employees to help drive the change effort.
F. Generate Short-Term Wins
1. Determine how you will generate short-term wins. How will you reward these wins?
2. What can be gained from short-term wins? Defend your response.
G. Sustain Acceleration
1. How will you ensure that the momentum driving the change effort continues?
H. Institute Change
1. What actions need to occur for this change to become part of the organizational culture? Defend each action.

 
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Week 1 – Discussion2

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Week 1 – Discussion2

(Week 1 – Discussion2)

10      10 unread replies.    10      10 replies.

Your  initial discussion thread is due on Day 3 (Thursday) and you have until  Day 7 (Monday) to respond to your classmates. Your grade will reflect  both the quality of your initial post and the depth of your responses.  Refer to the Discussion Forum Grading Rubric under the Settings icon  above for guidance on how your discussion will be evaluated.

 Teacher vs. Educator(Week 1 – Discussion2)

Read the “Teacher vs. Educator (Links to an external site.)Links to an external site.”  article and reflect on a school leader who has been influential in your  life.  Based on the example given in the article, explain why you would  categorize that influential school leader as either a teacher or an  educator.

Guided Response: Consider and respond to the ideas  shared in at least two of your classmates’ posts. Provide your reaction  to how they categorized that influential educator. In addition to your  two classmate responses, be sure to In addition to your two classmate  responses, be sure to respond to any questions or comments posted by  your instructor.

You can use the Writing a Good Discussion Board Post (Links to an external site.)Links to an external site. document to help create your responses.

Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher
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Teacher Blogs > Work in Progress
See more Opinion
Starr
Sackstein
Starr Sackstein teaches writing and
journalism in New York City. She is a
National Board-certified teacher and
the New York director for the
Journalism Education Association.
Sackstein is also the author of the
book
Teaching Mythology
.
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Teachers vs Educators: Which Are You?
By
Starr Sackstein
on May 5, 2016 5:00 AM
How often do we meet
people who leave a
lasting impression?
How many of those
people were
educators who spent
time helping to sculpt
us into the people we
are today?
This past weekend I
had the experience of
a lifetime when I
presented my first
TedxTalk at a
TedxYouth
event at Burlinton High School in Massachusetts.
All of the speakers were very inspiring, but I’d say that the student speakers stole the show.
Timmy Sullivan, a senior at Burlington High School, closed the event with a compelling talk
about the difference between teachers and educators, which got me thinking (and I’m sure
I’m not the only person who was wondering which
he’d classify me
as).
First he sought to define what a teacher is using the dictionary. Courtesy of Webster:
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Projects in Education, or any of its
publications.
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Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]

A teacher is “one that

teaches

;

especially

:  one whose occupation is to instruct” versus an

educator, who is “one skilled in teaching

:

teacher

.” I agree with Timmy that these two

definitions don’t really distinguish between the two well enough.

For me, like Timmy, a teacher is someone who shows up for a teaching job every day. He or

she knows the content and likely teaching like a job. Whereas an educator is one of those

people who goes farther than what is expected. It’s the teacher who makes relationships with

students more important than the content, but because of those relationships, the content

comes alive.(Week 1 – Discussion2)

Teaching isn’t just a job to an educator,

it’s a calling

. It’s passion and commitment and a

desire to amplify the voices and dreams of the many children whose lives touch them as

much as the educator touches theirs.

Timmy spent time going through his schooling career and came up with a short list and tried

to figure out what they had in common. Being much farther away from my formative

education, the fact that some educators still remain inside my consciousness to this day as I

continue to grow in this profession as I try to emulate the impact they made on me supports

their classification as such.

So for this

Teacher Appreciation Week

, I’d like to give a little shout out to a few educators

who have helped shape me as the person, writer, and educator I hope to become.

Margery Kashman

– MK taught 12th grade honors English. She read my personal

writing and encouraged me to keep at it, as a matter fact, she still does now. Being

in her class made me love reading and we shared many probing conversations at

lunch about

Grendel.

When it came time for me to do my observations as I was

becoming a teacher, MK was the teacher I wanted to observe most. She invited

me back with open arms.

Mr. Johannan-

Calculus teacher who made math an experience. His classes were

fun, challenging and engaging. I enjoyed math that year.

Mr. Williams

– High School music teacher. He knew I was shy and lacked

confidence as a singer, but always offered me opportunities to try. Performing in

his groups taught me discipline and made me feel a part of something that really

mattered. The music bled from him and his excitement for the subject filled the

hallways with song.

Ted Chereskin

– an art teacher who let me follow my whims, no matter how crazy

they were. He allowed me to test my curiosity, even if it meant me casting my

entire body in plaster or using pencil shavings as filler in a collage. No suggestion I

made was out of bounds. I took risks in his class and he supported everyone.

Mr. Scheiner(Week 1 – Discussion2)

– my 4th grade teacher who I accidentally called “daddy” once. He

didn’t shame me, he was flattered. It was in his class that I learned to love reading

not fear it. His presence was a commanding one and despite the way he looked,

his demeanor was so gentle and warm. I was going through a hard time in my life

at that time and school became a place I wanted to come to hide away.

Dr. Maxwell

– 11th grade honors English. She challenged us all to consider

literature in a way that made me think. We put novels on trial. Ours was

Deliverance

. I’ll never forget the experience of arguing against censorship despite

the content of a novel.

Dr. Berman –

9th grade honors English. English came alive as we passed the

conch shell around the room in our discussion of

Lord of the Flies

or we talked

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CATEGORIES(Week 1 – Discussion2)

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Chief of Staff

Metropolitan Nashville Public Schools, Nashville, TN

Industrial Education Teacher

Haven Middle School, IL

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Springfield, MA, MA

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Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]

about phonies in

Catcher in the Rye.

Each of these educators had a profound impact on my life both at the time and now as I look

back and consider the legacy I want to leave in this profession. After 14 years of teaching, I

can only hope that I touch the lives of my students in the same way that each of these adults

did mine. Their compassion and excitement for learning permeated what they did and that

mattered.

So thank you to the special educators in my life, past and present.

Who are the educators in your life that made a difference and why? Please share

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School/Life Balance

What if

authentic learning

student empowerment

11 comments

Sort by:

Oldest to Newest

Score: 2

William Soderholm

7:02 AM on May 5, 2016

This is very interesting.

The problem is we keep getting things added to our

list that interefere with all of these positives.

The bigger problem is

education is promoting these things at an exponential rate all the while

providing lip service along the lines of this article.

1 reply

Report Abuse

Score: 2(Week 1 – Discussion2)

John Bennett

9:06 AM on May 5, 2016

Though many true educators still refer to themselves as teachers, in my

mind, the difference is fairly straightforward: Educators facilitate learning,

occasionally teaching when needed; Teachers deliver information following

lesson plans, occasionally educating some students.

Back when dirt was clear (you know – so long ago, it wasn’t even dirty yet…)

when I was in school, most were teachers with a few like Ted Strein who

were educators. Today, more and more are educators but the change can

never be fast enough!!!

3 replies

Report Abuse

Score: 5

DCGMentor

11:22 AM on May 5, 2016

Teachers had this calling long before the term educator was in vogue. Non

of the students I have had a lasting impact on since 1970 have ever called

me their educator.

Report Abuse

Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

http://blogs.edweek.org/teachers/work_in_progress/2016/05/teachers_vs_educators_which_ar.html?cmp=eml-eb-popweek+05132016[6/30/2016 12:25:02 PM]

1 reply

Score: 4

bradley3

11:50 AM on May 5, 2016

As a teacher, I personally dislike the term “educator” and never refer to

myself as such. However, I do full believe that teaching is my calling, not just

a job. My dislike for “educator” stems from the fact that it is used to

describe everyone involved in education, superintendents, curriculum

managers, and the like. Many “educators” do not teach. That is not to say

that people in those positions are not necessary to the work that teachers

do, but they do not fit the author’s or Timmy’s definition of “educator”.

1 reply

Report Abuse

Score: 4

leibniz

3:36 PM on May 5, 2016

This “line in the sand” description is ridiculous.

My next door neighbor insists

that she be addressed as an “educator” and will correct any other title.

To

imply that some are “educators” and others merely “teachers” would be like

distinguishing between “preachers” and “ministers” because you like the

style that one of them employs and denigrate the other.

Additionally, any

teacher also knows that the students perception of the class (and teacher)

relies not just on the teacher (educator, instructor, professor, whatever you

insist on being called) but also on the content of the class or perhaps more

so on the other students in the class.

While we’re at it, let’s decide what

other monikers we need to distinguish between.

Which is better, doctor or

physician? Preacher or minister? Manager or supervisor?

Cooperating

teacher or instructional coach?

Let’s not get too full of ourselves here.

At

the end of the day, do I love my job?

Sure.

But I also hope that everyone has

the feeling that they make a difference in their job, regardless of the

profession.

To think otherwise could only imply that I’m unappreciative of

their service.

Report Abuse

Score: 4(Week 1 – Discussion2)

Nancy Flanagan

6:24 PM on May 5, 2016

I once gave a keynote address on the joys of teaching. Immediately

following, a woman in a business suit and heels approached me and said

“Don’t ever call ME a teacher! I’m an…educator.” I was taken aback–but it

was an opportunity to give the terms some thought.

I think “teacher” is a perfect word–a noun made from an equally perfect

although simple verb: teach.

Parents teach their children. Children teach

each other.

The opposite of teach is lean, a seesaw of meaning. The

opposite of education is…well maybe what Donald Trump meant when he

referred to the “poorly educated.”

When people believe they’re not teachers any more—they’re educators–

my “rhetorical excess” radar goes on. I will always be a teacher.

Report Abuse

Score: 4

Yukio

1:07 PM on May 7, 2016

Teacher or educator?

Who gives a rip?

If respect is missing from the

equation it doesn’t matter what they call us.

How about “Administrator or

Classroom Failure?”

Now that would be a topic for discussion.

1 reply

Report Abuse

Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

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Score: 4(Week 1 – Discussion2)

AEPriester

3:02 PM on May 8, 2016

I can see the distinction you are trying to make, but I have always held the

title “teacher” as sacred.

Even as a college professor, I thought of myself

first as a “teacher,” and I prefer the old-fashioned Anglo-Saxon word to

“educator” any day. Being a teacher is my calling, and I do more than show

up everyday for a job.

Society at large may belittle the job and title of

teacher, but that doesn’t mean we have to accept their assessment of

teachers and give ourselves a new name.

Report Abuse

Score: 3

bloolight

11:10 AM on May 9, 2016

So I suppose a good teacher is a teacher but a great teacher is an educator?

Or is a mediocre educator a teacher? If I teach students I’m a teacher, but if

I get students to teach themselves I’m an educator?

What if I try to get

students to educate themselves and they fail to do so?

Am I still an

educator, or am I a teacher?

I get that you are trying to say something profound here, but I think that

you are missing the point.

The general public already believes that teaching

is a calling rather than a job, which is why they find it so hard to accept that

we deserve salaries and benefits.

Missionaries don’t complain about their

lack of good dental coverage, do they?

I see myself as a cognition-expert, standing at the boundary between

working memory and long-term memory to facilitate the transfer of

information.

In other words, I’m a teacher.

Report Abuse

Score: 2

aradeba1

12:28 PM on May 12, 2016

On behalf of the teachers you’ve honored in this blog, “Thank you, my dear!”

What a lovely thing to do for those who made such a difference in your life.

As for teacher vs educator, I don’t care what the official term is as long as

I’m working with my wonderful 10th grade English students and we’re all

learning together.

Bravo!

1 reply

Report Abuse

Score: 0

dflier

9:16 AM on May 13, 2016

I have a problem with referring to teaching as a calling.

Being a teacher is

not the same as being a priest or a nun.

Claiming that teaching is a calling

has too often been used as an excuse to pay teachers next to nothing.

I love

my job, but I won’t do it for free.

Calling?

No. Profession? I’d like to think so.

1 reply

Report Abuse

Teachers vs Educators: Which Are You? – Work in Progress – Education Week Teacher

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The Availability Heuristic

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Chapter 3 class discussion: The Availability Heuristic or “It Seems Like . . .”

(The Availability Heuristic)
66 unread replies.66 replies.

 The Availability Heuristic or “It Seems Like . . .”

You can probably recognize and appreciate the availability heuristic.  We are often exhibiting it when we use the phrase, “it seems like.” For example, have you ever said or thought, it seems like:

  • every time I step in the shower the phone rings.
  • every time I don’t do the reading I get called on by the instructor.
  • whenever I get into a checkout line it turns out to be the slowest one.
  • every time I leave late for work there is a lot of traffic.

We tend to overestimate the frequency of more vivid and memorable instances or events because they are the ones that are most available to memory when we try to retrieve information to answer a question or make a decision. So, we remember the times that the phone rang or that the instructor called on us and judge them to be more common than they actually are. Visual images are some of the more vivid pieces of information we encounter, so, as Myers notes, the visual media can easily elicit the availability heuristic. As a result, we tend to overestimate how often children are kidnapped by strangers, how often women are raped by strangers, and how much the mentally ill represent a danger to us.

a funny example of the media’s influence on such judgments can be viewed in a clip from The Daily Show, which spoofs the media’s tendency to exaggerate a few incidents into a crisis or phenomenon. In I Know What You Did Last Summer of the Shark, a 3-1/2 minute clip available online (http://www.cc.com/video-clips/ibdtya/the-daily-show-with-jon-stewart-i-know-what-you-did-last-summer-of-the-shark (Links to an external site.)Links to an external site. ), The Daily Show pokes fun at how the media turns a very small and typical number of shark attacks into a full-blown epidemic.

For each of the following heuristics, provide an ORIGINAL example (not one from the textbook or lecture) that illustrates how people make decisions. Be sure to explain how use of each of the various heuristics can lead to incorrect inferences.

 

Representativeness heuristic
Conjunction error
Availability heuristic
Simulation heuristic
Anchoring heuristic
Adjustment heuristic
 
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Clinical Psychology

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Clinical Psychology

(Clinical Psychology)

This is a team assignment I am only responsible for a portion:

 

Choose a case study from this week’s required text readings (Chapters 6 and 9 of Contemporary Clinical Psychology).

Write a 1,050- to 1,400-word analysis of your selected case, in which you demonstrate an application of clinical psychology in a real-world situation.

Address the following items:

  • Provide a brief overview of your selected case.
  • Discuss the biological, psychological, and social factors involved in your selected case.
  • Use your selected case study to explain which interventions would be appropriate in the field of clinical psychology. For each intervention you select, provide the following:  Biological intervention
    • The rationale for selecting the intervention
    • What would be done
    • Who would be involved
    • In what setting the intervention would occur
    • Which area the intervention is targeting, such as biological, psychological, or social factors

Use information from at least three peer-reviewed publications to support your points.

Format your analysis consistent with APA guidelines, including a reference page.
Cite in text and in the reference section in APA formatting, proper citing is a part of the grade

Case Study

Case Study: Hans and Marta Experience Severe Marital Discord (Couples Therapy)

Hans and Marta, a Caucasian couple of Austrian descent, have been married for two years, and each have two children from their previous marriages currently living in the home. They also have an infant daughter of their own. Thus, this blended family combines five children and the challenges of relating to involved ex-spouses. Hans is employed as a contractor and Marta does not work outside of her considerable duties within the home.

Presenting Problem: Hans and Marta report frequent fighting and very low marital satisfaction. Hans is reportedly physically abusive of Marta, and a number of times has struck one of the children. Marta is therefore afraid to confront Hans about her unhappiness and has been withdrawn and disinterested in sex. Hans reports that Marta ignores him, is focused only on the children, and sometimes he just “loses it.” Hans and Marta are asking for help with the fighting, the physical abuse, and the extremely low level of positive marital interaction.

Key Biopsychosocial Factors:

Biological: Hans’s father was physically abusive, which may represent a biological or an environmental predisposition to violence. Marta gave birth only six months ago and is still resuming her normal hormonal and physical functioning. The extent of the physical abuse needs to be assessed in terms of the health of Marta and the children, and all family members protected from further violence.

Psychological: Marta is a battered woman and lives in constant fear for her own and her children’s safety. She is attached to Hans and is unable to separate from him or assert her needs in the face of his violence. Hans is a classic batterer in the sense that he denies responsibility for the abuse, blames Marta for his behavior, and states that if she were only more loving and available he would not need to resort to such anger.

Social: The larger sociocultural context for violence is well established in that we live in a violent society that does not adequately protect victims or treat perpetrators. Hans’s own abuse at the hands of his father may have imparted this tendency through social learning or identification with the aggressor.

Marta may feel dependent upon Hans and afraid to separate due to her fear that she may be unable to adequately house, clothe, and feed her children, and perhaps even lose custody.

Treatment Goals and Plan: The prevailing goal of treatment must be the physical safety of Marta and her children. Given that physical abuse of the children is being reported, the psychologist is legally and ethically mandated to make a report to Child Protective Services. If the couple are willing to remain in treatment in spite of this report, several goals will include (1) cessation of all physical violence within the home, (2) development of alternative means of expressing and working through anger and frustration, (3) insight into the origins and triggers of violence, and (4) improved capacity for communication and intimacy.

The treatment plan will include:

  1. Individual therapy for Hans to learn to control his temper and violence and for Marta to develop increased autonomy, assertiveness, and a plan of action in the face of future violence.
  2. Develop alternative behavioral strategies for dealing with anger and create a contract between Hans and Marta for taking alternative steps to violence.
  3. Family-of-origin work to understand the roots of violence for Hans and factors contributing to Marta’s relationship to an abusive man.
  4. Develop opportunities for the couple to engage in some mutually positive and pleasurable activities.
  5. Locate social services and shelters for battered women.
  6. Group therapy for Hans with other men who are abusive.
  7. Collaboration with the individual psychologists, group therapist, family physician, child therapists, and social services worker monitoring abuse within the home.

This couple’s therapy case illustrates the high stakes and complex layers of relational problems. The outcome of this case, like most others, will depend largely on the cooperation and motivation of Hans and Marta to acknowledge their serious difficulties and take the necessary steps toward improvement. Various modalities, techniques, and social and medical elements also come into play in this complex yet all-too-common situation.

 
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Leadership & management discussion responds.

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Leadership & management discussion responds.

(Leadership & management discussion responds.)

Question description

Please read the peers discussions and respond to them APA format with reference

Discussion 1

Conflict is defined here as a clash or struggle that occurs when a real or perceived threat
or difference exists in the desires, thoughts, attitudes, feelings, or behaviors of two or more parties (Deutsch, 1973). It exists as a tension or
struggle arising from mutually exclusive or opposing actions, thoughts, opinions, or feelings. Conflict can be internal or external to an individual or
group. It can be positive as well as negative (Huber, 2014)

This actually happen in our unit; there was a new nurse manager that would like to reorganize the whole unit. She brush off a lot of employees, both nurses and senior technicians because of her different ways, to the point that a group of employees decided to organized signed petition against the new manager and to be submitted to HR.

I did not signed the petition and explained to the other staff that it’s not fair to do it because it was less than 6 months that she was in power. I was able to convince the majority that we have to give her that “honeymoon” stage at least before we do a something that would put a wedge to our relationship. There was a heated argument between me and the leader that wants to petition the new manager. I told her that if transition period fails “I would be the first one to sign the petition paper and personally hand the new manager our signed petition”; logic prevails and the signed petition did not push through.

After 6 months we have learned to live with each other’s personality and the new manager also mellowed downed, she turned out to be a good manager and was promoted again to upper management. She heard about the action that I did and appreciates it by maintaining a good open relationship to me and to the whole staff.

Reference:

Huber, D. (2014). Leadership and Nursing Care Management, 5th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/978145574…

Discussion 2(Leadership & management discussion responds.)

A role of a leader includes the ability to think and identify problems critically (Huber, 2014). In this situation, the new director decided to proceed with an action without having asked the rest of the employees. This can cause issues as not everyone agrees with the new plan. This disagreement can lead to arguments within the workplace and disrupt the peace. The best way to go about this is to do what should have been done in the first place and communicate with one another. The leader should communicate openly with the rest of the team and receive some of their input. One of the roles of a leader includes using effective communication to “disarm conflict” (Huber, 2014, p. 4). When the concerns are brought up, the nurse leader can incorporate their ideas and formulate a plan to bring up to the director. When a clear plan is in place, negotiations can occur.

Other factors that can lead to conflict include the nurses leaving the job and looking for a new one, due to poor communication and decision making. If this issue occurs, the nurse leader will have to set up a meeting with the director. In this meeting, the leader can bring up the issue and discuss ways that the problem can be resolved. The leader will have to advocate for the workers and mention to the director that ultimately, the nurses will be doing the work and whatever changes are made, will affect them. Another thing, because the department was organized without any input from the workers, this new setting can cause a lot of confusion and create the workplace to be chaotic or slower than usual as the workers try to adapt. One way to resolve this is to ask the workers about their concerns, and if one of them involves the reorganization of the unit, then the leader can come up with a strategy to incorporate a quick tour of the new unit.

Reference

Huber, D. (2014). Leadership and Management Principles. Leadership and Nursing Care Management, 5th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/978145574…

Discussion 3

In a situation where the department makes changes that employees don’t agree with or have negative perceptions of it, it’s essential for leaders and managers to find a solution to this conflict. Conflict occurs when differences exist in understanding or thoughts of a particular situation between two or more parties (Huber, 2013). When it involves multiple individuals within a group, this conflict is called intragroup conflict (Huber, 2013). This involves the differing point of views of members of a group or subgroups in a particular goal, function or change in policy. The conflict also has constructive and destructive effects. As for constructive, it can improve decision quality, stimulate creativity, encourage interest, and fosters change. On the other hand, it can also constrict communication, decrease cohesiveness, and hinder performance in a work environment.

In this particular scenario, it’s essential to conduct an assessment of levels and sources of the conflict, which means construction of strategies will depend on if the level of the conflict is high or low (Huber, 2013). Given the scenario and how resentful the nurses feel about the change within the department, we can easily categorize this as a high-level conflict. Next will be to identify the boundaries of the conflict; as such finding areas of agreement and disagreement. By doing so, the organization can find common ground to build upon when discussing the benefits of the change. This will also enable the organization to understand the factors that limit the possibilities of managing the conflict constructively. Once the organization has gained the trust of its employees, it should create an environment where the individuals involved are able to express ideas, feeling, and attitudes freely. By doing so, the organization is implementing a problem-solving strategy where all involved parties can mutually agree to a solution to the conflict.

References:

Huber, D. (2013). Leadership and Nursing Care Management, 5th Edition [VitalSource Bookshelf version]. Retrieved from https://bookshelf.vitalsource.com/books/9781455740…

Discussion 4(Leadership & management discussion responds.)

Networking is very important in dialysis. The dialysis community very small that is why “everybody knows things about everybody in our community” you can’t keep any secrets in our field. . Even if you came from a different county there will be some one that would easily get your background, if you are a team player or a slacker. I use these networking to my advantage by asking around first if the manager is good and if the company has a good working environment even before I apply to a particular job opening

Networking too comes in handy when you are being recommended for the job. Sometimes the manager herself is the one that “pirates” the worker from another company because of networking.

Identify two affiliations or a situation in which you have networked for the health of a population or your community.


As a Certified Dialysis Nurse my professional affiliation is American Nephrology Nurses Association. I am also a member of my School’s Alumni Association. There are times that they sponsor free clinics in our community specially providing flu vaccine to the elderly. The School Alumni Association is very active in it and as a nurse I sometimes go with them. The professional affiliation offer discounts to some health symposiums and I also sometimes avail of it when I have the time.

Discussion 5(Leadership & management discussion responds.)

Nursing affiliations and networking are essential for nurse leaders because they can receive extra help when needed. Networking will help in my career future because it will remind me that nursing takes a team effort. When others can offer their support and opinions, it can make the task less daunting. Networking helps nurses to get involved and to become engaged (ANA, 2015). Nurses get to meet like-minded people (ANA, 2015).

In the field of nursing, this connection is vital as it can also serve as a way to de-stress. These individuals have probably gone through the same thing and have advice for these kinds of problems. By joining affiliations and networking, the nurse will expand their knowledge and learn from others. Furthermore, networking can also result in career advancements (ANA, 2015).

An example of a situation where I networked for the health of a population in my community took place in nursing school. During my psych rotation, we decided to make “care-packages” for the homeless, by filling backpacks up with life-necessities such as toothbrushes, gloves, socks, etc. During this time, we networked and asked individuals in our community such as church families and close relatives and friends, for donations. We also affiliated with a homeless shelter in a nearby city. This shelter let us know what day would work best, and we made it work. We worked together and took advantage of this connection that we had to improve the lives of others in our communities.

Reference

American Nurses Association [ANA]. (2015). Professional Networking for Nurses. Retrieved from https://www.nursingworld.org/resources/individual/…

Discussion 6(Leadership & management discussion responds.)

Professional affiliation and networking’s of organizations help improve patient care and implement a support system for nursing leaders nationwide. There are a variety of benefits related networking; it initially provides members the opportunity to gain an education on methods of becoming vocal about the nursing practice while making new connections with other healthcare members (ANA, 2015). Networking also allows for nurses to exchange knowledge and spark discussions about a specialty or general practice. It provides the framework to connect with like-minded nurses within the organization and help innovate ideas. I believe that information is knowledge and knowledge is the key to growth, and networking allows members to obtain both. It grants opportunities, resources to updated evidence-based practices and access to other mentorship for guidance and support. Other significant benefits are related to the increased ability to network with their peers and become an active member of the organization.

The Academy of Medical-Surgical Nurse (AMSN) is a dedicated specialty organization that I’m a member of. It provides me with a support system and has an active community of 11,000 medical-surgical nurses. The purpose of the organization is to motivate and empower nurses to become leaders in their professional environment (AMSN, 2016). AMSN hub, for instance, is a networking resource I often use to communicate and connect with nurses nationwide. It is designed as a platform for nurses to connect through discussion of topics related to the Medical-surgical practice. It allows nurses to network and collaborates with other fellow professionals on the most current issues, findings and visions of the practice (AMSN, 2016). Because of this of networking platform, I’m able to broaden my understanding of the Medical-surgical specialty and improve patient care. I used this network to gain access to new information about the specialty and share ideas to my team to improve the work environment.

References:

Academy of Medical-Surgical Nurses [AMSN]. (2016) About the AMSN Hub. Retrieved from website: https://www.amsn.org/membership/amsn-hub/about-ams…

American Nurses Association [ANA]. (2015). Professional Networking for Nurses. Retrieved from website: http://nursingworld.org/Professional Networking-for-Nurses

 
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Critique ethical legal concepts

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Critique ethical legal concepts, principles, & dilemmas related to the provision of health care.

(Critique ethical legal concepts)

Question description

My part is in BOLD… I only need one part done. NOT the whole paper! 2-3 pages.

MN506-2: Critique ethical-legal concepts, principles, and dilemmas related to the provision of health care.

Please take a moment to watch this Assignment Introduction, or read the presentation transcript.

Instructions:

You will construct a group contract in Unit 2. In the contract, you will determine how your group will communicate and share documents. Roles of the group will be delineated. You will work from Unit 3 to Unit 7 on a malpractice case.

There are two malpractice cases. Your instructor will assign your group either Case Study 1: Malpractice Action brought by Yolanda Pinnelas or Case Study 2: Wrongful Death by Howard Carpenter on Behalf of Wilma Carpenter, Deceased. The group will construct a 10–15-page paper about the legal constructs involved in one of the cases.

Directions:

The group will write a10–15-page APA formatted paper (title page and references list do not count towards the 10–15 pages). Support the paper with peer reviewed articles and case law where applicable. You must have minimum of eight references. You may have an appendix that has samples of documents that support your positions or expands on the facts of the case.

You will post a draft of the group paper in the Discussion Board of Unit 6. This will give you an opportunity to get peer feedback and to learn from others.

You may use Goggle Hangouts™, SKYPE®, or other conferencing tools. Additionally, you may want to use a document-sharing tool such as Google Drive®. The paper should discuss the following issues:

  • Liability issues
  • Parties involved and who should be sued
  • Defenses of the parties
  • Documents that the plaintiff’s side will ask for and how they will be used
  • Standards of care
  • Duty, breach, damages, and proximate cause
  • Insurance issues
  • Risk management issues before and after the incident
  • Documentation and mandatory reporting
  • Who should write the incident report and what should it say?
  • The doctrine of Respondeat Superior and how it would apply the issues surrounding informed consent Preparation for court of the parties (MY PART)

Due: Day 7 by 11:59 p.m. (ET)

Case Study 1: Malpractice Action Brought by Yolanda Pinnelas

People involved in case:

Yolanda Pinnelas — patient

Betty DePalma, RN, MS — nursing supervisor

Elizabeth Adelman, RN — recovery room nurse

William Brady, M.D. — plastic surgeon

Mary Jones, RN — IV insertion

Carol Price, LPN

Jeffery Chambers, RN — staff nurse

Patricia Peters, PharmD — pharmacy

Diana Smith, RN

Susan Post, JD — risk manager

Amy Green — quality assurance

Michael Parks, RN, MS, CNS — education coordinator

SAFE-INFUSE — pump

Brand X infusion — pump

Caring Memorial Hospital

Facts:

The patient, Yolanda Pinellas, is a 21-year-old female admitted to Caring Memorial Hospital for chemotherapy. Caring Memorial is a hospital in upstate New York. Yolanda was a student at Ithaca College and studying to be a music conductor.

Yolanda was diagnosed with anal cancer and was to receive Mitomycin for her chemotherapy. Mary Jones, RN, inserted the IV on the day shift around 1300, and the patient, Yolanda, was to have Mitomycin administered through the IV. An infusion machine was used for the delivery. The Mitomycin was hung by Jeffery Chambers, RN, and he was assigned to Yolanda. The unit had several very sick patients and was short staffed. Jeffery had worked a double shift the day before and had to double back to cover the evening shift. He was able to go home between shifts and had about 6 hours of sleep before returning. The pharmacy was late in delivering the drug so it was not hung until the evening shift. Patricia Peters, PharmD, brought the chemotherapy to the unit.

On the evening shift, Carol Price, LPN, heard the infusion pump beep several times. She had ignored it as she thought someone else was caring for the patient. Diana Smith, RN, was also working the shift and had heard the pump beep several times. She mentioned it to Jeffery. She did not go into the room until about 45 minutes later. The patient testified that a nurse came in and pressed some buttons and the pump stopped beeping. She was groggy and not sure who the nurse was or what was done.

Diana Smith responded to the patient’s call bell and found the IV had been dislodged from the patient’s vein. There was no evidence that the Mitomycin had gone into the patient’s tissue. Diana immediately stopped the IV, notified the physician, and provided care to the hand. The documentation in the medical record indicates that there was an infiltration to the IV.

The hospital was testing a new IV infusion pump called SAFE-INFUSE. The supervisory nurse was Betty DePalma, RN. Betty took the pump off the unit. No one made note of the pump’s serial number as there were six in the hospital being used. There was also another brand of pumps being used in the hospital. It was called Brand X infusion pump. Betty did not note the name of the pump or serial number. The pump was not isolated or sent to maintenance and eventually the hospital decided not to use SAFE-INFUSE so the loaners were sent back to the company.

Betty and Dr. William Brady are the only ones that carry malpractice insurance. The hospital also has malpractice insurance.

Two weeks after the event, the patient developed necrosis of the hand and required multiple surgical procedures, skin grafting, and reconstruction. She had permanent loss of function and deformity in her third, fourth, and fifth fingers. The claimant is alleging that, because of this, she is no longer able to perform as a conductor, for which she was studying.

During the procedure for the skin grafting, the plastic surgeon, Dr. William Brady, used a dermatome that resulted in uneven harvesting of tissue and further scarring in the patient’s thigh area where the skin was harvested.

The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that there were issues of short staffing and that many nurses were working double shifts, evenings, and nights then coming back and working the evening shift. She was in the process of collecting data from the different units on this observation. She also noted a pattern of using float nurses to several units. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on this unit and what types of resources and training was needed.

 
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Pros & Cons Of Diagnosing Children

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Pros & Cons Of Diagnosing Children

(Pros & Cons Of Diagnosing Children)

Pros and Cons of Diagnosing Children   One of the great controversies in the field of psychology relates to how we define normal and abnormal behavior. There is general agreement with the official definitions of abnormal behavior; that is, abnormal behavior is severe or maladaptive enough to need diagnosis and psychological or psychiatric treatment. These official definitions are contained in the Diagnostic and Statistical Manual of Mental Disorders (DSM). There have been many revisions of this manual over the years.

Currently, we are using the fifth edition, or the DSM-5 (APA, 2013).  Children and adolescents who display certain behaviors that cause them to have significant difficulty in their everyday functioning are likely to be diagnosed with one of the disorders in the DSM. Some of those diagnoses are temporary, whereas others are life-long.  Review the following case:

Anna, a four-year-old Mexican-American girl, lives with her mother and father. Anna’s parents immigrated to the United States years before her birth. Her mother speaks only Spanish with her, while her father speaks only English. Anna’s parents are migrant workers who must move regularly. Anna and her parents have moved over ten times since her birth. They hope to provide Anna with more stability, now that she is approaching school age. Therefore, they are seeking other forms of employment.   Anna recently completed kindergarten orientation.

The school psychologist recommended that her parents have her evaluated further, as her speech development is significantly delayed. She speaks very little; her vocabulary was screened at the kindergarten orientation and was found to be at least two years behind typical speech development.

During the kindergarten screening, Anna was hyperactive, unable to sit still, distracted, and unable to complete the tasks. She was unable to complete them partially due to their difficulty level, but also due to her inability to focus sufficiently.   After a thorough evaluation at the local mental health center, Anna was diagnosed with attention-deficit/hyperactivity disorder (ADHD). She began participating in a behavioral modification program with a bilingual therapist, who speaks both English and Spanish. She will be evaluated in a few weeks by the psychiatrist, who will decide whether to prescribe stimulant medication for the ADHD.

Based on your analysis of the case, respond to the following:

•Analyze the pros and cons of diagnosing Anna with a mental health disorder. Identify at least three benefits and at least three costs Anna and her family may experience as a result of her diagnosis. When deciding which pros and cons to identify, consider benefits and costs related to at least four of the following categories:

◦Stigma

◦Prescription of psychiatric medication to children

◦Selection of a psychotherapy approach

◦Multicultural factors

◦Labeling or mislabeling of children

◦Early intervention   Write your initial response in 300­­–500 words. Apply APA standards to citation of sources, including in-text citations and full references. Incorporate information from at least two academic sources to support your statements or ideas.

 
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Ethics and Professional Practices

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Ethics and Professional Practices

(Ethics and Professional Practices)

WEL202A – AB2, Essay Page 1 Assessment Brief Program Bachelor Of Applied Social Science Subject Ethics And Professional Practices Subject Code WEL202A Name Of Assessment Assessment 2: Essay Length 2000 Words Learning Outcomes Addressed By This Assessment:

WEL202A – AB2, Essay Page 1
Assessment Brief Program Bachelor of Applied Social Science
Subject Ethics and Professional Practices
Subject code WEL202A
Name of assessment Assessment 2: Essay
Length 2000 words
Learning outcomes addressed by this assessment: A, B, C
Submission Date: End of week 7, Sunday 11.55 pm
Assessment brief summary: This essay asks you to comment on key elements of professional
practice, reflecting a “principles” based approach to ethics and their
application within the confines of ethical frameworks.
Total marks 30
Weighting 30%
Students are advised that any submissions past the due date incur a 10% penalty per day,
calculated from the total mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Students must attempt all tasks in the unit to be eligible to pass the unit
More information can be found in Think Education Assessment Policy document on the Think
Education website (http://www.think.edu.au). WEL202A – AB2, Essay Page 2
Assessment Description:
The key moral principles are respect for autonomy, non-maleficence, beneficence and justice. In this essay
please discuss the importance of complying with ethical framework in professional practice.
Your essay should answer the following questions:
1. What is informed consent?
2. How would you check to see whether you had informed consent?
3. What are the limits of confidentiality when working with clients?
4. What is a professional misconduct?
5. Explain what is meant by an ethical framework.
6. In your opinion – who should be providing the ethical frameworks for various professions?
Marking Criteria:
Max. in
category
Your
points
Answering the question and responding to the topic 10
Links to theories and concepts 10
Number and choice of appropriate references 4
Word count, readability, and structure 3
In-text references and reference list, accuracy and use of correct
referencing style 3
Total: 30
Comments: WEL202A – AB2, Essay Page 3
What we want to see:
This essayi will incorporate a formal introduction, main points and conclusion; as this is an essay,
the introduction and conclusion, as well as individual paragraphs addressing different issues should
not be flagged with subheadings, but incorporated in the essay.
The work must be fully referenced with in-text citations and a reference list at the end. We
recommend you work with your Academic Writing Guide to ensure that you reference correctly. You
will find a link to this document on the main page of every unit, under the ‘Assessments’ section.
Correct academic writing and referencing are essential tasks that you need to learn. We
recommend a minimum of ten references.
Referencing: References are assessed for their quality. You should draw on quality academic
sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
of conducting your own research. Also, in order to help markers determine students’ understanding
of the work they cite, all in-text references (not just direct quotes) must include the specific page
number/s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the library homepage. Reputable news sites
such as The Conversation (https://theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council
(NHMRC), international organisations such as the World Health Organisation (WHO) and local not
for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboardii. By clicking the ‘Upload this file’ button you acknowledge that
you have read, understood and can confirm that the work you are about to submit complies with
the Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms
of cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program
Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think
Education website. WEL202A – AB2, Essay Page 4
Resources Available to YOU:
1. Academic writing guide link
https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit
(LASU) is on the left pulldown menu on the blackboard home page:
https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline
Spaans (cspaans@laureate.net.au, 02 949 232 14).
3. Researching: A guide to researching is available on the library page
http://library.think.edu.au/research_skills/.
Please contact the online and Pyrmont librarian for Health, Dawn Vaux
(dvaux@laureate.net.au) if you would like further help or a tutorial on how to do
research this way. By clicking the ‘Upload this file’ button below you acknowledge that you have read and understood and can confirm that the work you are about to submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student Handbook.
i https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498856_1&mode=reset
ii https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset

 
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Literature Review4

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Literature Review4

(Literature Review4)

Prior to beginning work on this assignment, read the Ryder, Ban, & Chentsova-Dutton (2011) “Towards a Cultural-Clinical Psychology,” American Psychological Association (2014) “Guidelines for Prevention in Psychology,” Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

Clinical and counseling psychology is a dynamic field that is constantly evolving and striving toward better treatment options and modalities. In this literature review, you will explore and integrate psychological research into a literature review, addressing current trends in three major areas of clinical and counseling psychology: assessment, clinical work, and prevention.

In your review, include the following headings, and address the required content.

Assessment
Support this section with information from the Ryder et al. (2011) article “Towards a Cultural-Clinical Psychology” and at least one additional peer-reviewed article from the Ashford University Library.

  • Compare the assessments currently in use by clinical and counseling psychologists.
  • Explain the trend towards cultural-clinical psychology and the suitability of clinical assessments with diverse clients.

Clinical work
Support this section using a minimum of three peer-reviewed articles from the Ashford University Library. The recommended articles for this week may be useful in generating your response.

  • Compare and contrast technical eclecticism, assimilative integration and theoretical integration.
  • Provide a historical context and identify the major theorists for each perspective.
  • Assess the trends in psychotherapy integration.
  • List three pros and cons for each perspective, sharing which perspective most closely aligns with your own.
  • Analyze the major trends in psychology and explain the connection between evidenced-based practices and psychotherapy integration.

Prevention
Review the “Guidelines for Prevention in Psychology” (American Psychological Association, 2014), and support this section with information from the Hage, et al. (2007) “Walking the Talk: Implementing the Prevention Guidelines and Transforming the Profession of Psychology,” and Rivera-Mosquera, et al. (2007) “Prevention Activities in Professional Psychology: A Reaction to the Prevention Guidelines” articles.

  • Describe general prevention strategies implemented by clinical and counseling psychologists at the micro, meso, exo, and macro levels.

The Literature Review

  • Must be 7 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least seven peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outline
 
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