Accident up ahead

Accident Up Ahead!

Listen to this text being read aloud by a human being by clicking on this link.

Answer questions #1 and #2 and then answer #3 or #4.

1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way?   (Answer using a short paragraph.)

2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)

3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.

or 4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.

Accident Up Ahead!

JANICE TYRWHITT

THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. “There must be an accident up ahead,” she said to her seatmate. “I had better get out and help.” Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter’s pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.

“I think they’re all dead,” a burly man told Jody.

She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.

While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne’s sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins’ blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.

Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver’s seat was Charles Jodouin, with the steering wheel lodged in his abdomen, and a gash between the ribs under his left armpit. Beside him, his wife lay unconscious. The lower parts of both their bodies were trapped under the dashboard. Jody could hear one faint voice. In the back seat, Lucie Fortin, deep in shock, her legs buckled under her, was conscious and talking incoherently. Beside her slumped her husband, blood streaming from a massive head wound.

Horrified, Jody summoned up the discipline and skills learned in the hothouse of the emergency department. Rapidly she determined that all four were alive by feeling their thigh arteries-more accurate than a wrist pulse. Then she decided her priorities. Jeanne Jodouin’s face was badly cut, but her ears and eyes showed no signs of intracranial bleeding. Her mother appeared to have leg fractures and was verging on panic. Omer Fortin had a possible fractured skull and, Jody suspected, noticing his irregular pulse and poor facial colouring, a weak heart. Most serious of all, Jody feared that Charles Jodouin’s left lung might have been pierced by broken ribs. If it collapsed and absorbed fluid, he might stop breathing.

Jody quickly organized bystanders to help. Several holidaying cottagers produced life jackets; these she used to prop up her patients’ heads to keep them from choking on blood and saliva. “Has anyone got blankets?” she yelled. “Coats? Rags? I’ve got to pack this man’s chest.” A woman handed her an unopened package of disposable diapers-perfect sterile dressings! Jody burst into tears of relief.

Spreading her fingers, she packed diapers between Jodouin’s bulging ribs and used a life jacket as a pressure dressing. He began to mutter-in French. Fighting time, Jody fell back on high school French and sign language. “No arreter, no arreter,” she stammered. “Don’t stop breathing!” Gesturing, she showed him how to use the muscles between his ribs and pull in air. With relief she saw that he understood. As Jodouin relaxed, she turned to Omer Fortin.

In the semidarkness, Jody examined his torn scalp and could see a severed vein pumping out blood. She called for something to close the wound, and gratefully grabbed an unopened package of small clamps used for stringing a catch of fish to a line. With them she sealed off the vein, then bandaged the exposed cerebral cortex with diapers.

As she worked on Fortin, Jody worried about his wife, who was now screaming loudly. Jody asked two men to put their hands through the right rear window. “Make her feel warm and secure- hold her like she was your own mother,” she told them. As they hugged her, Lucie Fortin’s screams subsided. If I can drain away the fear, Jody thought, theirs and mine, maybe we can pull through this.

When the Ontario Provincial Police arrived at 1:52, Jody slipped out of the car, her knees shaking. “I didn’t realize then that she was a nurse,” says Constable Robert Jolley. “But she sure had the situation in control. I didn’t tell her what to do. I asked her what I could do to help.” 

The police gave Jody what she needed at this stage-confidence and elbow room. They held back the gathering crowd and urged the young nurse to carry on. As Jolley picked up her sodden coat and laid it on the back seat of his cruiser, the homely gesture reassured her. They trust me, she thought. It’s gone this far; I’ll see it through.

The first ambulance came wailing in from North Bay, and Jody summoned up the courage to instruct its crew. “Don’t give the driver pure oxygen,” she insisted. “If his lung is damaged, it could kill him. I need oxygen for my man in the back.” Seizing the mask, she gave Fortin six litres-a heavier dose than the ambulance attendants were allowed to deliver-and she saw his colour improve. Then she picked up the ambulance intercom.

“Lady, I don’t know who you are,” the voice at the hospital replied, “but keep talking.” Automatically she began her instructions with “stat,” the medical signal for urgent action. “Get the operating room ready and call a surgeon and anesthesiologist. The driver may need surgery to repair his thorax. He’ll need a chest X-ray, an Emerson pump to drain his chest and equipment to check his blood type. His wife is unconscious. She’ll need a skull X-ray and an LV to stabilize her. The older lady is in shock. She’ll need an LV, blood-typing, a monitor to watch her heart and traction in preparation for orthopedic surgery. Her husband has a possible skull fracture with massive hemorrhaging.” But there would be no time to cross and type Omer Fortin’s blood. So Jody instructed the hospital to prepare pack cells (frozen red blood cells that can maintain a patient for a short time, regardless of his blood type).

By now, hundreds of stalled travellers were huddled on rock outcrops beside the road. Jody glanced round quickly. No one else seemed seriously injured, but one of the passengers from the camper-bus had a flushed face. So she felt his wrist; he had a rapid, irregular heartbeat. The man, Robert Mack, had smashed his nose against a handrail as the vehicle jolted sideways. Jody asked one of the ambulance crews to take him in.

The last ambulance waited for the Jodouins, still trapped in the front seat between the buckled hood and the front doors. While firemen tried to pry a door open with hydraulic jacks, police were unsnarling the jammed traffic. Gradually, cars began weaving a one-lane path past the accident. Jody’s bus rumbled through, but the police asked her to stay. Rain-soaked, shivering, aching to go home, she looked down at her shirt and jeans, spattered with the blood of her patients. “I’ll stay,” she said.

In the end, the Jodouins’ car had to be wrenched apart by a tow truck. Charles and Jeanne Jodouin were lifted into an ambulance, and Jody rode in the police cruiser that escorted them to North Bay Civic Hospital After washing up in the police station, she accepted a constable’s offer to speed her north on Highway 11 to catch up with her bus.

Her parents met her at the Timmins terminal. Home at last, she stammered out her story, then shucked her blood-splattered shirt and jeans, had a hot bath and went to bed. She slept through Saturday. A week later she was still brushing glass from her hair.

The Fortins and the Jodouins went from emergency into the intensive-care unit at North Bay Civic. The doctor on duty said later: “They had significant injuries, but the initial management had been good. Orner Fortin had virtually been scalped, but the hemorrhage was controlled.” Jody’s earlier suspicion that he might have a heart problem was close; he suffered from high blood pressure.

Lucie Fortin had a broken hip, two broken wrists, and a displaced bone in her right shoulder. She has since had three operations. Charles Jodouin had a broken collarbone, a broken right wrist and a torn left forefinger that required twenty-four stitches, but, despite the impact of the steering wheel, no internal injuries. Jeanne Jodouin had multiple lacerations on her face and legs. Robert Mack was treated for shock and discharged.

During the three hours she spent at the accident scene, Jody had fought back her own fears. I’m young-can I handle this? she thought. If I make medical decisions I have no legal right to make, will my nursing career be over? When a policeman knocked on her door last June, she thought she was being summoned to testify about the accident. Instead, Jody was invited to a dinner to receive the Ontario Provincial Police’s Commissioner’s Citation, in recognition of the remarkable job she had done that rainy night on Highway 11.

Strangely, a year after the accident, none of the injured knew her name. But the Fortins and the Jodouins knew what they owed her. “Without her help,” says Orner Fortin, “it’s not likely that all of us would have survived.”

© 1977 by The Reader’s Digest Association (Canada) Ltd. Reprinted by permission.

Assignment: Clinical Personality Assessments

 

Clinical personality assessments can only be completed and interpreted by a licensed psychologist who is trained in testing and assessments. Personality testing is usually done as a part of a larger battery of psychological assessment.  An individual or even several personality tests would not be administered in isolation without the supporting evidence from other testing and interviews.  This week you will become familiar with some of the main personality testing instruments.

To Prepare

  • Review the Learning Resources about the six clinical personality measures (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, the Thematic Apperception Test). Then, choose one that will be the focus of your Assignment. 

 

Review one of the clinical personality measures from the materials you studied this week (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, or the Thematic Apperception Test) and include the following in your review:

  • Provide a detailed description of a clinical personality measure (i.e., Minnesota Multiphasic Personality Inventory-2, Millon Clinical Mutliaxial Inventory-III, Personality Assessment Inventory, Revised NEO Personality Inventory, the Rorschach, or the Thematic Apperception Test).
  • Evaluate strengths and limitations of this personality measure.
  • Provide a minimum of two (2) examples and explain how this clinical personality measure could be used in professional settings.
  • Explain how a personality theory/theoretical orientation you studied in Module 1 relates to the clinical personality measure you selected for this Assignment. There is not necessarily a right or wrong answer but rather a rationale you provide in your analysis.

In addition to the Learning Resources, search the Walden Library and/or internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.

Week2: Discussion 1 and 2

Learning about Professions in the Field

This week’s video segments included interviews with a children’s museum manager, child care provider services manager, parent support specialist, professional development supervisor, preschool teacher, infant/toddler specialist, occupational therapist, and director of a child development lab. These professionals spoke about their jobs, experiences, and education.

For this Discussion, choose three that were of most interest to you and view these segments again, focusing on aspects of their jobs that appeal to you and dispositions that you believe help them to be successful.

By Day 3:

Post:

  • The three segments you chose and why each appealed to you
  • At least three dispositions that you believe helped each person be successful
  • Insights related to dispositions you will need to work on as you seek to be more effective in your work as an early childhood professional

Exploring Professional Possibilities

In order to expand your awareness of the range of jobs that are available in the early childhood/child development field, this Discussion requires you to explore and share the possibilities by using at least two job search engines such as Monster, CareerBuilder, or NAEYC Early Childhood Career Forum to:

  • Identify at least two jobs you could apply for with your current background and schooling
  • Identify one job that interests you but requires additional education

Note: For the sake of this Discussion, do not restrict yourself to the area in which you live; imagine that you could move anywhere. Look for jobs that interest you as well as jobs you might never have considered before. Your goal is to expand your awareness (and your colleagues’) of the current job market and job possibilities.

By Day 5:

Post:

  • Three job descriptions including location
  • Salary (if available)
  • Job/experience requirements
  • What you learned from your exploration

Required Resources

Use the following resources to broaden your awareness of the range of jobs in the early childhood field and to decide on which job you are going to focus. (Note: These sources/Web sites are highly recommended, but you may also find other resources on your own.)

Unit2Discussion1 reply(NU500-8B- Concept analysis)

 

As a former emergency department Registered Nurse for over seven years, I recall the most significant complaints were our long wait times.  For some patients, the wait time could be substantial.  Since emergency departments aren’t on a first-come, first-serve basis, wait times were often unpredictable and lengthy.  Patients are triaged based on their level of acuity.  Long Emergency Department (ED) Length of stay (EDLOS) is associated with poor patient outcomes, which has led to the implementation of time targets designed to keep EDLOS below a specific limit. (Andersson et al., 2020, p. 2)

The method conducted for the concept analysis on EDLOS was the Walker and Avant approach.  They were able to research a way of measuring the concept empirically by identifying all concepts used.  (Andersson et al., 2020) Nurses can use the Walker and Avant approach when there are limited concepts available to a nurse to explain a problem area.  The process of concept analysis for nurses first transpired in 1986. (McEwen & Wills, 2019) Walker and Avant specifically designed an approach to concept analysis to help graduate nurses explain methods to examine phenomena that interests them.  (McEwen & Wills, 2019) The basic concept analysis approach by Walker and Avant is as follows; 1.  Select a concept  2. Determine the aims or purposes of the analysis.  3.  Identify all the concept possible uses possible.  4.  Determine the defining attributes.  5.  Identify the model case.  6.  Identify any borderline, related contrary, invent, and illegitimate cases.  7.  Identify the antecedents and consequences.  8.  Define the empirical referents. (McEwen & Wills, 2019, Tables 3-2)

Authors Aim and Purpose

As a former Emergency Department Nurse, I find it fascinating how the author chose to do the concept analysis on this topic.  According to the author, when patients are forced to stay for extended lengths of time in the emergency department, this leads to poor patient outcomes, overcrowding, and an overall inefficient organization. (Andersson et al., 2020) I recall when a febrile child was left in the Emergency Department for a long time.  The child became so agitated their respiratory status worsened.  The authors aim to clarify the meaning of long EDLOS and identify the root causes of an emergency department length of stay of more than six hours.  (Andersson et al., 2020)

Defining Attributes on the Concept Examined

In the emergency department, length of stay (LOS) is a widely used measurement.  Emergency department length of stay (EDLOS) is defined as the time interval between a patient’s arrival to the ED to the time the patient physically leaves the ED. The defining attributes discovered that waiting in a crowded emergency department was just that, waiting.  Waiting was the most acknowledged attribute associated with EDLOS. (Andersson et al., 2020) If the patients didn’t have to wait, they wouldn’t be a problem/complaint and had no time targets. 

Another attribute that was described as a cause for EDLOS was, crowding.  This led to cause and effect with long EDLOS and crowding. (Andersson et al., 2020)

Benefits

     The problem was that over-crowding and waiting was referred to as an inefficient organization.  This led to the need to search for EDLOS to correct the issues with the system and improve overall patient satisfaction with emergency department visits.  (Andersson et al., 2020)  The benefit of this study is discovering what the root of the cause is for long emergency wait times, therefore improving overall patient outcomes, avoiding overcrowding, and running an efficient organization.  The benefits of completing a concept analysis for nursing theory would be to aim at improvements for better patient outcomes.  This is what we are there for, after all.  As nurses, we are on the front lines of our departments, and we have an opportunity to improve our systems, our organizations, our team, but most importantly, our patients.  When we can all benefit as a team, our profession benefits, and our patients benefit greatly. 

Team Leadership/Management Style

 

Part 1: According to the Sarin and O’Connor (2009) article, certain style and goal structures of team leaders have a strong influence on internal team dynamics.  Based on your research within the article and textbook, as well as your own experience, what team leader management style would be most effective in leading a team in which you were a member?

Part 2: DeRue, Barnes, and Morgeson (2010) found that team leadership style effectiveness depended on the level of charisma exhibited by the leader.  Drawing from the article and the textbook, have you ever worked for a charismatic leader?  What style (coaching or directing) did that leader administer?  Was he or she effective in leading you as part of the team?

WRITE 500 WORDS ON THIS ABOVE TOPIC IN ONE DOCUMENT AND 160 WORDS AS A RESPONSE TO THE BELOW GIVEN ANSWER.

 

 [The kind of management style adopted by the team lead has their own advantages according to the leader which is for the best of the team and not for the benefit of specific individuals which will make the group to move towards a destination where the team will be able to cross the critical situations faced due to certain doings. The main essential thing is that to make the whole team to be united and inculcate collaborative thinking among the resource which will have a positive impact on the internal team dynamics. The team lead will assist other team members in a path that will help them gain valuable information regarding their functions and duties that have to be performed and share the knowledge to the fellow team members if anything learnt newly that might be of use and if the resource leaves the team the remaining team members will be able to handle the situation of crisis that might occur again. The team members will be guided by the team lead in such a way that the team members duties are aligned towards the organization objectives. These objectives must always be aligned towards value creation of the organization and enhance it but not degrade it. The management style must also give space for the work life balance which will enhance the individual towards better performance and peace of mind and this kind of leadership style to take care of the resources like a family will make the team members to have a satisfactory feedback towards the team lead as they are giving time for both work and family which is what any team members wants to be taken care like a family (Weingart, 2003).

            The motivation to the team members from the leader that will be able to motivate with their charisma which will show a enhanced state of the individual to deal with more complex things and find a solution for it. This motivation must ensure that the team member will move towards success and not in a direction opposite to it. This situation will be taken care by the leader based on his presence of mind to spread the charisma on the team members and make them comfortable with the situations and make them believe that he will be able to get out of it through a solution which has to be found by the team members itself and only the motivation to find the solution must be provided by the team lead and our team leader has made an impact in this kind of situation as a resource felt over pressurized by work and the team lead took him for a chat and made him understand that these situation are not permanent and the resource gained confidence and has been out of this situation and has been performing well and he has a different perspective towards the hindrances he faces and in this way my team leader has made a impact by his charisma (Riggio, 2006). ]

Assignment 4: Database Modeling and Normalization

please APA style and no plagiarism

 

Imagine  that you work for a consulting firm that offers information technology  and database services. Part of its core services is to optimize and  offer streamline solutions for efficiency. In this scenario, your firm  has been awarded a contract to implement a new personnel system for a  government agency. This government agency has requested an optimized  data repository for its system which will enable the management staff to  perform essential human resources (HR) duties along with the capability  to produce ad hoc reporting features for various departments. They look  forward to holding data that will allow them to perform HR core  functions such as hiring, promotions, policy enforcement, benefits  management, and training.

Using this scenario, write a three to four (3-4) page paper in which you:

  1. Determine  the steps in the development of an effective Entity Relationship Model  (ERM) Diagram and determine the possible iterative steps / factors that  one must consider in this process with consideration of the HR core  functions and responsibilities of the client.
  2. Analyze the risks that can occur if any of the developmental or iterative steps of creating an ERM Diagram are not performed.
  3. Select and rank at least five (5) entities that would be required for the development of the data repositories. 
  4. Specify the components that would be required to hold time-variant data for policy enforcement and training management. 
  5. Diagram  a possible 1:M solution that will hold salary history data, job  history, and training history for each employee through the use of  graphical tools. Note: The graphically depicted solution is not included in the required page length.
  6. Plan  each step of the normalization process to ensure the 3NF level of  normalization using the selected five (5) entities of the personnel  database solution. Document each step of the process and justify your  assumptions in the process.
  7. Diagram  at least five (5) possible entities that will be required to sustain a  personnel solution. The diagram should include the following:
    1. Dependency diagrams
    2. Multivalued dependencies

Note: The graphically depicted solution is not included in the required page length.

Your assignment must follow these formatting requirements:

  • Be  typed, double spaced, using Times New Roman font (size 12), with  one-inch margins on all sides; citations and references must follow APA  or school-specific format. Check with your professor for any additional  instructions.
  • Include  a cover page containing the title of the assignment, the student’s  name, the professor’s name, the course title, and the date. The cover  page and the reference page are not included in the required assignment  page length.
  • Include  charts or diagrams created in a drawing tool with which you are  familiar. The completed diagrams / charts must be imported into the Word  document before the paper is submitted.

Human Resource Planning

Hello Team,

Human resource planning is the process of predicting the impending employment needs of an organization by creating action tactics that align with the staffing, recruiting, and employments strategies of an organization (Heneman, Judge, & Kammeyer, 2015).  These tactics serve as the foundation of staffing needs and considers internal and external influences.

For this assignment, you are tasked with the challenge of developing your Human Resources Plan for your organization or business that you would consider building or one that you have already built.  Feel free to use the textbook as a guide.

This paper will be included in your handbook that you are creating for your final.

In your paper, you will need to include the following concepts (the inclusion of the sub-titles are a requirement – shorten these any way you would like):

  1. Evaluating the relationship between the sub-processes of the organizational staffing process and relating them to the human resource management process.
  2. Comparing and contrasting the various approaches for determining the future human resource needs of an organization and constructing a human resource plan utilizing one of these approaches.
  3. Analyzing the selected type of workforce (why does this type of workforce or combination of workforce work better for your created organization) 
    • (i.e) core workforce,
    • flexible workforce,
    • outsourcing strategies 
  4. Comparing and contrasting the various means of job analysis
    • How would the job analysis process look?
    • How would you determine the development of job descriptions and job specifications that identify essential job functions and marginal job functions?

This paper should be at least 12-15 pages in length and should meet APA guidelines (double-spacing, title page, etc.). At least five online university library sources should be used in conjunction with the textbook (a total of six). Please note that the title page, the abstract page and reference page do not count towards the page count.

Assignment: Human Resource PlanningObjective: Human resource planning is the process of predicting the impending employment needs of an organization by creating action tactics that align with the staffing, recruiting, and employments strategies of an organization (Heneman, Judge, & Kammeyer, 2015).  These tactics serve as the foundation of staffing needs and considers internal and external influences.
For this assignment, you are tasked with the challenge of developing your Human Resources Plan for your organization or business that you would consider building or one that you have already built.  Feel free to use the textbook as a guide.
This paper will be included in your handbook that you are creating for your final.
In your paper, you will need to include the following concepts (the inclusion of the sub-titles are a requirement):
1. Organizational staffing process versus human resource management process.
• Evaluate the relationship between the organizational staffing process and the human resource management process.

2. Comparing and contrasting the various approaches for determining the future human resource needs of an organization and constructing a human resource plan utilizing one of these approaches.
3. Analyzing the selected type of workforce (why does this type of workforce or combination of workforce work better for your created organization)
•  (i.e) core workforce,
• flexible workforce,
• outsourcing strategies
4. Comparing and contrasting the various means of job analysis

• How would the job analysis process look?
• How would you determine the development of job descriptions and job specifications that identify essential job functions and marginal job functions?

This paper should be at least 12-15 pages in length and should meet APA guidelines (double-spacing, title page, etc.). At least five online university library sources should be used in conjunction with the textbook (a total of six).

Content and Development
16 Points PossiblePoints PossiblePoints EarnedCommentsPaper was at least 12 pages in length2  Introduction was inclusive of type of created company1  Created an effective HR plan2  Organizational staffing process and human resource management processes were described2  Determined the future human resource needs of a created organization2  Analyzed the selected type of workforce:
•  (i.e) core workforce,
• flexible workforce,
• outsourcing strategies2  Compared and contrasted the various means of job analysis2  Included thorough conclusion, which tied in with the elements addressed in paper1  Mechanics
6 Points PossiblePoints PossiblePoints EarnedCommentsPaper meets APA guidelines to include in-text  citations, double-spacing, title page and reference page2  Used textbook + five outside sources1  Rules of grammar, usage and punctuation are followed.2  Spelling is correct.1  Total Points200Submitted on Time?Date Due and Date Submitted:7/2/21 Yes! Full CreditAdjusted Points0Comments:

pathophysiology Module 06 Written Assignment – Diabetes Case Study Module 06 Content

 

Case Study:
A 21-year old female (A.M) presents to the urgent care clinic with symptoms of nausea, vomiting, diarrhea, and a fever for 3 days. She states that she has Type I diabetes and has not been managing her blood sugars since she’s been ill and unable to keep any food down. She’s only tolerated sips of water and juices. Since she’s also been unable to eat, she hasn’t taken any insulin as directed. While helping A.M. from the lobby to the examining room you note that she’s unsteady, note that her skin in warm and flushed and that she’s drowsy. You also note that she’s breathing rapidly and smell a slight sweet/fruity odor. A.M. has a challenge answering questions but keeps asking for water to drink.
You get more information from A.M. and learn

  • She had some readings on her glucometer which were reading ‘high’
  • She vomits almost every time she takes in fluid
  • She hasn’t voided for a day but voided a great deal the day before
  • She’s been sleeping long hours and finally woke up this morning and decided to seek care
  • Current labs and vital signs

chart information         Vita signs 

Blood pressure           88/46 mmHg

Heart rate                   132 bpm

Respiratory rate          36/min deep 

Temperature               101.3 F 

Additional data        Lab results 

Glucose                  657mg/dl

Potassium           6.2 mEq/L 

  •  
    Instructions:
  • Summarize the questions above and formulate what may be happening with A.M. and how you would improve her condition.
  •  Be sure to cite your sources in-text and on a References page using APA format. 

Discussion: Trial of T Hall

read the paper found here regarding the Trial of T. Hall.  From the paper, begin your reading on page 14 with the first full paragraph and end the reading after the completion of the first paragraph on page 17.  Once all reading is complete, respond to the following items:

  • Why was T. Hall singled out for scrutiny?
  • How did T. Hall’s neighbors respond to the gossip that this person’s sex was unclear?
  • What authority did women claim in assessing the situation?
  • What authority did men claim?
  • What does the struggle to mark T. Hall’s gender identity suggest about the structure of community life and the roles of men and women in colonial America?

You are required to submit an initial posting that addresses the items above. You are also expected to respond to the posting of at least one other student. Your response should address why you agree/disagree with their posting.

Minimum word counts for this assignment are as follows:  Initial Post = 200 words; Peer Response = 100 words.  These are minimum word counts–you can write more.  Be aware that only your answers count to the word counts (retyping questions into your post does not count toward the word count).

Be sure that you fully address the questions, providing detailed analysis and historical context.  Do not cut-and-paste from sources, but instead use your own words to answer in both the initial post and peer response.

Dr. Howell

 

5 PEER RESPONSES DUE IN 6 HOURS

5 RESPONSES DUE IN 6 HOURS

       

respond to at least two classmates

KELVIN’S POST:

An incompetent leader would not be able to trust an employee because they think that the employee is less competent than themselves. This would lead to a violation of trust. Ethical leaders have to put their trust in their employees. If trust is not established or broken, the leader is therefore unethical. Unethical leadership refers to leader behaviors or actions that are illegal or violate existing moral standards. The moral standards of trusting one another would be violated by an incompetent leader. Also, incompetent leaders tend to be arrogant or pridefully overconfident. This can lead to “classing heads” with employees in the work environment.

EDWIN’S POST:

Incompetent means to lack the training or skills to accomplish a task or to do something in particular with success. If a leader is incompetent, I believe it would be difficult for them to understand how to lead ethically. This may vary depending on the situation. If someone in a leadership position is lacking what they need to be successful it may not mean they will automatically make unethical decisions. For example, if I were to get a job as a manager at a welding company, in which I have zero experience, I would still attempt to run things as best as possible. My skills as a leader would still help me make decent decisions when it comes to things that involve the employees and that side of my job. Although, I may not understand the welding part, I would still understand certain things like, we should not cut corners on a project, we should follow all policies and procedures, and that we should perform jobs safely. This is a question that can be determined by a lot of variables so I would say yes, it is possible for an incompetent leader to still be ethical depending on what the leader is incompetent about and the circumstances. Now, if the leader was just incompetent about everything and simply unaware of their ignorance for some reason, that may be a bigger issue and that can cause them to act in an unethical manner. 

respond to at least two classmates

RUSSELL’S POST

This is the first discussion question that I feel the book answers straightforwardly.  There are empirical positives and negatives to working within and being a part of a group that the book does an excellent job of laying out.  However, I was a little alarmed at how many of the traits of group work were negative.  Groupthink, illusion of invulnerability, inherent morality, rationalization, out-groups and in-groups (several of the negatives concerned this), pressuring dissenters, poly think, intragroup conflict, leaks, confusion, framing information, lowest common denominator, decision paralysis, limited review, non-reappraisal of dismissed option, mismanaged agreement, escalating commitment, excessive control, moral exclusion, and a few others I may have glossed over.  The main point is that groups have the potential to accomplish much more than the individual, but at what cost?  Oftentimes that cost is the mental, spiritual and emotional well-being of the members.  Sometimes the members themselves are sacrificed (dismissed from the group or fired altogether) as a scapegoat.  At a minimum, most group members will feel a frustration with some aspect of the work they have accomplished.  We all want to feel like we were not just a part of the event, but the lynchpin.  “They couldn’t have done this without me suggesting that.”  That ego is natural and healthy for the submission of innovative ideas, but it can overtake you if you focus too long.  

On the other hand, I can say that when a successful meeting has finished or a project has been completed that I was a part of a group effort, you do feel a different kind of pride in the accomplishment.  You head to your car at the end of the day a little lighter when there were no arguments or you managed to contribute something significant to the proceedings.  That is a good feeling, and it keeps people coming back.  Leaders should maximize these opportunities whenever possible.

BRITTANY’S POST:

I believe groups bring out the best in us overall because from what I’ve seen in my life, working in a group setting forces us to be accountable for our actions and our words. We can’t shirk our responsibilities even a bit because there are other witnesses right there with us. That’s not a bad thing whatsoever – if the entire group holds each other accountable, the quality of the product or content being produced by the group can be expected to be greater than it could be otherwise.

Groups can also bring out the worst in us, definitely. Some people tend to be a bit controlling when it comes to different projects if they’re over-excited; conversely, it can also give other people an out in order to be a bit laxer with the quality of their own contributions to the project itself.

Then, respond/reply to at least one other student  (the best response/reply will have at least two (2) paragraphs with at least five (5) sentences each).

ROLANDA’S POST:

My scores suggest that I am strong in all four components of the assessment. I agree with it because the way my mother raised me it’s hard for me to not carry myself a certain way. We were brought up in the church (every Sunday, Wednesday and Saturday night) we played sports for the church team and when my mom was work she would have the church bus come pick us up. My internalized moral perspective was the highest score. The book defined that one as “self-regulatory process whereby individuals use their internal moral standards and values to guide their behavior rather than allow outside pressures to control them” (pg. 204).
 

On the SLQ assessment I scored high in the emotional healing, conceptual skills, putting followers 1st, and behaving ethically. I scored moderate in creating value for the community, empowering, and helping followers grow and succeed. I believe that the results support my view of myself because I’m not in a leadership role as of now so I don’t see myself as being able to push people to grow or empower them. I do support them in their choices and root for them to finish especially close friends. The ones I scored high on are parts of my character that’s just the type of person I am. 

I believe my best fit is the Authentic Leadership.