Two fishermen. Comprehension

Two Fishermen

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Two Fishermen

by Morley Callaghan

Before you read, think about the most important moral or ethical choice you ever had to make.

As you read, ask yourself what decisions you would make if you were in the story.

Morley Callaghan (1903-1990), born in Toronto, was Canada’s first internationally recognized short-story writer. He began writing seriously in 1923 and produced 15 novels including The Loved and the Lost (1951), which won the Governor General’s Award. He was nominated for the Nobel Prize and was made a Companion of the Order of Canada.

hangman: Canada had a hangman until the death penalty was abolished in 1976. (The last hangings occurred in 1962.)

The only reporter on the town paper, the Examiner, was Michael Foster, a tall, long-legged, eager young fellow, who wanted to go to the city some day and work on an important newspaper.

The morning he went into Bagley’s Hotel, he wasn’t at all sure of himself. He went over to the desk and whispered to the proprietor, Ted Bagley, “Did he come here, Mr. Bagley?”

Bagley said slowly, “Two men came here from this morning’s train. They’re registered.” He put his spatulate forefinger on the open book and said, “Two men. One of them’s a drummer. This one here, T. Woodley. I know because he was through this way last year and just a minute ago he walked across the road to Molson’s hardware store. The other one—here’s his name, K. Smith.”

“Who’s K. Smith?” Michael asked.

“I don’t know. A mild, harmless-looking little guy.”

“Did he look like the hangman, Mr. Bagley?”

“I couldn’t say that, seeing as I never saw one. He was awfully polite and asked where he could get a boat so he could go fishing on the lake this evening, so I said likely down at Smollet’s place by the power-house.”

“Well, thanks. I guess if he was the hangman, he’d go over to the jail first,” Michael said.

He went along the street, past the Baptist church to the old jail with the high brick fence around it. Two tall maple trees, with branches dropping low over the sidewalk, shaded one of the walls from the morning sunlight. Last night, behind those walls, three carpenters, working by lamplight, had nailed the timbers for the scaffold. In the morning, young Thomas Delaney, who had grown up in the town, was being hanged: he had killed old Mathew Rhinehart whom he had caught molesting his wife when she had been berry-picking in the hills behind the town. There had been a struggle and Thomas Delaney had taken a bad beating before he had killed Rhinehart. Last night a crowd had gathered on the sidewalk by the lamp-post, and while moths and smaller insects swarmed around the high blue carbon light, the crowd had thrown sticks and bottles and small stones at the out-of-town workmen in the jail yard. Billy Hilton, the town constable, had stood under the light with his head down, pretending not to notice anything. Thomas Delaney was only three years older than Michael Foster.

Michael went straight to the jail office, where Henry Steadman, the sheriff, a squat, heavy man, was sitting on the desk idly wetting his long moustaches with his tongue. “Hello, Michael, what do you want?” he asked.

“Hello, Mr. Steadman, the Examiner would like to know if the hangman arrived yet.”

“Why ask me?”

“I thought he’d come here to test the gallows. Won’t he?”

“My, you’re a smart young fellow, Michael, thinking of that.”

“Is he in there now, Mr. Steadman?”

“Don’t ask me. I’m saying nothing. Say, Michael, do you think there’s going to be trouble? You ought to know. Does anybody seem sore at me? I can’t do nothing. You can see that.”

“I don’t think anybody blames you, Mr. Steadman. Look here, can’t I see the hangman? Is his name K. Smith?”

“What does it matter to you, Michael? Be a sport, go on away and don’t bother us anymore.”

“All right, Mr. Steadman,” Michael said very competently, “just leave it to me.”

Early that evening, when the sun was setting, Michael Foster walked south of town on the dusty road leading to the power-house and Smollet’s fishing pier. He knew that if Mr. K. Smith wanted to get a boat he would go down to the pier. Fine powdered road dust whitened Michael’s shoes. Ahead of him he saw the power-plant, square and low, and the smooth lake water. Behind him the sun was hanging over the blue hills beyond the town and shining brilliantly on square patches of farm land. The air around the power-house smelt of steam.

Out on the jutting, tumbledown pier of rock and logs, Michael saw a little fellow without a hat, sitting down with his knees hunched up to his chin, a very small man with little grey baby curls on the back of his neck, who stared steadily far out over the water. In his hand he was holding a stick with a heavy fishing-line twined around it and a gleaming copper spoon bait, the hooks brightened with bits of feathers such as they used in the neighbourhood when trolling for lake trout. Apprehensively Michael walked out over the rocks toward the stranger and called, “Were you thinking of going fishing, mister?” Standing up, the man smiled. He had a large head, tapering down to a small chin, a birdlike neck and a very wistful smile. Puckering his mouth up, he said shyly to Michael, “Did you intend to go fishing?”

“That’s what I came down here for. I was going to get a boat back at the boat-house there. How would you like if we went together?”

“I’d like it first rate,” the shy little man said eagerly. “We could take turns rowing. Does that appeal to you?”

“Fine. Fine. You wait here and I’ll go back to Smollet’s place and ask for a row-boat and I’ll row around here and get you.”

“Thanks. Thanks very much,” the mild little man said as he began to untie his line. He seemed very enthusiastic.

When Michael brought the boat around to the end of the old pier and invited the stranger to make himself comfortable so he could handle the line, the stranger protested comically that he ought to be allowed to row.

Pulling strong at the oars, Michael was soon out in the deep water and the little man was letting his line out slowly. In one furtive glance, he had noticed that the man’s hair, grey at the temples, was inclined to curl to his ears. The line was out full length. It was twisted around the little man’s forefinger, which he let drag in the water. And then Michael looked full at him and smiled because he thought he seemed so meek and quizzical. “He’s a nice little guy,” Michael assured himself and he said, “I work on the town paper, the Examiner.”

“Is it a good paper? Do you like the work?”

“Yes, but it’s nothing like a first-class city paper and I don’t expect to be working on it long. I want to get a reporter’s job on a city paper. My name’s Michael Foster.”

“Mine’s Smith. Just call me Smitty.”

“I was wondering if you’d been over to the jail yet.”

Up to this time the little man had been smiling with the charming ease of a small boy who finds himself free, but now he became furtive and disappointed. Hesitating, he said, “Yes, I was over there first thing this morning.” 

“Oh, I just knew you’d go there,” Michael said. They were a bit afraid of each other. By this time they were far out on the water which had a mill-pond smoothness. The town seemed to get smaller, with white houses in rows and streets forming geometric patterns, just as the blue hills behind the town seemed to get larger at sundown.

Finally Michael said, “Do you know this Thomas Delaney that’s dying in the morning?” He knew his voice was slow and resentful.

“No, I don’t know anything about him. I never read about them.”

“Aren’t there any fish at all in this old lake? I’d like to catch some fish,” he said rapidly. “I told my wife I’d bring her home some fish.” Glancing at Michael, he was appealing, without speaking, that they should do nothing to spoil an evening’s fishing.

The little man began to talk eagerly about fishing as he pulled out a small flask from his hip pocket. “Scotch,” he said, chuckling with delight. “Here, take a swig,” Michael drank from the flask and passed it back. Tilting his head back and saying, “Here’s to you, Michael,” the little man took a long pull at the flask. “The only time I take a drink,” he said still chuckling, “is when I go on a fishing trip by myself. I usually go by myself,” he added apologetically as if he wanted the young fellow to see how much he appreciated his company.

They had gone far out on the water but they had caught nothing. It began to get dark. “No fish tonight, I guess, Smitty,” Michael said.

“It’s a crying shame,” Smitty said. “I looked forward to coming up here when I found out the place was on the lake. I wanted to get some fishing in. I promised my wife I’d bring her back some fish. She’d often like to go fishing with me, but of course, she can’t because she can’t travel around from place to place like I do. Whenever I get a call to go some place, I always look at the map to see if it’s by a lake or on a river, then I take my lines and hooks along.”

“If you took another job, you and your wife could probably go fishing together,” Michael suggested.

“I don’t know about that. We sometimes go fishing together anyway.” He looked away, waiting for Michael to be repelled and insist that he ought to give up the job. And he wasn’t ashamed as he looked down at the water, but he knew that Michael thought he ought to be ashamed. “Somebody’s got to do my job. There’s got to be a hangman,” he said.

“I just meant that if it was such disagreeable work, Smitty.”

The little man did not answer for a long time. Michael rowed steadily with sweeping, tireless strokes. Huddled at the end of the boat, Smitty suddenly looked up with a kind of melancholy hopelessness and said mildly, “The job hasn’t been so disagreeable.”

“Good God, man, you don’t mean you like it?”

“Oh, no,” he said, to be obliging, as if he knew what Michael expected him to say. “I mean you get used to it, that’s all.” But he looked down again at the water, knowing he ought to be ashamed of himself.

“Have you got any children?”

“I sure have. Five. The oldest boy is fourteen. It’s funny, but they’re all a lot bigger and taller than I am. Isn’t that funny?”

They started a conversation about fishing rivers that ran into the lake farther north. They felt friendly again. The little man, who had an extraordinary gift for storytelling, made many quaint faces, puckered up his lips, screwed up his eyes and moved around restlessly as if he wanted to get up in the boat and stride around for the sake of more expression. Again he brought out the whiskey flask and Michael stopped rowing. Grinning, they toasted each other and said together, “Happy days.” The boat remained motionless on the placid water. Far out, the sun’s last rays gleamed on the waterline. And then it got dark and they could only see the town lights. It was time to turn around and pull for the shore. The little man tried to take the oars from Michael, who shook his head resolutely and insisted that he would prefer to have his friend catch a fish on the way back to the shore.

“It’s too late now, and we may have scared all the fish away,” Smitty laughed happily. “But we’re having a grand time, aren’t we?”

When they reached the old pier by the power-house, it was full night and they hadn’t caught a single fish. As the boat bumped against the rocks Michael said, “You can get out here. I’ll take the boat around to Smollet’s.”

“Won’t you be coming my way?”

“Not just now. I’ll probably talk with Smollet a while.”

The little man got out of the boat and stood on the pier looking down at Michael. “I was thinking dawn would be the best time to catch some fish,” he said. “At about five o’clock. I’ll have an hour and a half to spare anyway. How would you like that?” He was speaking with so much eagerness that Michael found himself saying, “I could try. But if I’m not here at dawn, you go on without me.”

“All right. I’ll walk back to the hotel now.”

“Good night, Smitty.”

“Good night, Michael. We had a fine neighbourly time, didn’t we?”

As Michael rowed the boat around to the boat-house, he hoped that Smitty wouldn’t realize he didn’t want to be seen walking back to town with him. And later, when he was going slowly along the dusty road in the dark and hearing all the crickets chirping in the ditches, he couldn’t figure out why he felt so ashamed of himself.

At seven o’clock next morning Thomas Delaney was hanged in the town jail yard. There was hardly a breeze on that leaden grey morning and there were no small white-caps out over the lake. It would have been a fine morning for fishing. Michael went down to the jail, for he thought it his duty as a newspaperman to have all the facts, but he was afraid he might get sick. He hardly spoke to all the men and women who were crowded under the maple trees by the jail wall. Everybody he knew was staring at the wall and muttering angrily. Two of Thomas Delaney’s brothers, big, strapping fellows with bearded faces, were there on the sidewalk. Three automobiles were at the front of the jail.

Michael, the town newspaperman, was admitted into the courtyard by old Willie Mathews, one of the guards, who said that two newspapermen from the city were at the gallows on the other side of the building. “I guess you can go around there, too, if you want to,” Mathews said, as he sat down slowly on the step. White-faced, and afraid, Michael sat down on the step with Mathews and they waited and said nothing.

At last the old fellow said, “Those people outside there are pretty sore, ain’t they?”

“They’re pretty sullen, all right. I saw two of Delaney’s brothers there.”

“I wish they’d go,” Mathews said. “I don’t want to see anything. I didn’t even look at Delaney. I don’t want to hear anything. I’m sick.” He put his head back against the wall and closed his eyes.

The old fellow and Michael sat close together till a small procession came around the comer from the other side of the yard. First came Mr. Steadman, the sheriff, with his head down as though he were crying, then Dr. Parker, the physician, then two hard-looking young newspapermen from the city, walking with their hats on the backs of their heads, and behind them came the little hangman, erect, stepping out with military precision and carrying himself with a strange cocky dignity. He was dressed in a long black cut-away coat with grey striped trousers, a gates-ajar collar and a narrow red tie, as if he alone felt the formal importance of the occasion. He walked with brusque precision till he saw Michael, who was standing up, staring at him with his mouth open.

The little hangman grinned and as soon as the procession reached the doorstep, he shook hands with Michael. They were all looking at Michael. As though his work were over now, the hangman said eagerly to Michael, “I thought I’d see you here. You didn’t get down to the pier at dawn?”

“No. I couldn’t make it.”

“That was tough, Michael. I looked for you,” he said. “But never mind. I’ve got something for you.” As they all went into the jail, Dr. Parker glanced angrily at Michael, then turned his back on him. In the office, where the doctor prepared to sign a certificate, Smitty was bending down over his fishing-basket which was in the corner. Then he pulled out two good-sized salmon-bellied trout, folded in a newspaper, and said, “I was saving these for you, Michael. I got four in an hour’s fishing.” Then he said, “I’ll talk about that later, if you’ll wait. We’ll be busy here, and I’ve got to change my clothes.”

Michael went out to the street with Dr. Parker and the two city newspapermen. Under his arm he was carrying the fish, folded in the newspaper. Outside, at the jail door, Michael thought that the doctor and the two newspapermen were standing a little apart from him. Then the small crowd, with their clothes all dust-soiled from the road, surged forward, and the doctor said to them, “You might as well go home, boys. It’s all over.”

Where’s old Steadman?” somebody demanded.

“We’ll wait for the hangman,” somebody else shouted.

The doctor walked away by himself. For a while Michael stood beside the two city newspapermen, and tried to look as nonchalant as they were looking, but he lost confidence in them when he smelled whiskey. They only talked to each other. Then they mingled with the crowd, and Michael stood alone. At last he could stand there no longer looking at all those people he knew so well, so he, too, moved out and joined the crowd.

When the sheriff came out with the hangman and two of the guards, they got half-way down to one of the automobiles before someone threw an old boot. Steadman ducked into one of the cars, as the boot hit him on the shoulder, and the two guards followed him. The hangman, dismayed, stood alone on the sidewalk. Those in the car must have thought at first that the hangman was with them for the car suddenly shot forward, leaving him alone on the sidewalk. The crowd threw small rocks and sticks, hooting at him as the automobile backed up slowly towards him. One small stone hit him on the head. Blood trickled from the side of his head as he looked around helplessly at all the angry people. He had the same expression on his face, Michael thought, as he had had last night when he had seemed ashamed and had looked down steadily at the water. Only now, he looked around wildly, looking for someone to help him as the crowd kept pelting him. Farther and farther Michael backed into the crowd and all the time he felt dreadfully ashamed as though he were betraying Smitty, who last night had had such a good neighbourly time with him. “It’s different now, it’s different,” he kept thinking, as he held the fish in the newspaper tight under his arm. Smitty started to run toward the automobile, but James Mortimer, a big fisherman, shot out his foot and tripped him and sent him sprawling on his face.

Mortimer, the big fisherman, looking for something to throw, said to Michael, “Sock him, sock him.”

Michael shook his head and felt sick.

“What’s the matter with you, Michael?”

“Nothing. I got nothing against him.”

The big fisherman started pounding his fists up and down in the air. “He just doesn’t mean anything to me at all,” Michael said quickly. The fisherman, bending down, kicked a small rock loose from the road bed and heaved it at the hangman. Then he said, “What are you holding there, Michael, what’s under your arm? Fish. Pitch them at him. Here, give them to me.” Still in a fury, he snatched the fish, and threw them one at a time at the little man just as he was getting up from the road. The fish fell in the thick dust in front of him, sending up a little cloud. Smitty seemed to stare at the fish with his mouth hanging open, then he didn’t even look at the crowd. That expression on Smitty’s face as he saw the fish on the road made Michael hot with shame and he tried to get out of the crowd.

Smitty had his hands over his head, to shield his face as the crowd pelted him, yelling “Sock the little rat. Throw the runt in the lake.” The sheriff pulled him into the automobile. The car shot forward in a cloud of dust.

Words 3373; FRE 82.2; FKL 5.1

—   —   —   —   —  ERASE THIS LINE AND EVERYTHING ABOVE IT BEFORE SUBMITTING YOUR ASSIGNMENT   —   —   —   —   —    

Question and Answer Sheet for 4C-F05-05 – Two Fishermen

1. Understand the Story   In a paragraph describe the instances of betrayal that occur in the story. Identify which of these you think is the central one.

⬇Answer⬇

2. Compare Characters In a paragraph, describe how Michael and K. Smith (Smitty) are similar.

⬇Answer⬇

3. Examine the End of the Story Explain why the mob turns against Smitty at the end of the story. What is Michael’s decision regarding the mob’s behaviour? What is the irony of this situation? (You can use three short paragraphs to answer this question.)

⬇Answer⬇

Emergency Management

For Part III of your final project, you will be identifying the members for a Collaborative Planning Committee of community stakeholders based on the research you have completed so far in determining the threats and hazards of your community, critical infrastructure, type of assessment and its demographics. You need not use actual persons, but their titles or positions would be sufficient.

Some areas or disciplines that you may wish to examine when identifying these stakeholders include:

  • Emergency management
  • Law enforcement
  • Fire services
  • EMS
  • Public health
  • Hospitals and health care facilities
  • Public works
  • Utility operators
  • Education
  • Agriculture
  • Animal control
  • Social services
  • Childcare, child welfare, and juvenile justice facilities (including courts)
  • National Guard
  • Private sector
  • Civic, social, faith-based, educational, professional, and advocacy organizations (e.g., those that address disability and access and functional needs issues, children’s issues, immigrant and racial/ethnic community concerns, animal welfare, and service animals).

PART IV

You will now combine the research data you have acquired from the three assignments that you have completed so far, along with any additional research data and submit your report outlining information on threats and hazards, critical infrastructure, demographics and identifying planning representatives, they will need to create and complete a Comprehensive Emergency Management Plan (CEMP).

Your final  must also meet the following requirements:

  • Be a minimum of five double-spaced pages in length (excluding the title/cover page and reference page). If you include an abstract, the abstract does not count towards the five pages.
  • Incorporate concepts from our course.
  • Include a properly formatted APA style title page.
  • Include in-text citations
  • Include an introductory paragraph with a succinct thesis statement.
  • Conclude with a restatement of the thesis and a conclusion paragraph.
  • Include an APA-formatted reference section.

Your research must be cited per APA guidelines. 

Discussion 7 APA pleses read

 

7:1 dissuasion

Case Study #2 

Mark, 29 years old, and Ellen, 27 years old, have been married for 2 years. When they first met, he treated her like a queen. He was kind and loving and “idolized” her. He would show glimpses of jealousy and controlling behavior, but she did not pay much attention to it. After they got married, his jealousy and controlling behavior grew worse. He treated her wonderfully when she was with him at home and engaging in behavior that made him feel loved and needed. However, he was controlling whenever she left the house to run errands or see her friends. When she returned home, he would question her in passive-aggressive ways and sometimes be outright accusatory. She would naturally become defensive and withdraw emotionally. That seemed to make things worse, and he would start to become verbally abusive about her not meeting his needs, not loving him, and not wanting to be with him. These verbal explosions were often accompanied by demeaning language. After these outbursts, Ellen felt like leaving him and even expressed this at times. Most of the time Mark would apologize profusely, then bring her flowers or gifts and rationalize his behavior in some way or promise he would change. Things would then get better for a while, and he would engage in “idolizing” behavior. However, the cycle of controlling behavior would just begin again. 

Identify the case study you selected. Explain what features of borderline personality disorder the primary character exhibits. Explain how the concept of splitting is demonstrated, and describe the role that empathy plays in the splitting. Explain challenges a forensic psychology professional might have when working with individuals with borderline personality disorder.

Ackley, C., Mack, S., Beyer, K., & Erdberg, P. (2010). Investigative and forensic interviewing: A personality-focused approach. Boca Raton, FL: CRC Press.

  • Chapter 3, “The Antisocial Personality” (pp. 43–60)
  • Chapter 4, “The Psychopathic Personality” (pp. 61–93)

Main Discussion Posting Content 

Excellent – above expectations 

Points Range:

21.6 (54%) – 24 (60%)

Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas. 

Points Range:

19.2 (48%) – 21.57 (53.92%)

Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas. 

Points Range:

16.8 (42%) – 19.17 (47.93%)

Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. 

Points Range:

0 (0%) – 16.77 (41.93%)

Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.

Reply Post & Peer Interaction 

Points Range:

7.2 (18%) – 8 (20%)

Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. 

Points Range:

6.4 (16%) – 7.16 (17.9%)

Student interacts moderately with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes. 

Points Range:

5.6 (14%) – 6.36 (15.9%)

Student interacts minimally with peers or the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources. 

Points Range:

0 (0%) – 5.56 (13.9%)

Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.

Writing 

Points Range:

7.2 (18%) – 8 (20%)

Postings are well organized, use scholarly tone, contain original writing , proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level .

Human/Computer week 5

You will complete several steps for this assignment.

Step 1: You will become familiar with an assessment tool (AChecker) to examine Web accessibility for a couple Web sites. This is a freely available tool that you can learn about by reviewing the tutorial found here.

Step 2: Select two Web sites that are somewhat similar in functionality. Find one that you think is good and one that you think is bad. Whether or not the Web site is good or bad is based upon your own personal perspective.

Step 3: Examine the Web sites regarding your suggestions as to how they might be improved.

Step 4: Create a PowerPoint presentation that includes 10–12 slides with voice recording that presents your recommended improvements. Discuss the good and bad factors of each Web site. Discuss how a sample task is supported on each of the Web sites. Describe how the Web site can be redesigned or revised to achieve better results.

The requirements for the presentation are as follows:

  • Title slide
  • Introduction to the 2 Web sites
  • Comparison of the 2 Web sites
  • A summary of AChecker’s findings for each site
  • Explanation of how to improve the sample task
  • Listing of recommended improvements
  • Information regarding anticipated localization and globalization factors
  • Summary and conclusions
  • At least 3–5 references

Be sure to consider the following:

  • Patterns
  • Wizards
  • Interactivity
  • Animation
  • Transitions

Cultural and Psychological Well-Being

I NEED THIS BY 06/28/21 AT 5PM.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria helps them direct their focus and use their time productively.

Consultant to New Nation: Psychological Well-Being and Psychological Distress Policy Recommendation

Review the following situation:

Imagine you are serving as a psychological consultant to a newly discovered nation of the world and you discover that most people in this nation are happy while some are distressed and suffering from psychological disorders or mental distress.

Part 1: Psychological Distress and Disorder (2 pages)

Based on the situation provided and utilizing the sources to support your thinking:

  • Select and describe three influences on psychological distress and disorders that vary across cultures for your new nation.
  • Explain why these three influences are especially significant for understanding the nation’s psychological distress.

Part 2: Happiness and Well-Being (2 pages)

Based on the situation provided and using the sources to support your thinking:

  • Select and describe three influences on happiness and well-being that vary across cultures for your new nation.
  • Explain why these three influences are critical to improving national well-being.

Part 3: Policy Recommendations (1 page)

Based on the situation provided and utilizing the sources to support your thinking:

  • Make three policy recommendations to reduce psychological distress and explain why.
  • Make three policy recommendations for psychological well-being for this new nation and explain why.

Module 01 Written Assignment – Polypharmacy Interview and Client Teaching Plan

Many people in the US, particularly the elderly, take more than one prescribed medication. CDC (2014) reported that between 2009 and 2012 nearly 48% of persons asked used at least one prescription drug, 22% used three or more prescription drugs, and nearly 11% used five or more.

In a recent study published by the Mayo Clinic, seven out of 10 Americans take at least one prescription drug. The most commonly prescribed drug is antibiotics — taken by 17 percent of Americans — followed by antidepressants and opioids — each taken by 13 percent of Americans. In addition, findings showed that:

  • Even more staggering than the CDC findings, currently more than half of Americans take two prescription medications, and 20 percent of Americans are on at least five prescription medications.
  • More women than men receive prescription medications.
  • Antidepressant prescriptions are more common among women than men, and are most common among women ages 50 to 64.

When people take multiple medications, there is a greater risk for confusion about which medications are taken, when they are taken, and what they are being taken for. There is also a higher risk for drug interactions and increased side effects and adverse reactions.

Sometimes because of the sheer number of medications being prescribed, they may be forgotten, become too much of a bother, or a financial burden which can significantly impact client compliance and lead to poor health outcomes.

In this written assignment, you will be conducting an interview of a client who is taking multiple prescribed medications (three or more) and submitting a written paper describing the findings from the interview. You will then develop a Client Teaching Plan. Your instructor will assist you in the selection of the client. You must achieve a “pass” in this assignment to satisfactorily fulfill the requirements for the Pharmacology course.

The three parts of this assignment are:

Conduct an interview of a client who is taking multiple medications (polypharmacy). You must prepare the client before the interview by explaining why you are conducting the interview. You can say “my assignment is to find out about the medications you are taking so I can determine if you need more information about what you are taking”. You must always get permission from the client to conduct the interview and you must tell the client how the information will be used. You can say, “I will not be using your name in the information I share and I will be submitting it to my instructor only for this student assignment”. If there is important information that needs to be communicated to you, your doctor, family, or nurse, my instructor will assist me in following up on this”. Tell the client you will take no more than 30-45 minutes for the interview.

There may be a family member or significant other present during the interview. That is fine. Be sure to identify who answered a question and if possible always have the client answer first. Always thank the client (and others) when you complete the interview.

Do not use recording equipment for this interview. Have a notepad and pencil or pen and explain that you will be taking notes. When the interview is over, go to a quiet place and take some time to fill in any information you did not jot down. If you wait, you will not remember.

When setting the environment for the interview, make sure the client (and others) is comfortable and you are comfortably seated facing the client. If possible, do the interview in a quiet place. Ask questions slowly giving the client time to answer. Pay attention to the client’s hearing and ability to respond to the questions. Be sure your non-verbal communication demonstrates you are calm and relaxed.

Use the following interview question guidelines when conducting the interview. Be aware that the client may not be able to answer each of the questions with detailed information. Collect as much information as the client is able and willing to give you. Remember you are the interviewer so you will be collecting information and not making any comments about the information shared by the client except to ask for further clarification if you are not sure what was said or need more detail if it is available.

  1. What medications are you taking?
  2. Before the interview research each of the medications. In your paper include the reason for each medication, the drug classification, the route of administration, the dose, and possible side effects/adverse reactions.

For the following questions, paraphrase the client’s answers for your written paper.

  1. How long have you taken each these medications?
  2. Do you know why you are taking these medications?
  3. Who told you about the medications and why you need to take them? Were you able to ask any questions about the medications and if so were they answered so you understood what was said?
  4. How do you feel about taking these medications?
  5. Are you taking other medication purchased “over the counter” such as in a drug store? If so, what is it and why are you taking it.
  6. How and when do you take your medications?
  7. Do you have any difficulty taking the medications? If so, what happens and how do you deal with any difficulties.
  8. Have you ever felt any uncomfortable feelings and/or body reactions to taking these medications? If so, what were they and how were they handled?
  9. If you had the above reaction, did they take you off the medication and/or replace it with another medication? Were you told why this happened?
  10. Do you have any reason not to take the medications?
  11. Have you ever not taken the medication? If so, what was the reason?

Ask a final question about whether the client would like to tell you anything further about their medications.

Write a paper describing your research and findings about the medications being taken and the results of the interview. Report your findings in a 3-5 page written paper. In your paper include the reason for each medication, the drug classification, the route of administration, the dose, and possible side effects/adverse reactions.

Use accurate and appropriate spelling and grammar and APA Editorial Format for sources used in your written paper.

Develop a teaching plan for this client based on your findings. Based on the findings from the interview, develop a 2-3 page teaching plan to include the following:

  1. List one goal for this teaching plan
  2. Describe two to three teaching resources that might be used
  3. Identify two teaching strategies that can be used based on the client interviewed
  4. List specific client instructions regarding the medications and what adverse reactions they should be aware of/and what to do
  5. Identify at least one factor that may negatively influence adherence to the medications and how it can be overcome
  6. If, appropriate, describe how the family might be involved in ensuring the client is on a proper and safe medication regime

Submit your completed assignments by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

Jstudent_exampleproblem_101504

MTH/217 Univ. of Phoenix Final Project

You told a friend about the work you have been doing to better understand desirability of professional development in your organization. Your friend thinks the idea would be very helpful in her organization. After you showed her the presentation (linked below), she decided to conduct a similar investigation at her organization. To save time, she decided to distribute the same desirability survey that was used at your organization.

You friend collected responses and has her data but isn’t sure what to do with it. She has reached out to you to help her complete an analysis of the desirability survey from her organization so that she can present it to her supervisor.

Review the Wk 5 Professional Development Analysis Presentation.

Use the desirability survey data attachment from her organization to create a presentation she can share with her supervisor.

Create an 8- to 10-slide presentation, with speaker notes, using the Professional Development Analysis Presentation as an example. Include the following:

  • The purpose of the investigation
  • The data source
  • Information about the survey instrument
  • Descriptive statistics (number of participants in each group, mean, median, mode, standard deviation)
  • The plan for analysis
  • The null and alternative hypotheses
  • The type of t-test
  • The alpha determined appropriate for the test
  • The results of analysis
  • The t-value, degrees of freedom, p value
  • Rejection (or failed rejection) of the null hypothesis
  • A summary of what the results mean
  • Implications and brief discussion of results

Format the reporting of statistics according to APA guidelines.  

Sexual Offenses due in 24 hours

 

Working with a Victim of Sexual Offenses or Violent Crime or Offender

[WLO: 3] [CLO: 4]

Prior to beginning work on this learning activity, read Chapter 13 in the required text. Locate a job description in a local, regional, or national job search engine that advertises a human services-related position working with either victims of sexual offenses or violent crime or working with the offenders of one or both of these crimes. Reflecting on your personality, life experiences, and skill sets, which would you be more comfortable working with (either directly or indirectly) as a human services professional: Victim or offender? Explain your conclusions. This journal should contain between 300 and 500 words. Please include the job posting link and copied and pasted job description with your submission.

 

Required Resource

Text

Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson.

  • Chapter 3: Ethics and Values in Human Services
  • Chapter 13: Violence, Victim Advocacy, and Corrections
  • The full-text version of this ebook is available through your online classroom through the Redshelf platform. This book is an introductory textbook outlining the broad discipline of human services. Chapter 3 will assist you in your Ethics discussion forum this week. Chapter 13 will assist you in your Working With a Victim of Sexual Offenses or Violent Crime or Offender journal and your Domestic Violence learning activity this week.

Recommended Resources

Articles

American Psychology Association. (2019). Treating women who have experienced intimate partner violence (Links to an external site.). https://www.psychiatry.org/File%20Library/Psychiatrists/Cultural-Competency/IPV-Guide/APA-Guide-to-IPV-Among-Women.pdf

  • This article provides information about intimate partner violence and may assist you in your Working With a Victim of Sexual Offenses or Violent Crime or Offender journal this week.

Bergen-Cico, D. K., Haygood-El, A., Jennings-Bey, T. N., & Lane, S. D. (2014). Street addiction: A proposed theoretical model for understanding the draw of street life and gang activityAddiction Research and Theory, 22(1), 15–26. https://doi.org/10.3109/16066359.2012.759942

  • The full-text version of this article is available through the PsycINFO database in the Ashford University Library. This article provides information about gang activity and may assist you in your Domestic Violence learning activity this week.

Carbajosa, P., Catalá-Miñana, A., Lila, M., Gracia, E., & Boira, S. (2017). Responsive versus treatment-resistant perpetrators in batterer intervention programs: Personal characteristics and stages of changePsychiatry, Psychology and Law, 24(6), 936–950. https://doi.org/10.1080/13218719.2017.1347933

  • The full-text version of this article is available through the Academic Search Complete database in the Ashford University Library. This article provides information about batterer intervention programs and may assist you in your Domestic Violence learning activity this week.

Dichter, M. E., Thomas, K. A., Crits-Christoph, P., Ogden, S. N., & Rhodes, K. V. (2018). Coercive control in intimate partner violence: Relationship with women’s experience of violence, use of violence, and dangerPsychology of Violence, 8(5), 596–604. https://doi.org/10.1037/vio0000158

  • The full-text version of this article is available through the MEDLINE database in the Ashford University Library. This article provides information about intimate partner violence and may assist you in your Working With a Victim of Sexual Offenses or Violent Crime or Offender journal this week.

Duncan, D. T., & Hatzenbuehler, M. L. (2014). Lesbian, gay, bisexual, and transgender hate crimes and suicidality among a population-based sample of sexual-minority adolescents in BostonAmerican Journal of Public Health, 104(2), 272–278. https://doi.org/10.2105/AJPH.2013.301424

  • The full-text version of this article is available through the CINAHL Complete database in the Ashford University Library. This article provides information about sexual-minority adolescents and may assist you in your Domestic Violence learning activity this week.

Edmond, T. E., Voth Schrag, R. J., & Bender, A. K. (2019). Opening the black box: Identifying common practice approaches in urban and rural rape crisis centersViolence Against Women, 1–22. https://doi.org/10.1177/1077801219832903

  • The full-text version of this article is available through the MEDLINE database in the Ashford University Library. This article provides information about violence against women and may assist you in your Domestic Violence learning activity this week.

Gonzalez, K. A., Rostosky, S. S., Riggle, E. D. B., & O’Neil, M. A. (2019). Changing social justice attitudes toward lesbians and gay men: Evaluating three interventionsProfessional Psychology: Research and Practice, 50(5), 333–342. https://doi.org/10.1037/pro0000245

  • The full-text version of this article is available through the PsycARTICLES database in the Ashford University Library. This article provides information about social justice and may assist you in your Domestic Violence learning activity this week.

Hogler, R., Henle, C., & Gross, M. (2013). Ethical behavior and regional environments: The effects of culture, values, and trustEmployee Responsibilities and Rights Journal, 25(2), 109–121. https://doi.org/10.1007/s10672-013-9215-0

  • The full-text version of this article is available through the ProQuest database in the Ashford University Library. This article provides information about ethical behavior and may assist you in your Ethics discussion forum this week.

Neukrug, E., Sparkman, N., & Moe, J. (2017). The Holland code of members of the National Organization for Human Services: A preliminary study of human services professionalsJournal of Employment Counseling54(4), 146–155. https://doi.org/10.1002/joec.12063

  • The full-text version of this article is available through the Business Source Elite database in the Ashford University Library. This article provides information about ethical behavior and may assist you in your Ethics discussion forum this week.

Peters, R. H., Young, M. S., Rojas, E. C., & Gorey, C. M. (2017). Evidence-based treatment and supervision practices for co-occurring mental and substance use disorders in the criminal justice systemAmerican Journal of Drug and Alcohol Abuse, 43(4), 475–488. https://doi.org/10.1080/00952990.2017.1303838

  • The full-text version of this article is available through the SPORTDiscus With Full Text database in the Ashford University Library. This article provides information about the justice system and may assist you in your Domestic Violence learning activity this week.

Shaw, J., Campbell, R., Cain, D., & Feeney, H. (2017). Beyond surveys and scales: How rape myths manifest in sexual assault police recordsPsychology of Violence, 7(4), 602–614. https://doi.org/10.1037/vio0000072

  • The full-text version of this article is available through the PsycARTICLES database in the Ashford University Library. This article provides information about violence and may assist you in your Working With a Victim of Sexual Offenses or Violent Crime or Offender journal this week.

Webpages

GLAAD. (2019, Jun 24). Incidents of anti-LGBTQ hate violence in 2019 (Links to an external site.). https://www.glaad.org/blog/incidents-anti-lgbtq-hate-violence-2019

Marques, L. (2019, May 19). Intimate partner violence—What it is and what does it look like? (Links to an external site.) Anxiety and Depression Association of America. https://adaa.org/learn-from-us/from-the-experts/blog-posts/consumer/intimate-partner-violence-what-it-and-what-does

  • This webpage provides information about intimate partner violence and may assist you in your Domestic Violence learning activity this week.
    Accessibility Statement does not exist.
    Privacy Policy (Links to an external site.)

National Organization for Human Services. (n.d.). Ethical standards for human services professionals (Links to an external site.). https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

  • This webpage provides information about information about ethics and may assist you in your Ethics discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy does not exist.

RAINN. (n.d.). Sexual assault (Links to an external site.). https://www.rainn.org/articles/sexual-assault

Smith, M., & Segal, J. (2019, June). Domestic violence and abuse (Links to an external site.). HelpGuide. https://www.helpguide.org/articles/abuse/domestic-violence-and-abuse.htm

  • This webpage provides information about domestic violence and abuse and may assist you in your Domestic Violence learning activity this week.
    Accessibility Statement does not exist.
    Privacy Policy

a research paper and PowerPoint

 Critical Analysis Assignment Presentation (Theoretical Assessment)You will write a summary and critical review of a journal article using one of the theories and article that I uploaded.You will also upload a PowerPoint (6 slides Max) or video presentation listing the following: •the content of the article  ,•how the chosen theory was used in the research, and  • how well the chosen theory was applied in the study. 

 Each paper should contain the following content: Minimum and Maximum of 3 pages for the body 
Header:

I. Cover Page

II. Summary of the Article answering the following:
how the chosen theory was used in the research, and
how well the chosen theory was applied in the study.
a brief summary of the article and theory used,
1 page maximum for the summary of the article and theory used in the article;

III. Critical Analysis of the Article answering the following:
a discussion of how the theory was used in the article, and
How helpful was the theory in understanding the issue/concept of the article? Why or why not? (Support with scholarly references and citations)
Why do you think this article was grounded in the assigned theory?
2 pages minimum on the critical analysis of the article’s use of the theory.

IV.  Reference Page

The American Psychological Association (APA) Manual’s (7th Edition) style should be used as the format of your paper.
The paper should not exceed (3) pages excluding the cover and reference page from this count. Use 12 pt. font, one-inch margins, and APA format.
Submit your individual APA format Critical Analysis Paper in this assignment. 

Managerial accounting due by 06/26

Milano Co. manufactures and sells three products: product 1, product 2, and product 3. Their

unit selling prices are product 1, $40; product 2, $30; and product 3, $20. The per unit variable

costs to manufacture and sell these products are product 1, $30; product 2, $15; and product

3, $8. Their sales mix is reflected in a ratio of 6:4:2. Annual fixed costs shared by all three

products are $270,000. One type of raw material has been used to manufacture products 1

and 2. The company has developed a new material of equal quality for less cost. The new

material would reduce variable costs per unit as follows: product 1 by $10 and product 2 by $5.

However, the new material requires new equipment, which will increase annual fixed costs by

$50,000.

1. If the company continues to use the old material, determine its break-even point in both sales

units and sales dollars of each individual product.

2. If the company uses the new material, determine its new break-even point in both sales units and

sales dollars of each individual product. (Round to the next whole unit.)

3. What insight does this analysis offer management for long-term planning?

Please explain your work in detail and provide in-text citations. At least five (5) references are

required among which one should be the textbook as source of the data. Include the initial

situation and initial assumptions in your answer.

I would need extensive answers with numerical examples with the turnitin report.