discussion——DUE TOMORROW

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REPLY

 When reading in the textbook the law that states, “Vehicles are prohibited on the paths in the park” can actually be interpreted multiple ways due to its unclear state. The law can be interpreted in multiple ways because of the use of the word vehicle. A vehicle can be a motorcycle, bicycle, a battery- powered remote control car or a child’s pedal car. A vehicle is any means in or which someone travels, or something is carried or conveyed; a means of conveyance or transport according to “Dictionary.com” (2002). I would interpret the law as prohibiting motorcycles because park paths are usually used by pedestrians as walkways. I imaged that if a motorized vehicle like a motorcycle would put the pedestrians and themselves in a life-threatening situation. Allowing a motorcyclist to drive a motorcycle on a park path would be similar to driving a motorcycle on a side walk. Although, vehicles such as a bicycle, a battery- powered remote control or a child’s pedal car could pose a risk to pedestrians walking the park’s path, I do think the danger they pose is not as life- threatening as a motorcycle being driven on a park path.  

REPLY

 

I think that the law should be rewritten to be more concise to the general public because that message can easily be misconstrued. When I read a law like that I figured the writer was sending that message to the general public as far as people that ride around in SUV’s, trucks, cars and etc. Usually those type of vehicles are not permitted inside of a park. Nor do I see the reason for someone to drive their vehicle in a park. Also, I do agree that motorcycles should be prohibited from park paths because injuries would and could be avoided. However, toy remote cars and children’s pedal cars should not be prohibited from the park because most families access the park to do family activities. As for bikes being allowed in parks a part of me wants to be bias and say yes that they should be prohibited. I say this because as someone that frequents parks in NYC and walk across the Brooklyn bridge, bikers tend to be very aggressive and territorial. If I decide to walk the park on a nice cool day with family or friends I do not want to look over my shoulder every minute to check and see if a biker is riding their bike in my direction. I don’t want to have to move out of their way with each lap that they do nor do I want to be injured if I have my headphones plugged and they end up crashing in to me. There should be a section in the park where bikers can ride their bicycle in peace and others can access another side of the park freely.

Professional Development Plan Draft #1

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Professional Development Plan Draft #1

Access the Professional Development Plan Template, available in the Course Materials and complete Sections “A” through “D.” Examples and Descriptions for each section can be found in this week’s Weekly Lesson.

  • Section “A”— Goal of School/Organization/Self: Identify one SMART goal from your school or organization related to learning and achievement.
  • Section “B”—Focus and Rationale of PDP: Describe the focus of the professional development you will design and implement for yourself or others. Include why you selected it and how it directly aligns with the specific goal you identified in Section “A.”
  • Section “C”—Population: Describe who the PDP will include.
  • Section “D”—Outcomes: Compose up to two specific learning objectives skills that will be gained at the culmination of this professional development series for those participating in the PDP as well as student learning.

Written Communication Expectations

  • Page Requirements: Follows required template and includes APA formatted cover page and references page.
  • Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement: References at least two scholarly sources in addition to Mooney and Mausbach (2008), providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

Project Name RACI Chart

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RACI charts can be used as a tool to manage the key roles and responsibilities of a project. Creating a RACI chart can be a challenge and takes practice. In this assignment, you will create and submit a RACI chart. As the project manager, you have been tasked with determining the roles of team members. There are no “right” or “wrong” answers, but several ways to interpret how the tasks and resources should be allocated. 

Create a RACI chart for a website reveal based on the tasks listed below. 

You may use the provided — RACI Excel template. 

Project: Launching new website at company picnic

Task: Taylor, the company’s Senior Vice President (SVP), told you that you’ll be surprising the 100+ employees of your company with the launch of the new website at the company picnic next month. She said she trusts your judgement but would like to run the final plan across A.J., the head of HR, who is in charge of the picnic. Everyone in the company has been working on some part of the website for over a year. You need to work the exciting reveal into the company picnic. Your committee – made up of project managers from across the company – needs to complete the following tasks:

  • Create signage.
  • Create a fun way to reveal the new website.
  • Write up FAQs about the new website.
  • Create a teaser to send out prior to the picnic.
  • Schedule time to work together.
  • Create a timeline for the reveal.

Committee Members: You, Zarina, Erika, Jonas, and Mike

Competitive Strategy

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In this course, we discussed how several companies such as Ford (Learning from Mistakes opening incident) and Coca-Cola (Strategy Spotlight 7.4) adopted a localized international strategy. Interview a manager in an organization with foreign market exposure and ask the following questions:

 (1) what are the main benefits of localizing products or services in your industry?,

 (2) how do you manage the resulting complexity of localizing products or services?, and

 (3) do you find it necessary to localize other value chain activities (such as HR management)? 

Then ask yourself this question:

Do the responses indicate that the organization is guided by established industry best practices or systematic strategic analysis of the internal and external environment?

Present a report of your interview.

The project is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 2 – 2.5 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to competitive strategy. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.

MGMT1125 Business Ethics: Whole Foods

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 Please read: Whole Foods: 365 Degrees of Commitment to Stakeholders on page 491. 
Please see below for case study guidelines. Paper- APA format.
Word Count 1,200 words.

  

CASE STUDY GUIDELINES: 

Each individual student will prepare a 1,200-words typewritten analysis of the “Case” provided in your syllabus for each chapter. The analysis should be in summary form. Please adhere to the stated Rubric below for what is expected of the assignment:

1. Identify and summarize any key point(s) or problem(s) presented in the Case. 

2. If the case presents questions to be answered, address each question thoroughly in narrative form. 

3. Describe at minimum five principles from the associated chapter (chapter covered for the week) that can be applied to the case. Please make sure you bold the principles/terms. 

4. Try to relate some important concepts to your own experience. 

5. Give examples from your own experience that either reinforce or go against the case. 

6. Describe how a Manager/Supervisor can use and apply what you learned from your readings that can be applied to the case. 

7. TIP: The more you can integrate course concepts from the text and from your own experiences, the better the grade is likely to be!

Diagnostic Case Reports

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Assignment 3: Diagnostic Case Reports

Access the Faces of Abnormal Psychology website. (For best results, use the High Resolution, Low Speed  link there.) There, you will see twelve different disorders listed. For this module, view the following disorders:

  • Major Depression
  • Bipolar Disorder
  • Persistent Depressive Disorder (Dysthymia)

After clicking a disorder, click the Diagnostic Overview tab in the left column. This will cover the major diagnostic features of the disorder. After that, click the DSM-5 Features tab. You can then go though the Case History, Interview, and Treatment sections on the website. Finally, in the Assessment section, you can complete an optional multiple-choice quiz. You have to write a case report for each case study. You should use the format provided on the web page. There is a sample report that you can also view by clicking the link in the upper-right corner.

The format for the sample report is as follows:

Your Name
Instructor’s Name
Class/Section Number

Background

  • Outline the major symptoms of this disorder.
  • Briefly outline the client’s background (age, race, occupations, etc.).
  • Describe any factors in the client’s background that might predispose him or her to this disorder.

Observations

  • Describe any symptoms that you have observed that support the diagnosis. You can include direct quotes or behaviors that you may have observed.
  • Describe any symptoms or behaviors that are inconsistent with the diagnosis.
  • Provide any information that you have about the development of this disorder.

Diagnosis

  • Did you observe any evidence of general medical conditions that might contribute to the development of this disorder?
  • Did you observe any evidence of psychosocial and environmental problems that might contribute to this disorder?
  • As per your observations, what is the client’s overall level of safety regarding potential harm to self or others (suicidality or homicidality)?
  • What cross-cultural issues, if any, affect the differential diagnosis?

Therapeutic Intervention

  • In your opinion, what are the appropriate short-term goals of this intervention?
  • In your opinion, what are the appropriate long-term goals of this intervention?
  • Which therapeutic strategy seems the most appropriate in this case? Why?
  • Which therapeutic modality seems the most appropriate in this case? Why?

Writing

  • Write in a clear, concise, and organized manner; demonstrate ethical scholarship in the accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Include citations in the text and references at the end of the document in APA format.

Submission Details:

  • By the due date assigned, save your report as M1_A3_Lastname_Firstname.doc and submit it to the Submissions Area.

  Assignment 3 Grading Criteria   Maximum Points    Described the major symptoms of each disorder, outlined each person’s background, and described any factors in the person’s background that might predispose him or her to their disorder.  20    Described any symptoms that were observed that support each diagnosis and any symptoms or behaviors that are inconsistent with each diagnosis and provided relevant information from the case history about the development of each disorder.  20    Described any evidence of psychosocial or medical issues that might have contributed to each disorder, identified any safety concerns regarding suicidality or homicidality, and discussed any cross-cultural issues affecting the differential diagnosis.  20    Discussed appropriate short-term and long-term goals of each intervention, discussed the most appropriate therapeutic strategy and therapeutic modality for each case, and presented appropriate reasoning for your selection.  20    Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.  20    Total:  100       Due DateSep 12, 2018 11:59 PM

2 peer responses due in 4 hours

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2 peer responses due in 4 hours

MALEETA’S POST:

 

World War II film Saving Private Ryan (1998), directed by one of my favorites, Steven Spielberg, is what I the topic my topic of week five’s discussion. This film is like no other World War II film that I have seen because of the realistic combat. I found myself getting overwhelmed, covering my eyes, and getting sick to my stomach from time to time through the movie. From the very beginning of the film on Omaha Beach, the D-Day landing scene gave me a glimpse of how the stress of combat experience could have felt.

Movie-watchers do not think about how the color scheme plays a significant part and sets different tones. The muddy browns, dark greens, and greys are the predominant colors throughout the movie. This movie does not have many vibrant, happy colors, and for a good reason. For instance, in Saving Private Ryan, the Normandy landing scene opens slowly to a beach. The setting is solemn, and the continuous color scheme of bland greys is an excellent cinematography piece. I felt like it made the red blood colors and the explosion colors stand out even more. Also, almost every shot was dreary and had vintage-like colors that gave the feeling of war and hopelessness. There was a part in this scene when the soldiers were near water that contrasted the typically dreary colors with a calming blue hue. The change of color gave me some hope that it may be safer under the surface, and then those hopes were instantly shattered when shots were fired, and red clouds pierced through the calming blue colors punishing me for even thinking there was any hope approaching the soldiers. This is an excellent mise-en-scene because it represented my change of emotions. 

Another color paly example is in the scene where “Duty” is talking and joking as the crew marches toward their mission. Throughout this scene, the conversation is more cheerful, but the lighting and colors of grey and green continue to give a gloomy narrative, so my mood does not change much.

Saving Private Ryan has the same dull, dreary colors and low-key lighting, which looks dark and intensifies the shadows as the other War films in Week Five’s content. The desaturation of color is often used in war films.

Saving Private Ryan’s narrative, editing, camera movement, and color scheme throughout the movie jumped out of the screen and attacked me as a viewer. Every part of its cinematography placed the watcher in the combat experience, and I loved it in a good but bad way.

COLIN’S POST:

 

The war film I watched for this week was 1917 (2019) directed by Sam Mendes. This film takes place during World War I and follows two British soldiers throughout most of the movie. This film is unique because it is shot as a “one shot film” where the director uses lighting and different angles with very few cuts to give a continuous feeling throughout the entire film. It gives audiences a more connected feeling as it seems like the scenes never end and you are with the characters throughout the entirety. This film compares to the other films in this weeks content by showing what war was like. They show the emotions, consequences, and outcomes of real wars and how they effected history. One thing these films are great at is showing loss. In almost every war movie there is almost always a scene that depicts the loss of a teammate or friend. The scenes are usually filled with emotion and hard to watch. This film, like the others in this weeks content, has extremely sad scenes to watch and tries to get the audience to understand the horrors of war. 

The first time color plays a major part in the film is when the film has one of its first cuts. The director uses a dip/fade to black technique in order to transition scenes. Because this is a “one shot film” the director has to use certain techniques in order to give the feeling the scene doesn’t end. In this example, they use the color black to follow the two main characters into a bunker to talk to a general. The color black is used to follow them in, go dark for a second, and then have the scene reappear like it never ended. This same example is used a few more times throughout the film in order to seamlessly transition between different scenes. Another color that played a significant role was yellow. This film has a lot of areas filmed in dark places especially towards the end when the lead actor is in a burning city at night time. You see the vibrancy of yellow which helps illuminate a lot of these dark scenes and allows the viewer to see what is going on. Without this it would be very difficult to see anything. Lastly, I think the color blue played a significant part in the film. This film takes place largely outdoors in trenches and in dirt filled areas. I think a lot of darker colored objects in this film have a blueish tint in order for them to stick out more. With the objects being largely in dirt colored areas and having the same similar color, like wood and dirt, adding a blueish tint would slightly distinguish the objects while not fully removing their original color. 

I think the predominate color of this film was green. Throughout the majority of the film you constantly see different shades of green. The soldiers uniforms that you stare at for the entire film are a light green. The background, grass, trees, and environment in general has green throughout the entire film. I think this color is used so much because generally green is a “happy” color. This film depicts the horrors and terrors of war as the lead actor is desperately trying to get to his brother in time. With the use of green it almost temporarily distracts the audience away from a lot of the horror in order to give it a happy natural feeling and sense of “safeness” in certain scenes. Overall, this movie is fantastic and the director did an amazing job with making it seem like it was completely done in one shot. 

Investigating your own phenotypes and genotypes:

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Phenotype:  Your phenotype can be determined by examining your own body!  A phenotype is a visible appearance, written as a descriptive word or phrase, “tongue –roller”. 

Genotype: You can deduce what possible genotype that could cause this phenotype.  An autosomal genotype is a pair of genes, written as a pair of letters, such as AA or Aa.  If you show a recessivetrait then your genotype must be a homozygous recessive (aa).  If you show the dominant trait, it will usually be impossible to determine if you are homozygous or heterozygous for that particular trait.  In such cases you should note both your genotypes (AA or Aa, for example) in Table 1. 

Table:  1:  Genetic data for your autosomal dominant or recessive traits. 

Genetic trait Phenotype: (Descriptive words)Genotype (s):  Pairs (s) of letters

Hair line

Earlobes

Tongue Rolling

Freckles

Bent thumb

Interlacing fingers

Based on what you have learned about autosomal inheritance answer the following questions:

  1. Mona does not have freckles but her parents do. What is the expected phenotypic ratio among the parents’ children? 
  2. Joseph is adopted.  He has hair on the back of his hand.  Could both his parents have had hair on the back of their hands?    Could both his parents have had no hair on the back of their hands?  ________.  Explain.  ____________________________________________________________________

In table 2 deduce the genotype of the person by considering the gender and the phenotype,

Phenotype & gender

Genotype(s)

Hemophiliac male

Normal clotting in male

Hemophiliac female

Normal clotting in female

Case Study: Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice

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Introduction. Unrelieved postoperative pain remains a common problem despite advances in pain management. Complementary music has been suggested as an adjuvant to the standard of care treatment for postoperative pain.

Purpose. The purpose of this study was to determine if music therapy was an effective adjunct to decrease state anxiety, and increase pain management and environmental noise satisfaction in the postoperative patient.

Method. A quasi-experimental nonequivalent control group design was used in this study with participants assigned based on room assignment rather than randomly. The control group, which consisted of participants admitted to the A hallway, received the standard of care. The intervention group, which consisted of participants admitted to the B hallway, received complementary music therapy in the form of preprogrammed MP3 players, in addition to the standard of care. Neither analgesia type nor route was controlled. Each participant was enrolled for a total of 3 days or until discharge, whichever came first. Outcome measures were collected upon enrollment (Time One) and for the next 2 consecutive days (Time Two and Time Three). Participants in the intervention group were encouraged to listen to a selection of nonlyrical low decibel (less than 60 db) preprogrammed music, for at least 30 minutes via an MP3 player after their prescribed analgesia was administered. State trait anxiety, as well as pain and environmental noise satisfaction, were assessed using the State-Trait Anxiety Inventory and two standardized questions from the Press Ganey survey.

Findings. Before the intervention was implemented, both groups were the same related to their average level of state and trait anxiety, pain, and noise perception. The patient’s state anxiety, pain perception, and noise perception were measured 1 day after the intervention was in place. A significant difference was found from Time One to Time Two in pain management (t = 3.938, p < .001 ) and environmental noise satisfaction (t = 3.457, p = .001), while there was no change in state anxiety (t = 0.373, p = .711 ). The intervention group experienced improved pain management (t = 7.385, p < .01) and environmental noise satisfaction over time (t = 4.371; p < .001); however, there was no improvement in state anxiety (t = l .47; p = .159). The findings suggest music therapy decreases pain and environmental noise perception, although there was no effect on state anxiety.

Conclusions. Use of music therapy improves patients’ postoperative experience by increasing their pain management and white noise satisfaction. This intervention was inexpensive and easy to implement in the clinical setting, and therefore recommended to improve postoperative outcomes in other facilities.

Comeaux, T., & Comeaux, T. (2013). The effect of complementary music therapy on the patient’s postoperative state anxiety, pain control, and environmental noise satisfaction. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses, 22(5), 313-318.

Background. There is insufficient evidence on the effects of music therapy on state anxiety of breast cancer patients following radical mastectomy.

Methods. A Hall’s Core, Care, and Cure Model-based clinical trial was conducted in 120 female breast cancer patients from March to November 2009. A randomized controlled design was used. The patients who were randomly allocated to the experimental group (n = 60) received music therapy in addition to routine nursing care, and the control group (n = 60) only received routine nursing care. A standardized questionnaire and the State Anxiety Inventory were applied. The primary endpoint was the state anxiety score measured at pretest (on the day before radical mastectomy) and at three posttests (on the day before patients were discharged from hospital, and the second and third time of admission to hospital for chemotherapy, respectively).

Results. The pretest score revealed that the majority of the patients had a moderate level (77%) and 15% had severe level of state anxiety. The repeated-measure ANCOVA model analysis indicated that the mean state anxiety score was significantly lower in the experimental group than those in the control group at each of the three posttest measurements. The mean difference between the experimental and control group were -4.57, -8.91, and-9.69 at the first posttest, 2nd posttest, and 3rd posttest, respectively.

Conclusion. Music therapy is found to have positive effects on decreasing the state anxiety score.

Li, X., Zhou, K., Yan, H., Wang, D., & Zhang, Y. (2012). Effects of music therapy on anxiety of patients with breast cancer after radical mastectomy: a randomized clinical trial. Journal Of Advanced Nursing, 68(5), 1145-1155. doi:10.1111/j.1365-2648.2011.05824.

Question 1

Compare and contrast the clinical problem identified by each researcher.

Question 2

Identify the research design used in each study. Who used the more powerful strategy? How could the researchers have improved their designs?

Question 3

Why might Comeaux and Comeaux have selected their design?

Question 4

Who comprised the control groups?

Question 5

Compare the dependent variables.

Question 6

Compare the independent variables, describing variations in the study protocols.

Question 7

If you worked on a surgical unit, would you be willing to change your unit’s pain management protocols based on the results of these studies?

Data Modeling

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Objectives:

  1. Understand and perform the techniques for entity discovery (see Pine Valley Furniture case on page 292/282 for an example). Note the Process Modeling Requirements from next milestone Chapter 7: Milestone 6 Preview the document
  2. Define each entity with respect to the business and complete an entity_definition_matrix.docPreview the documentView in a new window (see table 8-3 for an example)
  3. Perform the necessary data modeling techniques to organize and document the data requirements for the proposed system.
  4. Use Petrie Electronic Structuring System Requirements to develop Conceptual Data Modeling for Petrie Electronic Database (pages 307-309) to construct the Context, Key-Based, and Fully Attributed data models (see CompleteDatamodelforSoundStageProject.pdf Preview the documentView in a new window for an example).
  5. Define all your entities, attributes, and relationships in the VA repository.  

Hints: You need to define each entity with all its attributes and at least one primary key. Then you need to define the relationships. The foreign keys can only be defined after all primary keys for the entities involve in a relation are defined first. You need to create your data model in the same project that you will have your remaining models. All your process models, data models, objects models need to be in the same project.

You need to turn in your context, key-based, and fully attributed data models. Also, you need to define all entities, attributes, and relationships in the VA repository and turn in a report from the repository that shows they are all completely defined.  That means you will need to submit three diagrams for your data models along with the repository definitions for all your entities, attributes, and relationships.

To include the diagram in the word file, you need to go to the EDIT, and Select all, Copy and save the diagram as a .jpg file and then include the image file in your Word file. You can do so by opening the diagram, and then go to edit menu, select all and then select “copy to” in the save as screen give the file a name and save it as a jpg file. Then open a word file and copy and paste the image in your word file.