What Are Your Motivations?

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Your goals and motivations are driven by your underlying values—the reasons you desire to achieve certain things. Values inform our thoughts, words, and actions, and they help us to grow, develop, envision and create the future we want to experience. 

Now that you have viewed videos and a reading that covered goals, motivation, and values, you’ll reflect on your own goals, motivations, and values and capture your reflections to complete the Week 1 assignment. This assignment is about understanding your motivations for coming to the university and what drives you to accomplish milestones.  

For the assignment you will download the “What Are Your Motivations?” assignment template, then use it to complete the three parts of the assignment. 

Part 1: The first step in better understanding your values is by writing three to five goals for yourself. These could be personal or professional goals, and they could be short-term or long-term goals. 

Part 2: Once you’ve established your goals, think about what is motivating you to achieve those specific goals. Is it to get to a certain level in your career? Is it to achieve something you’ve always wanted to for personal reasons? Is it to set a good example for your family or friends? The second piece of this assignment is to establish two or three motivations for each goal you’ve identified. 

Your motivation for doing anything generally stems from your values. Motivating forces could be values instilled in you from a young age, or values you hold because of what you’ve learned or been exposed to. Your core values are those that drive your behaviors, actions, and words. They are the reasons we dedicate our time and energy to most things in our lives. They are our guiding principles. 

Part 3: Now that you’ve established goals and acknowledged your motivations, look at what’s motivating you, and write the underlying reason for each goal: These are your values. There could be one or several values for each goal that you have, and the values might be the same or similar for different goals.  

There are no wrong answers for this exercise. The purpose is to establish your values and to recognize what drives you to accomplish milestones. 

Once you have captured your goals, motivations, and values in the assignment template, upload your completed assignment to the Assignments Folder. Submit your assignment by the end of Week 1 to stay on track.  

Contact me if you have questions or concerns about the assignment or the submission process.

Managerial Economics due by 09/10

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Q1.Read your textbook and other peer-reviewed publications, write a minimum of four (4) pages of

high quality well written APA formatted standard about the following scenario. Please keep in

mind that this assignment is quantitative, therefore do not forget to use the figures and charts.

Price of oil in international markets has dropped stunningly 60% in the past twelve months.

Among the factors mentioned behind this drastic fall is the millions of barrels of oil

produced in the US called shale oil.” and analyze:

● The market structure for oil industry

● The supply and demand for oil in that market structure

● The pricing of oil at the presence of OPEC and the role of Speculators

● Why shale oil is a substitute for oil and explain the news in regard to the Cross

elasticity of demand. 

Q2. Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic

journal database, research six (6) peer-reviewed articles that can be used to answer your

above Q1. Your discussion should summarize the articles in such a way that

it can justify any arguments you may present in your Q1 and should be different

from the abstract. In addition to your researched peer-reviewed article, you must include an

example of the article researched as it is applied by industry (company, business entity, and so

forth).

Please note: This article summary should not be the only article researched for your Q1. You may (and should) have several other articles researched to fully answer yourQ1. The concept of this Q2 is to allow students to be proactive in the research necessary to complete this assignment. You may use your article summary, partially or in its entirety in your Q1.

Important: Please ensure that your reference for the article is in correct APA format, as your

reference in your discussion post. Depending on which electronic database you use, you

should see a “Cite” selection for your article. In addition, there should be a variety of articles

summarized and as such, students should have different articles summarized. Your summary

MUST include ALL of the following in your post (include every item in the bullet list below,

or you will not receive full credit):

Do these in order:

● In correct APA format, write the Reference of the article.

● Clearly state what the article is about and its purpose.

● Describe how you will use it in your upcoming assignment.

● Repeat for a total of six (6) peer-reviewed sources.

Hoover Reading Assignment: 3-2-1-0

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  1. Identify the three most important parts of the text (you can use journalistic questions to help with this- who, what, when, where, why, and how.  Who is writing/speaking?  Why are they writing/speaking?  What is the main idea of this text, which is likely in the title…)
  • Those parts might include certain arguments or claims that the author makes.
  • They might include examples or illustrations that the author employs.
  • They might be key parts of the argument, or you simply may have enjoyed or barely endured those parts.

In identifying those three important parts, you may opt to summarize them, but do so with enough detail that someone who has not read the text will understand what you reference.  After you have identified your three important parts, briefly explain why you selected those parts.

  1. Identify two problematic parts of the text.
  • They might be parts that you did not understand.
  • They may be parts that you disagree with, that you felt did not belong, or that you thought interfered with the author’s purpose.

Briefly explain your choices.

  1. Pose one question for the author. That question should move to extend his or her examination of the topic and delve beneath surface-level commentary. Rather than question a problematic section that you have identified, as in question two, ask a question that engenders discussion. Such a question might begin with, “When you said [X], did you want your readers to [Y]?” or “What was the purpose of discussing [Z]?” In a way, in your own writing, you might decide to pose possible answers to those questions in your own writing.

0. Find a golden nugget. What one sentence or two is so well written or so well stated that it left an impression upon you? Remember to introduce and cite the quote.

Employment Laws

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Assignment 1: Discussion—Employment Laws

One aspect of talent management is to ensure that all human resource decisions are in compliance with local, national, and sometimes global laws.

Using the University online library resources and the Internet, research human resource decisions and the law.

For this assignment, assume you are a manager in the HR department for WidgetMaker, a large US-based company with offices in several states. It is your job to sort through requests and grievances that employees submit to company management.

This week you have received the following four notifications:

  1. A pregnant female employee requests four months of unpaid maternity leave. She wants the company to ensure that her job, status, and pay will all remain upon her return.
  2. A male employee demands four weeks of paid leave to be used when his stay-at-home wife gives birth to his second child.
  3. A small group of employees running the factory machines contend that adequate safety equipment has not been provided for them. They are reluctant to return to working with the machines until the safety materials are provided.
  4. An older male employee contends that within his department he has repeatedly been treated differently due to his sex, age, and religion.

Select three of the scenarios listed above and, for each of them, respond to the following:

  • What national laws are being violated and what are the minimal actions required by law?
  • How do you recommend the company respond?
  • Does your recommendation go beyond what is required by law?
  • What other factors besides legal compliance (for example, ethics, company reputation, financial concerns, etc.) were involved in your decision? Why were these factors important to your decision?

Write your initial response in 300–500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation.

[NOTE] No copy will be accepted, please make sure it’s original. Thank you

5.4

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 CriteriaExceeds ExpectationsMeets ExpectationsNeeds ImprovementInadequate/Not SubmittedCriterion ScoreChapter 18 Problems30 points

(30 Points)

You demonstrated clear, insightful critical thinking and provided a detailed explanation for your analyses and evaluation of the problem(s).

29 points

(24-29 Points)

You demonstrated competent critical thinking and provided a basic explanation for your analyses and evaluation of the problem(s).

23 points

(15-23 Points)

You demonstrated limited critical thinking and provided little explanation for your analyses and evaluation of the problem(s).

14 points

(0-14 Points)

You demonstrated little to no critical thinking and provided little to no explanation for your analyses and evaluation of the problem(s).

Score of Chapter 18 Problems,/ 30Chapter 20 Problems30 points

(30 Points)

You demonstrated clear, insightful critical thinking and provided a detailed explanation for your analyses and evaluation of the problem(s).

29 points

(24-29 Points)

You demonstrated competent critical thinking and provided a basic explanation for your analyses and evaluation of the problem(s).

23 points

(15-23 Points)

You demonstrated limited critical thinking and provided little explanation for your analyses and evaluation of the problem(s).

14 points

(0-14 Points)

You demonstrated little to no critical thinking and provided little to no explanation for your analyses and evaluation of the problem(s).

Score of Chapter 20 Problems,/ 30Rubric Total ScoreTotalScore of 5.4 Assignment (60 points),/ 60

Overall Score

Overall Score

Exceeds Expectations60 points minimum

Meets Expectations48 points minimum

Needs Improvement30 points minimum

Inadequate/Not Submitted0 points minimum

Poe’s Short Stories Investigation of The Tell-Tale Heart

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The hero of “The Tell-Tale Heart” is an exemplary illustration of Poe’s inconsistent storyteller, a man who can’t be trusted to tell the target reality of what is happening. His instability turns out to be quickly obvious in the primary passage of the story, when he demands his lucidity of psyche and traits any indications of franticness to his anxiety and oversensitivity, especially in the space of hearing. Nonetheless, when he completes his presentation of mental stability, he offers a record that has a progression of clear coherent holes that must be clarified by craziness. In his compositions, Poe frequently tried to catch the perspective of crazy characters, and the storyteller of this story shows jumps of thinking that more look like the rationale of dreams than they do the points of view of a typical individual. 

The storyteller’s enthusiastic precariousness gives an unmistakable counterargument to his attestations of decision making ability. In basically no cases does he react in the way that one would anticipate. He is so troubled by the elderly person’s vulture-like eye that his detesting beats his adoration for the man, driving him to plan a homicide. Afterward, when he at long last prevails with regards to killing the person in question, he turns out to be emphatically lively, feeling that he has achieved his objective shrewdly and with the soundness that he connects with mental stability. In any case, the clueless conduct of the cops recommends that the storyteller has gotten basically uninformed of his conduct and his environmental factors. Since he can’t keep up the distance among the real world and his internal contemplations, he confuses his psychological disturbance with actual unsettling and misconstrues the blameless prattle of the police officers for perniciousness. In any case, he envisions the entire time that he has accurately and reasonably deciphered every one of the occasions of the story, recommending that to Poe, the way to mindlessness is the confidence in one’s objectivity. 

The incongruity of the storyteller’s record in “The Tell-Tale Heart” is that despite the fact that he broadcasts himself to be too quiet to be in any way a lunatic, he is crushed by a clamor that might be deciphered as the pulsating of his own heart. In view of the shakiness of the storyteller, it is difficult to know for certain if the beating is a powerful impact, the result of his own creative mind, or a genuine sound. In any case, a reasonable coherent clarification is that when the hero is under pressure, he hears the sound of his heart, “a low, dull, fast strong, for example, a watch wrapped in cotton,” and he confuses it with the sound of the elderly person’s heart. This absence of understanding equals his absence of consciousness of his activities as he talks with the cops and features the breaches in reason which misrepresent his cases of mental soundness. 

To make an account which will persuade the peruser of the hero’s unsteadiness, Edgar Allan Poe utilizes jargon that is reliably amusing or in any case bumping to incite a response in opposition to that which the storyteller wants. The expository procedure that he utilizes in his record is to control the meanings of words, yet he is never unpretentious enough to conceal his endeavor to turn the contention. Where an external onlooker may portray him as having plotted to notice the elderly person as he dozes, the storyteller tells the peruser that “you ought to have perceived how carefully I continued – with what alert – with what foreknowledge – with what dissimulation I went to work!” By misusing his selection of words, for example, “astutely” and “alert,” he looks to misdirect the peruser and clarify his activities as those of a judicious, smart person. Notwithstanding, the glaringness of his endeavor at trickiness illuminates instead of dupes his crowd. 

Much as the moment portrayal of the detainee’s encounters and faculties makes an environment of expectant fear in “The Pit and the Pendulum“, Poe’s way of depicting sound turns into an especially significant vehicle for passing on the mind-set of “The Tell-Tale Heart”. His depiction of the sound in the last couple of sections of the story is set apart by reiterations that are unmistakably planned to infer the crescendo of commotion. At the point when he says, “The ringing turned out to be more unmistakable:- – It proceeded and turned out to be more particular,” we sense the structure strain. The expanding power of the thumping is again stressed by the three redundancies of the expression “yet the commotion consistently expanded.” At long last, as the storyteller’s sentences transform quickly into interjections, his reiteration of “stronger” echoes the sound of the pulsating heart, and his last screams break the strain with his admission.

NUR2502

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Module 02 – Multidimensional Care Strategies

Nursing Care

Nursing care of the patient experiencing reproductive disorders requires a collaborative approach. Nursing care is dependent on the type of disorder and treatment. A multidimensional care approach encompasses the physical, developmental, emotional, cultural, intellectual, and spiritual aspects of nursing care to ensure that all needs of the patient are being met. Patient and family education is ongoing throughout the patient’s stay to improve overall health following discharge.

Nursing care of a patient experiencing male reproductive disorders, as well as sexually transmitted infections, includes general nursing care interventions such:

  • Monitoring vital signs.
  • System focused assessment.
  • Monitoring laboratory/other diagnostic study results and reporting abnormalities and providing prescribed treatment.
  • Monitoring intake and output.
  • Assessing for signs and symptoms of complications and adverse effects of treatment.
  • Administration of prescribed medication, including chemotherapy.
  • Specialized care must be taken when administering chemotherapy; chemotherapy precautions must be implemented to protect the patient, family, and staff. Specialized handling of chemotherapy agents is included in these precautions.
  • Multidimensional patient care needs can be met by conducting the appropriate psychosocial, nutritional, spiritual, and cultural assessment. Based on the assessment findings, patient care can be tailored to meet the patient’s needs. Male reproductive disorders and sexually transmitted infections can result in emotional stress as well as anxiety. Early identification of these stressors will help to identify coping strategies for the patient and family.

    Patient and family education play a vital role in the care of a patient. Identification of knowledge deficits and providing education on the disease process and treatment options will enable the patient and family to deal with the diagnosis and decide on an appropriate plan that meets their needs.

    Some male reproductive disorders may require surgical interventions; nursing care includes preparing the patient for the surgical procedure as well as post-operative monitoring. Post-operative monitoring to reduce the incidence of complications includes encouraging coughing and deep breathing to prevent respiratory complications. Interventions such as early ambulation and venous thromboembolism (pharmacological or mechanical) prophylaxis can assist in the prevention of deep venous thrombosis. Pain assessment and management must be performed to ensure the pain is controlled to promote early ambulation, and coughing and deep breathing to prevent post-operative complications.

    Benign Prostatic Hyperplasia

    Nursing care of a patient diagnosed with benign prostatic hyperplasia includes conducting a focused assessment regarding urinary elimination, providing privacy and emotional support to the patient, preparing the patient for nonsurgical procedures, and performing post-procedure monitoring. Care for patients who require surgical intervention will include:

  • Monitor urinary output to assure maintenance of fluid balance.
  • Perform continuous bladder irrigation to maintain patency of the catheter.
  • Educate the patient regarding the feeling of urgency related to urinary catheter placement is a normal feeling.
  • Monitor pain and provide both non-pharmacological and pharmacologic interventions as prescribed.
  • Monitor for bleeding.
  • Monitor patient for bladder spasms.
  • Monitor the urinary catheter for possible obstruction, follow appropriate orders if an obstruction is suspected.
  • Educate the patient regarding the signs and symptoms of infection.
  • Monitor for skin breakdown.
  • Keep the area clean and dry.
  • Prostate Cancer

    Nursing care of the patient with prostate cancer is based on the treatment plan for the patient. Men diagnosed with prostate cancer are fearful and anxious regarding responsibilities and the impact of the disease process on their lives as well as sexual function. Early identification of these stressors will assist in finding the appropriate resources for the patient to cope. Surgical management of prostate cancer is the most common treatment. Nursing care is dependent on the type of surgical procedure the patient will undergo. General post-operative interventions include:

  • Maintaining hydration to maintain adequate urine output.
  • Wound care to assess for potential infection.
  • Assessing and managing pain to assure the patient has adequate pain control.
  • Monitor indwelling catheter.
  • Provide patient education for post-discharge catheter care.
  • Educate the patient on post-op complication of erectile dysfunction to include possible pharmacologic treatment such as phosphodiesterase – 5 (PDE-5) inhibitors as well as Kegel perineal exercises.
  • Testicular Cancer

    The care of the patient diagnosed with testicular cancer includes supporting the patient psychosocially. Men diagnosed at a young age often are faced with sexual dysfunction, which can result in depression. Identification of support systems for the patient is important. Other nursing care interventions are based on the treatment plan. The following nursing interventions pertain to care of the patient with testicular cancer:

  • Educate the patient on the option of banking his sperm.
  • Assess the surgical site for bleeding, redness, and swelling.
  • Monitor indwelling urinary catheter.
  • Assess pain level and provide non-pharmacologic and pharmacologic pain management options.
  • Provide education to the patient and family on catheter care.
  • Erectile Dysfunction

    Erectile dysfunction is a common male reproductive disorder that can be related to another disease process or some other type of factor. Nursing care of these patient includes patient education on treatment options, such as medications and the use of a vacuum-assisted device.

    Sexually Transmitted Infections

    Genital Herpes
    Nursing care of the patient diagnosed with genital herpes is based on symptoms and stage of the disease process. Disease-specific nursing interventions include:

  • Administer oral analgesics to improve comfort.
  • Apply local anesthetic sprays or ointments as prescribed to improve patient comfort.
  • Apply ice packs or warm compresses to the patient’s lesions.
  • Administer sitz baths three or four times a day.
  • Urge an increase in fluid intake to replace fluid lost through open lesions.
  • Encourage frequent urination.
  • Pour water over the patient’s genitalia while voiding or encourage voiding while the patient is sitting in a tub of water or standing in a shower.
  • Catheterize the patient as necessary.
  • Encourage genital hygiene, and encourage keeping the skin clean and dry.
  • Wash hands thoroughly after contact with lesions and launder towels that have had direct contact with lesions.
  • Wear gloves when applying ointments or making any direct contact with lesions.
  • Advise the patient to avoid sexual activity when lesions are present.
  • Advise the patient to use latex or polyurethane condoms during all sexual exposures.
  • Instruct the patient in use, side effects, and risks versus benefits of antiviral agents.
  • Advise the patient to discuss the diagnosis of genital herpes with current and new partners.
  • Syphilis

    Nursing care interventions for a patient diagnosed with syphilis include medication therapy to resolve the infection. Patient education should include the prevention of disease transmission to other sexual partners. Explain to the patient that it is required to report the diagnosis of the disease to their partner. Emotional support is important for patients diagnosed with syphilis. Provide support to the patient and encourage them to verbalize their feelings.

    Genital Warts

    Nursing care of the patient diagnosed with genital warts includes medication therapy to treat warts with the ultimate goal to remove. Provide patient education regarding prevention of disease transmission and the importance of notifying other sexual partners. Provide emotional support to the patient diagnosed with this disease, provide resources on support groups to the patient.

    Chlamydia

    Nursing care interventions for a patient diagnosed with chlamydia include education on the importance of adhering to the prescribed medication regimen. Educate the patient on the importance of contacting their sexual partners to enable them to seek testing and possible treatment. Detailed education on the disease process should include the following:

  • Mode of transmission
  • Incubation period
  • The possibility that the patient may be asymptomatic
  • List of possible symptoms
  • Antibiotics for treatment and importance of completing the entire course
  • Importance of abstaining from sexual intercourse until the course of treatment is complete
  • Importance of re-screening for re-infection
  • Possible complication such as pelvic inflammatory disease, infertility, and joint pain if untreated
  • Gonorrhea

    Nursing care interventions for a patient diagnosed with gonorrhea include education on the importance of adhering to the prescribed medication regimen. Importance of following up with the provider if the symptoms continue following completion of the course of treatment. Educate the patient on the importance of contacting their sexual partners to enable them to seek testing and possible treatment. Encourage patients to verbalize their feelings regarding the disease and provide emotional support to include support groups. Detailed education on the disease process includes the following:

  • Transmission of the disease
  • Treatment of the disease
  • Risk of complications such as pelvic inflammatory disease
  • Importance of abstaining from sexual intercourse until the course of treatment is complete
  • Pelvic Inflammatory Disease

    Women experiencing pelvic inflammatory disease often have anxiety regarding the diagnosis. Providing emotional support, allowing the patient to express her feeling as well as being nonjudgmental, is important. Educate the patient on the importance of adhering to the medication regimen, monitoring temperature, and reporting of continued signs and symptoms to their provider. Continued symptoms may require additional medication as an inpatient. Promote patient comfort by administering prescribed analgesic and application of heat to the lower abdomen and back. Encourage the patient to increase fluid intake and consume a healthy diet to promote healing.

Conducting growth sessions

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You will plan and carry out a coaching session that involves stages G and R of the GROW model. There is a comprehensive explanation of the GROW model on the background page. Here is a shorter synopsis:

The GROW model: A simple process for coaching and mentoring. (2014). Mind Tools. Retrieved from www.mindtools.com/pages/article/newLDR_89.htm

The structure of the Live Case (As a reminder, each case involves three separate activities.)

Each module will follow this cycle: Plan, execute, report

  • Before the coaching session, write up a plan using course readings or additional research as a resource (1-2 pages).
  • Then meet with the coachee and use your plan as a guide for the session.
  • The bulk of the report is on how the session went, including successes and failures. What would you do differently next time? (4 to 5 pages).

Preplanning

Action

Reflection

What are your goals for the   session?

What actions do you plan?

How will you know if you are successful?
  (1-2 pages).

Meet with coachee (45-50 minutes).

Report on the session.

Provide a narrative descriptive summary of the conversation as it occurred (1 or 2 paragraphs).

How do you feel the session went?

Analyze the process and outcomes of  your coaching.

What new knowledge did you gain?

What would you do differently next time?

6-1 Harvard Business Review Simulation and Journal

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For this assignment, first complete the simulation for the third and final time, this time paying attention to your company’s CSR and hiring practices. Then, complete and submit your journal assignment

https://forio.com/app/harvard/family-business/#/

Based on the situations you faced and the decisions you made in the simulation, the company hired and fired certain people. The business also had some interest in philanthropic initiatives. In this journal, you will reflect on these decisions and initiatives and consider the overall diversity, equity and inclusion (DEI) and corporate social responsibility (CSR) initiatives of this company.

Prompt

In your journal, reflect on the various personnel decisions made in the simulation. Also, reflect on the company’s CSR programs and whether they impacted the business or the community in a meaningful way.

Specifically, you must address the following rubric criteria:

Diversity, Equity and Inclusion:

  • Hiring practices: Describe how you think the company did with diversity and inclusion in their hiring practices across generations, and whether your decisions in the simulation helped.
  • Places to improve upon: Explain how the company could have done better.

Corporate Social Responsibility:

  • Community and social initiatives: Discuss the company’s contributions to community and social initiatives and whether your decisions in the simulation affected these initiatives.
  • Places to improve upon: Outline some ways in which you think the company can further improve their CSR programs and involvement.

Guidelines for Submission

Submit a Word document of 1 to 2 pages using 12-point Times New Roman, one-inch margins, and double spacing. Sources should be cited according to APA style.

Ethical and Cultural Issues in Group Work

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As a human and social services professional, it is likely that you will often be called upon to work within a group. Whether in your organization or within your community, the ability to successfully work within a group setting and to navigate group dynamics is essential to providing services to your clients.

For this Assignment, you consider ethical and cultural issues that may present when working with groups, such as pre-existing relationships within the group, hierarchy or seniority of members, and traditional roles and expectations of inclusion in the process.

To Prepare:

  • Choose a specific group work scenario that you either encounter regularly or that is of particular professional interest to you (e.g., group social work within hospitals, youth groups in schools, substance abuse co-led groups in prisons).
  • Review Chapter 12, “Ethical Issues in Group Work,” in the Corey course text, and reflect on the guidelines related to your chosen scenario.

The Assignment (3–4 pages):

  • Briefly describe the group scenario that you are using for the Assignment.
  • Explain the skills necessary to be a successful group facilitator for this population and/or issue type and within your chosen setting.
  • Explain the ethical and cultural issues that must be addressed before you can begin a group in this scenario.
  • Identify the three most important guidelines for multicultural and social justice competence that would guide you professionally and ethically once the group was underway. Explain why you selected these guidelines in particular.
  • Of the three guidelines you described, explain which one(s) you believe you need to develop additional knowledge or experience with as part of your professional development and why.