Adaptability

Skill #9: Lead and Plan for change by developing a process to manage change and using it to lead change events.

Dwight and Ike have had many conversations lately about their vision and core values for the business in light of their plans for expansion. One troubling issue they finally came to a decision on was their policy upon only hiring America wounded veterans. While both owners really want to keep up this tradition, they came to an understanding that going abroad would mean it would be harder to honor the tradition but also may make some veterans unhappy with their choices of places to expand (e.g. Viet Nam). It also seemed to them that they were limiting their employee pool and not really encouraging customer support by not hiring any person with a disability who was qualified for the jobs they offer. After all who better to understand the needs of a person who needs the use of a wheelchair than someone else who uses one? They also wondered if they should give first preference to American veterans. Still undecided on this point, Dwight and Ike want to see how good you are at leading change. They have not released their decision on this policy change. This change is important to the happiness of those employees in the company. They are proud to be a member of the staff of EC and think of the company as a way to again serve their country. Dwight and Ike want you to create a plan that will make the policy change run smoothly in this instance and in others going forward. The plan should include:

Directions: 

1. By FRIDAY, complete the following:
   • Create a change plan. This includes any steps you deem Dwight and Ike should take to clarify the policy.
   • The steps, order, and ways to implement the policy change should be detailed. Consider designing the headings for the steps etc. that you are making a template for change implementation. These choices should be designed to fit any change effort that the company or you face in the future. Make sure to include the major components needed to effect change.
   • An explanation/justification as to why the steps, the order and ways of implementation were chosen should be discussed.
   • A discussion as to why the steps will be successful in creating the desired change.
   • You must use course material to support your responses and APA in-text citations with a reference list.

 

The death of a loved one is a significant event that everyone experiences. An individual’s social environment, including societal and familial cultural factors, may influence how an individual approaches death or grieves the loss of someone else who dies. You can anticipate addressing grief in your social work practice and, therefore, should develop an understanding of the grieving process.

Two models of grieving—the Kubler-Ross and Westburg models—identify stages through which an individual progresses in response to the death of a loved one. Understanding the various ways individuals cope with grief helps you to anticipate their responses and to assist them in managing their grief. Select one model of grieving—the Kubler-Ross or Westburg model—to address in this assignment.

Addressing the needs of grieving family members can diminish your personal emotional, mental, and physical resources. In addition to developing strategies to assist grieving individuals in crisis, you must develop strategies that support self-care.

In this Assignment, you apply a grieving model to work with families in a hospice environment and suggest strategies for self-care.

By Day 7

Submit a 2- to 4-page paper in which you:

• Explain how you, as a social worker, might apply the grieving model you selected to your work with families in a hospice environment.
• Identify components of the grieving model that you think might be difficult to apply to your social work practice. Explain why you anticipate these challenges.
• Identify strategies you might use for your own self care as a social worker dealing with grief counseling. Explain why these strategies might be effective.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

 

Required Readings

Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Parker Family” (pp. 6-8)

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.
Chapter 15, “Psychological Aspects of Later Adulthood” (pp. 685-714)

Newell, J. M., & MacNeil, G. A. (2010). Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue: A review of theoretical terms, risk factors, and preventive methods for clinicians and researchers. Best Practice in Mental Health, 6(2), 57–68.
Note: You will access this article from the Walden Library databases.

Shier, M. L., & Graham, J. R. (2011). Mindfulness, subjective well-being, and social work: Insight into their Interconnection from social work practitioners. Social Work Education, 30(1), 29–44.
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013). Parker family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 2 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Use the link below to access the MSW home page, which provides resources for your social work program.
MSW home page

Cappeliez, P., & Robitaille, A. (2010). Coping mediates the relationships between reminiscence and psychological well-being among older adults. Aging & Mental Health, 14(7), 807–818.

Ong, A. D., Bergeman, C. S., & Boker, S. M. (2009). Resilience comes of age: Defining features in later adulthood. Journal of Personality, 77(6), 1777–1804.

Ong, A. D., Bergeman, C. S., Bisconti, T. L., & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730–749.

Weiss, D., & Lang, F. R. (2009). Thinking about my generation: Adaptive effects of a dual age identity in later adulthood. Psychology and Aging, 24(3), 729–734.

 

Consulting for the Caring Angel Hospital

Overview

Imagine that you are a senior consultant at Practical Health Care Consulting. Your supervisor has instructed you to spend three months at the Caring Angel Hospital to help improve the quality of care, add value to the organization, improve employee morale, design an efficient organizational chart, create a strong team environment, and create the hospital’s competitive advantage. The hospital has traditionally made losses year after year. Furthermore, it is not performing well financially, and the banks are not willing to lend it large sums of money for more effective marketing.

After spending two months within the hospital, you are very happy with your progress, and you think you are capable of acquiring more patient base and expanding the hospital market. However, with a closer look, you notice that your patients are still hopping from one specialized hospital to another in search of various specialized treatments. You also notice that the seats are not comfortable in the waiting area, and the patients continuously show up for appointments on the wrong dates. The nurses and the employees are not smiling during patient conversations, and everyone looks for ways to blame others for failures in the patient treatment process. Everyone seems to work alone and hide what they do from their colleagues.

At the end of the 3-month period, you must provide a report with your recommended strategies designed to help Caring Angel Hospital achieve its goals.

Note: You may create or make all necessary assumptions needed for the completion of this assignment.

Requirements

Write a 4–6 page paper in which you:

• From a consulting perspective, propose the major steps that Caring Angel Hospital could take to achieve each of the following goals:
  • Improve the quality of care.
  • Add value to the organization.
  • Improve employee morale.
  • Design an efficient organizational chart.
  • Create a strong team environment.
  • Create the hospital’s competitive edge.
• Recommend one approach that the hospital could use for acquiring a larger market share given the prevailing financial circumstances. Justify your recommendation.
• Investigate at least two value-added services that Caring Angel Hospital could offer to strengthen its value proposition. Provide at least two examples of the advantages of these value-added services to the hospital.
• Go to Basic Search: Strayer University Online Library to find four recent (within the last five years) quality academic resources for this assignment. Note: Wikipedia and other websites do not qualify as quality academic resources.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

• Propose a plan to improve the operations, working environment, competitive edge, and value-added services of a hospital.

Do not use your previous papers as source for your final paper, they must be fresh new material. Ideas and rationales can be used since it does build upon concepts from the previous weeks/papers. If you cut and paste from your previous papers to simply make up your final paper it will be a tier 2 violation with 50% credit.

 

Your proposal will be 20–25 pages (not including the Title page, Table of Contents, or Reference list). The proposal will be constructed using APA formatting. This version should include your revisions based on the professor’s feedback and your evolving knowledge of appreciative inquiry and action research (AI/AR).

Proposal Content

1. Introduction: Tell the reader what the proposal is about and how the proposal is organized (you will write this after you have written the body of the proposal).
2. Theoretical Framework
   • Explanation of the theory of action research that includes at least 5 different sources, properly cited
   • Explanation of the theory of process consultation that includes at least 3 different sources, properly cited
   • Explanation of the philosophy of appreciative inquiry that includes at least 3 different sources
3. Practical Framework: Explain how you will conduct action research. Include the following elements:
   • Entry, Informal Data Collection, Micro-Diagnosis
   • Identification of Grand Objective
   • Identification of First Sub-Objective/Diagnosis
   • Planning Phase
     • How will you approach the problem within the confines of your organization?
   • Action Phase
     • Emphasis must be on how you will facilitate this phase as you employ appreciative inquiry and action research values.
   • Facilitation of the Reflection Phase
     • Identify the new knowledge created during the cycle (covering the “What? So what? Now what?” model), and employ the values of AI/AR.
   • Evaluation of Project
4. Facilitation
   • Discussion of self as instrument and how you will engage this construct of AI/AR, including at least 2 different sources
   • Discussion of systems theory, leading to a discussion of open systems theory and how you will include an awareness of systems theory
5. Overview of Organization
   • Overview of client system: Industry, history of organization, mission, vision (if any), geographic location, and number of employees
   • Roles: What are the roles and tenure of each of the 2–5 additional people who will participate in the cycles of AI/AR? (Create a pseudonym for each person.)
   • Presenting issue: Describe the issue or opportunity that will serve as a starting point for your work

Materials Required:

• Computer and internet access
• Calculator
• Pen/pencil
• Digital camera or scanner
• Download and print the Hubble Diagram Sheet (as an additional option, you can create your graph with the Excel program or create your own graph by hand)

Total Time Required: Approximately 2-3 Hours

Part 1. The Doppler Effect

Note: For your lab report, only include your clearly labeled answers to the below questions in all parts. Copy/paste in your photos or diagrams when needed.

Among the great achievements of Einstein was his understanding of the speed of light. The speed of light, in a vacuum, is a constant at ~ 300,000 kilometers/second (the actual velocity is 299,792.458 km/s). The speed of light is essential to the viability of both Einstein’s  theories of Special and General Relativity (since the speed of light is a constant it has been given its own mathematical symbol, c). If the speed of light is not constant than neither of Einstein’s theories are credible and would not be accurate in describing physics at the larger-scales of the Universe and objects moving at high velocities close to the speed of light.

Therefore, since the speed of light is a constant any motion by an object emitting light has no effect on the lights velocity nor does an object seeing light from a source moving towards it measure any change in the speed of the light coming towards it.  For example, a car is driving at night with its headlights on at a speed of 75 miles per hour. What is the speed of the light coming from the headlights? Common sense would give its speed as the speed of light plus 75 miles per hour (c + 75) but the measured speed is still the speed of light ( c ). Something had to change in this situation however and in in this part of the lab you will be investigating the change that is occurring here which is known as the Doppler Effect. 

Use this link to the Doppler Shift Demonstrator Animation. Click on the ‘Help’ button for instructions on how to run the animation. (Below is a screenshot of the Doppler Shift Demonstrator). 

Click and move the emitting source towards the middle, left side of the screen and click and move the observer to the opposite side. You can control the frequency of the emitted wave with the rate slider bar and can move either the source or object by left-clicking, holding, and dragging the object towards the direction you want it to move. Answer the following questions based on the simulations being viewed.

1. With the emitting source and the observer on the opposite side of the screen press the ‘start emission’ button.  Record your observations of the wave and its wavelength as seen by both the emitting source and the observer (be as detailed as possible).
2. Now click, hold, and drag the observer so it is moving to the left, towards the emitting source. Record your observations of the wave and its wavelength as seen by both the emitting source and the observer (try to make the motion as uniform as possible).
3. Reverse directions and click, hold, and drag the observer so it is moving to the right away from the emitting source.  Record your observations of the wave and its wavelength as seen by both the emitting source and the observer.

For the next set of questions we’ll do the opposite and move the emitting source (i.e. a star, a galaxy, a quasar) and keep the observer stationary (i.e. the Earth).

1. Click, hold, and drag the emitting source so it is moving towards the observer. Record your observations of the wave as it moves in the same direction of the moving source and the wave as it moves in the opposite the direction of the moving source. Also, describe the wavelength as seen by the observer.
2. This effect on wavelength, as seen by the observer, is known as blueshift. Consult your textbook or other source and explain in your own words using 1 to 2 sentences what is blueshift? (cite all sources in proper APA citation)
3. Click, hold, and drag the emitting source so it is moving away from the observer. Record your observations of the wave as it moves in the same direction of the moving source and  the wave as it moves in the opposite the direction of  the moving source. Also, describe the wavelength as seen by the observer.
4. This effect on wavelength, as seen by the observer, is known as redshift. Consult your textbook or other source and explain in your own words using 1 to 2 sentences what is redshift? (cite all sources in proper APA citation)
5. The fact that only a few nearby galaxies within our own local group of galaxies show blueshift while all far away galaxies are redshifted is seen as evidence for the Big Bang. In your own words, explain why this is seen as good evidence. (cite all sources in proper APA citation)

Part 2. Cosmological Redshift and the Expansion of the Universe

The Big Bang Theory says that the Universe began from a singularity and has expanded over time. Evidence indicates that this is an accelerated expansion meaning that objects are moving faster in the expansion at greater distances. This is what astronomers term as Cosmological Redshift where the redshifts of objects are greater for increasing distances. In this part we will be using the redshift measurements of galaxy clusters (since galaxy clusters are large and very bright they can be seen at very large distances).

The galaxy cluster closest to our own Local Group can be seen (with a telescope) in the direction of the constellation Virgo. We call this cluster the Virgo cluster; it is approximately 50 million light years (15 million parsecs) away. Many even more distant clusters have been found in other directions. They all contain some very large elliptical galaxies, and many smaller galaxies.

On the following page are pictures showing what an elliptical galaxy would look like if it were located in different galaxy clusters. The farther away the cluster, the smaller the galaxy looks. There is an inverse relationship between apparent size and distance. Next to each galaxy, there is a spectrum  of a bright star in the galaxy. The dark lines are “Balmer” hydrogen absorption lines. These lines are not always found at the same wavelength; they are “shifted.” However, the general pattern that the hydrogen lines form in each spectrum always stays the same. That is how we can tell if a certain line is a hydrogen line, even though it is not always found at the same wavelength. The “shift” of the pattern is the Doppler Effect, and it is caused by the motion (relative to us, the observers) of the star that is emitting the light as seen in Part 1 of this lab.

Copy and paste the below 4 objects (Virgo Cluster, etc.) with their corresponding spectra into your lab report. When the wavelengths of hydrogen lines are measured in a laboratory, using a stationary hydrogen lamp, each line is always found at the same wavelength. We call this wavelength the “rest wavelength” and denote it by rest. For your reference: The rest wavelengths of the hydrogen lines (from right to left) are:

Hα (H−alpha)          λrest = 656 nm           [1 nm =10−9 meter]Hα (H-alpha)          λrest = 656 nm           1 nm =10-9 meter

Hβ (H−beta)         λrest=486 nmHγ (H−gamma)   λrest =434 nmHδ (H−delta)       λrest=410 nmHβ (H-beta)         λrest=486 nmHγ (H-gamma)   λrest =434 nmHδ (H-delta)       λrest=410 nm

1.In your lab report under the copied image of the 4 objects, for each corresponding object (label a heading in your report Virgo Cluster through the Bootes Cluster and under each heading you’ll have information for questions #1 – #4, also labeled.) For #1, type out the numbers you estimate for each Balmer hydrogen line (H-alpha, H-beta, etc.) in each galaxy spectra given (match the line pattern as it is labeled on the spectrum of the Virgo cluster galaxy). So for example: Virgo Cluster # 1: H-alpha = 660nm, H-beta = xxx, etc. doing the same for each line and for each object.

The Doppler Effect does not only affect light, but occurs with waves of all kinds. A familiar example is the change in pitch of the sound from a car as it moves towards you, passes you and moves away from you. As the car moves towards you, the sound waves that move past you are more closely spaced than normal, their wavelength is shortened. As the car moves away, the sound waves move past you with longer spacing than normal, their wavelength is increased. Since a high-pitched sound has a short wavelength, and a low-pitched sound has a long wavelength, we can actually hear the Doppler effect.

This is analogous to what happens to light from a moving source. If a star is moving towards us, its light will have a shorter wavelength, the light is blue-shifted. If the star is moving away from us, the wavelength of the light is longer,  the light is red-shifted. It is easiest to detect the change in wavelength of the light from the shift of the spectral lines. (The shift of the line is the difference between the observed wavelength and the rest wavelength.

2. For each of the 4 objects in your #1 question, now compare the rest wavelength and the observed wavelength of the hydrogen lines. For example: for the Virgo Cluster we found H-alpha = 660nm. The rest wavelength is 656nm. Therefore, the wavelength is different by ____?(you would show this calculation and for the others). Which wavelength is longer? Are the galaxies moving towards us or away from us? (State this for each one.)

The shift of the line gets larger as the speed of the light source (relative to us) increases. There is a formula that makes it possible to determine how fast a source is moving by measuring the change in wavelength.

Doppler Formula:(λobs−λrest)λrest=vcDoppler Formula:λobs-λrestλrest=vc

where:

λobsλobs

λrestλrest

????v

????c

          A light wave travels at the speed of light, which is 3000,00 km/sec.

3.Use the Doppler formula to determine the speeds of the galaxies. (perform your calculations for just one of the four Balmer lines,show your work for all calculations

4.Compare the distances to the galaxies and the speeds with which the galaxies are moving away from us, and describe their relationship to Earth.

Part 3. The Age of the Universe

Use the ‘Hubble Diagram’ sheet linked at the start of the lab, or create a graph using Excel, or by hand to go into your report (if using the last two options the Hubble Diagram can be viewed as help in scaling your graph) plot your calculated data. 

For each galaxy, plot the recession velocity (y-axis) versus the given distance (x-axis). Draw one straight line which best fits the four data points you have plotted. (line of best fit must go through the (0,0) point on your graph)  On your graph calculate and label the slope of this “best-fit” line? (slope = rise / run) 

You have just done the same calculations that the astronomer Edwin Hubble did in the late 1920’s. The relation you described between the distances and speeds of galaxies is called Hubble’s Law, and the slope of the line is known as the Hubble Constant, HO. 

What does Hubble’s Law tell us about the Universe? At first it may seem as if we (in the Milky Way) are in a “privileged position” in the Universe, since all other galaxies are moving away from us. Are we at the center of the Universe?? We will perform a “thought experiment” to find the answer.

Copy the below images into your lab report.

Imagine that A, B, C, D, and E are galaxies. The arrows represent the speeds of the galaxies as seen from A (longer arrow = higher speed). This diagram represents what Hubble’s Law states.

   1. Change your perspective again and do the same for an observer sitting in Galaxy E.

   2.Describe what would an observer sitting in galaxy C would see when they looked at the other galaxies? Also, draw      arrows for each of the other galaxies to represent the speeds that this observer would measure. (this can be done in Word by inserting an arrow, or by hand)

1. Look at the diagrams in questions 1. and 2. What relation will observers in galaxies C and E find between speeds and distances of galaxies? Is the Hubble law the same for observers in all galaxies?

What you have seen in this thought experiment is precisely the explanation of why the proportionality between galaxy distances and speeds leads to the deduction that the Universe is expanding. All galaxies are getting farther and farther apart all the time! 

It is also possible to make an estimation of how long the expansion has been going on; this is the time which astronomers take as the “Age of the Universe,” or the time since the Universe began to expand. The Hubble constant you calculated is the expansion rate of the universe going forward in time while the inverseof the Hubble constant, 1/HO, will take you backwards in time to the origin of the Big Bang. 

How to calculate the age of the universe using Hubble’s constant:

(show your work for all calculations)

1. First, find the inverse of your value of HO.

            HO = ____________________           1/HO = ____________________

1. Multiply 1/HO by 3.09 x 1019 km/Mpc to cancel the distance units.
2. Since you now have the age of the Universe in seconds, divide this number by the number of seconds in a year, 3.16 x 107 sec/yr.                                                                                                                                                                                                                                                                                                                                  (The latest Measurements of the age of the universe, as determined by the Planck satellite, is 13.82 billion years (or 1.382 x 1010). Let’s calculate how close  your measurements came to this Planck age!)                                                        
3.  Calculate the percentage difference with this formula:
   (Age (planck) – Age (measured) / Age (planck)) x 100 =
4. In a paragraph (50 word minimum) describe, in your own words, the relationship you have seen in this lab between the expansion of the Universe and the determination of the age of the universe.

NOTE: You must provide a reference list showing the source(s) that you used, including our own textbook, in proper APA citation format.