Cookie Creations (Chapter 2)

This assignment is a continuation of the Cookie Creations case study, which began in Chapter 1. From the information gathered in the previous chapter, read the continuation of the Cookie Creations case study in Chapter 2 of the textbook on p. 2-42.The case study allows you to apply what you have learned about accounting and the recording process. This assignment will enable you to practice what you have learned so far.After researching the different forms of business organization, Natalie decides to operate Cookie Creations as a proprietorship. She then starts the process of getting the business running. In November 2019, the following activities listed below take place.Nov. 8: Natalie cashes her U.S. Savings Bonds and receives $520, which she deposits in her personal bank account.Nov. 8: She opens a bank account under the name “Cookie Creations” and transfers $500 from her personal account to the new account.Nov. 11: Natalie pays $65 for advertising.Nov. 13: She buys baking supplies, such as flour, sugar, butter, and chocolate chips, for $125 cash. (Hint: Use the Supplies account.)Nov. 14: Natalie starts to gather some baking equipment to take with her when teaching the cookie classes. She has an excellent top-of-the-line food processor and mixer that originally cost her $750. Natalie decides to start using it only in her new business. She estimates that the equipment is currently worth $300. She invests the equipment in the business.Nov. 16: Natalie realizes that her initial cash investment is not enough. Her grandmother lends her $2,000 cash, for which Natalie signs a note payable in the name of the business. Natalie deposits the money in the business bank account. (Hint: The note does not have to be repaid for 24 months. As a result, the note payable should be reported in the accounts as the last liability and on the balance sheet as the last liability.)Nov. 17: She buys more baking equipment for $900 cash.Nov. 20: She teaches her first class and collects $125 cash.Nov. 25: Natalie books a second class for December 4 for $150. She receives $30 cash in advance as a down payment.Nov. 30: Natalie pays $1,320 for a 1-year insurance policy that will expire on December 1, 2020.Answer the questions below using an Excel spreadsheet. You should create a new tab on your spreadsheet for each calculation used for a total of three tabs on your spreadsheet.

1. Prepare journal entries to record the November transactions.
2. Post the journal entries to general ledger accounts.
3. Prepare a trial balance at November 30.

Please show your work, and do not take any shortcuts. Make sure to complete item “a” completely before moving to item “b,” and then move to item “c.” You cannot jump ahead unless you have completed each step sequentially in full.Submit the Excel document in Blackboard upon completion. 

Navigating Real-Life Ethical and Multicultural Issues

As we discussed at the beginning of the course, while there are numerous dimensions of diversity, Hays’s ADDRESSING model provides a useful framework for educators, counselors, and psychologists to examine their own cultural influences, potential biases, and perspectives, and develop a plan to address the impact of these elements on their work with others.

In your course text, Decoding the Ethics Code, Fisher presents ethical and legal issues of which psychologists and future psychologists like yourself must be cognizant. Additionally, there are several ethical theories presented to help you understand how to begin considering these risky issues.

Your final course discussion offers one more opportunity for you to think critically about how multicultural, legal, and ethical issues intersect and intertwine. Review the Problem Based Scenario ( Resources), and then respond to the following:

• What are the ethical issues in this situation?
  • Specify which codes impact this scenario.
• What are the multicultural concerns?
• What are the legal issues?

Cite appropriate scholarly research to support your findings;

 refer to the  Resources as you prepare your initial post and responses.

Problem Based Scenario

Jim: So yeah, Sara, this client being a disabled cross dresser. Wow. That was even a new one for me.

Oh but get this. So this one client, Susan, has all sorts of anxieties and one of them is test anxiety. I have this test I need to give her and she is just beside herself about taking it. She keeps asking all these questions about it. She seems genuinely fearful about not doing well.

Sara: From what you have told me about her, the test really should not be that big of a deal. But I could see where this anxiety piece would present a problem for her.

Jim: Well, she says her disability gives her a disadvantage on tests, but this test has shown to not be biased to her disability. I have read a number of studies that show that appropriate preparation can overcome test anxiety, so, to help her out with her anxiety, I decided to give her a copy of the test to take home and review before it is administered. That seemed to relieve her anxiety.

Sara: Uh huh. I bet that helped her out a lot. Do you not wish you could do that with all your clients?

Jim: Of course. What I could not tell her was that it is a license protected psychological test, and lending it out like that is not allowed.

Sara: Is she not a very religions person? I thought I saw her in the waiting room one day reading something…

Jim: Oh, she is super religious and plays everything by the book, so to speak. Really a goody two shoes, you know? She never would have taken the copy of the test if she knew it was not allowed. She just would have freaked out even more and then her anxiety would have gone through the roof.

Sara: I do not blame you for not telling her. You are such a nice guy and you want to help everyone.

Jim: Say, this coming weekend, Bob is going to some conference out of town. How about you come over and we can pick up where we left off? Maybe you can pack that enticing lingerie I like so much this time, huh?

Observer: Is this not something. I just got hired to work for this psychology services organization that is owned and run by Jim and Bob, a married, same sex couple. What just unfolded was a scene in which I happened to overhear a conversation between Jim and his secretary, Sara. There sure does appear to be something going on between these two. Do you not agree? I thought Jim was gay. And, he is married!

Sara: Oh you are naughty one! So, can I have Friday off then, boss? I think I have to do some shopping.

Observer: I cannot believe what I just overheard. That psychologist, Jim, is supposed to be a professional. But with this kind of behavior… it seems to me that there are a whole host of ethical problems going on here in this office. I cannot believe he and his secretary carry on this way about their clients, even if they are trying to help. Do I say anything? To who? He is the boss and so is his partner who hired me. I just started working here.

Credits

Subject Matter Experts:Bethany Lohr, Dr. La Keita CarterInstructional Designers:Tina Houareau, Peter LindnerInteractive Design:Patrick LapinskiProject Management:Julie GreunkeOn Camera Talent:Lesa Koski, Kevin West, Clare Parme 

An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient. 

Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact..

An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health. 

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

 Module 7: Case Study Analysis Assignment

42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following as it applies to the scenario you were provided (not all may apply to each scenario):

• The factors that affect fertility (STDs).
• Why inflammatory markers rise in STD/PID.
• Why prostatitis and infection happens. Also explain the causes of systemic reaction.
• Why a patient would need a splenectomy after a diagnosis of ITP.
• Anemia and the different kinds of anemia (i.e., micro and macrocytic).

Day 7 of Week 10

Submit your Case Study Analysis Assignment by Day 7 of Week 10

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

due in 8 hours…….. must have done in 8 hours no late work 

do the following:   based on philosophy 

 The Recipe (Instructions):

1. Give the analytical definition of “mayonnaise.”  It’s easier than you might think, but search the Internet!
3. Describe the latitude in the types of products that can count as mayonnaise in light of this analysis of what mayonnaise is.  In doing this, use the language of necessary and sufficient conditions.  Give examples if you can. (To be clear, I am assessing for whether you understand the role that necessary conditions, and sufficient conditions, play in the role of giving an analysis of a definiendum.)
5. Create your own neologism and write it into your response.  Do not include its definition.  A fun way to do this is to think in terms of portmanteaus.  Portmanteaus are single words that are the result of fusing portions of two others.  For example (this is my example, so make up your own – we want 100% individual originality here!), consider a shelt.  While you won’t be giving us the definition of your own neologism right away, I will spill the beans – metaphorically speaking – about what I mean by mine:  It’s a really thick belt that I am also able to use to provide me with shade.  So:  shade + belt = shelt.  There’s my neologism!  (That took about 10 seconds to come up with.  Do you think I could market these?!)
7. Explain the strengths and weaknesses of stipulative definitions, and link this discussion to your own neologism.

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information that can be helpful

  Analytical definitions are the definitions most commonly prized by mathematicians and Western philosophers and scientists.  The reason is that these definitions state the necessary and sufficient conditions (Links to an external site.) for the definiendum – that is, they do precisely what ostensive definitions inherently fail to do.  In the West, their strength has often been thought to be that if you have given a genuine analytical definition of a concept, then by the same token, you guarantee genuine understanding of the definiendum.  In other words, to successfully analyze a concept, is (at least by Western standards) to have knowledge of the definiendum.  Ask yourself if knowing something is always a matter of “breaking a thing down” into its parts.  (For skepticism about this so-called “Western Assumption,” see Australian philosopher Frank Jackson’s article, “The Qualia Problem.”

The weaknesses of such definitions are that they are extraordinarily hard to arrive at, and even if you do, one might wonder how you would know that you had done so!  (John Rawls, a well-known political philosopher, tried to give an analysis of justice in his famous book published in 1971, A Theory of Justice (Links to an external site.).  Check out the link to see how many pages it took him to do so!) 

This idea, or ideal, of analysis is manifest in the general method of science.  Those practices attempt to solve problems by “breaking them down” into their constituent parts, and then breaking the constituent parts down into their constituents, and so on and so forth, until no more division is possible.  By clearly understanding each “part” (whether abstract or physical in nature), the idea is that if you can isolate precisely what it takes to be such a part, then there is no way of confusing it with any other part, and there is likewise nothing left to say about it in isolation. 

This is tantamount to arriving at the essence (Links to an external site.) of the definiendum.  A statement of the essence of something answers the question: “What is it that makes this thing the thing that it is, and nothing other than that?”  If you know the answer to this question, of any given thing, could you possibly say any more about it, or would that constitute certain knowledge of what that thing is?

Stipulative definitions are definitions that amount either to coinages of new words (called neologisms (Links to an external site.)), or that define familiar words in ways so different from ordinary usage, that they might almost appear to be new words (although strictly speaking, their meaning is what is new, rather than they themselves).  Take the word ‘mouse’.  Today we associate this word with external devices used to move the cursor to various locations on a computer monitor.  A generation or so ago this would have been thought insane (and unmarketable)!  The word ‘mouse’, used in this way, was then stipulated (by Steven Jobs?) to refer to this device, sometime in the nineteen-eighties, I believe.  In a rather similar vein, in philosophy programs at colleges, we stipulate that ‘validity’ means the property possessed by those arguments in which, if the premises are all assumed to be true, then the conclusion must be true as well.  Notice how wildly different this usage of the words ‘valid’ and ‘validity’ is from everyday usage!  Now, philosophers don’t regard their definition as stipulative, although it is recognized by them to deviate from general social usage.  Therefore, we might say that whether or not a given definition is stipulative, is to some degree a matter determined by the exclusiveness of the group using it.

Does the relative exclusiveness constitute a weakness of stipulative definitions?  Actually, it may be both the strength or the weakness of stipulative definitions. 

This requires an explanation:  On the one hand, by saying exactly how you are using a word, you are assisting your interlocutor (conversation partner) in following along with whatever you are discussing.  On the other hand, if your goal is to make a clear case for something by appealing to a special definition you apply to a term, then you aren’t going to be terribly successful making your case in situations where your meaning is highly idiosyncratic. 

Ostensive definitions are definitions by example.  An example of such definitions that is often used in Introduction to Philosophy courses is a quote from Euthyphro, an acquaintance of Socrates, who said: “Piety is what I am doing, namely prosecuting a wrongdoer.”  Notice that this is an example of an intangible or abstract idea – piety. Ostensive definitions are not limited to such contexts, of course:  I could very easily explain the meaning of the word ‘cup’ by pointing to a cup, and that too would then be functioning as an ostensive definition. The strength of such definitions is that they give the inquirer a literal example of the definiendum, and one example is usually – but not always – better than none.  Moreover, there are contexts in which such a definition is in fact the most desirable kind, since there are some contexts in which knowing quickly what something means, is the surest way of accomplishing the task at hand.  Can you think of one such context?

There is a very important weakness associated with ostensive definitions, however:  ostensive definitions do not tell us what features of a definiendum are the ones that are relevant for the example’s inclusion in the class of objects (or abstract ideas) being defined.  Because of this, it is theoretically possible to include items in the definiendum class, which should be kept out of it; and it is likewise possible to allow into the class, items which should be kept out.  Below is an example that illustrates this weakness.

Suppose Xylo [pronounced like “sigh-low,” only with an initial “z” sound] is from the planet Quantum, and Xylo has just recently acquired a fairly good grasp of English and of Earthling cultures.  Somehow, however, until today Xylo has never before heard the word ‘cup’.  So Xylo asks you, “What is a cup?” and, quite reasonably, you show Xylo a cup and hope he quickly grasps the definition of a cup.  The next day, however, Xylo approaches you with a bag and says, “Thank you for teaching me the meaning of the word ‘cup’.  I too, now, have a cup.  Here is my cup,” and Xylo thereupon holds up his bag for you to inspect.  What has gone awry?  To complicate matters more, suppose that you point to a cup and Xylo says, “But that cannot be a cup.” Why might Xylo do this?  Think hard about the limitation of ostensive definitions in order to answer these two questions.  One tidy way of summarizing the weakness of ostensive definitions is to say that they fail to state either the necessary or the sufficient conditions for inclusion in the definiendum class.