Persuasion Essay

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This final essay writing assignment is to develop a 5-7 pages(Times Roman, 12pt font, double-spaced, 1-inch margins) analysis of a persuasion-related issue. Reference pages are NOT included in overall page length. Pick one topic below to answer the question highlighted in yellow. There are no right or wrong answers, rather I will be looking for how well your support your argument.The supporting material for this paper should come mainly from our textbook. The four sections highlighted below are required.

Introduction: This section is where your will lay out for the reader your question at issue you intend to address, present your thesis statement (recommended answer to the question), and communicate the main points your will be presenting in the body of the paper. 

Body: This section should be a well-organized analysis based on facts and logic.Cite your textbook, including any outside sources (e.g., media articles) to support your analysis. 

Conclusion: This section should summarize the question at issue, thesis statement and main points. I should have a clear sense of the logic of your paper. The conclusion is not the place to introduce new information, facts, sources, etc.

References: follow APA style and be free of spelling and grammatical errors

Review Ch14 (pp.416-420) – your textbook lists five categories of compliance-gaining strategies. 

First, review Ch3 “Persuasion and Ethics” (pp.64-68; pp.70 first paragraph); discuss different approaches, then develop your own ethical frameworkfor compliance-gaining tactics. Use this framework to evaluate when it is appropriate or not appropriate to employ EACH of these five categoriesto gain compliance. 

Second, when it comes to persuading someone to practice safer sex, which technique(s) would be most effective (you may select more than one technique from different categories)? Justify your argument.

Advance principle in lean manufacturing

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PROD10214 Advanced Principles in Lean Manufacturing Referred/Deferred coursework 2021

Refer to the case study data (below) and:

i) Draw the current state map for the Value Stream. (30 marks)

ii) Outline the major questions which should be asked, and answered, when developing a future

state map. (20 marks)

iii) Use your answer to ii) to develop and draw a Future State Map, outlining the improvements

made by implementing a lean manufacturing strategy in this organisation. (30 marks)

iv) Produce an outline implementation plan for the transformation. (20 marks)

Case Study Data

Medway Manufacturing Ltd produces hand tools for DIYbase, a major national retailer. One particular line produces scissors in left-handed (LH) and right-handed (RH) ergonomic versions.

Production Processes

 The line’s manufacturing process involves cold-forging scissor halves from steel, grinding the blades,

assembly and packaging.

 The finished scissors are boxed and shipped to the customer’s distribution centre daily.

 50 rods of steel (raw material) are delivered by the supplier, 2 times each month.

Customer requirements

 500 pairs of scissors per day. Of which:

o 400 are right handed

o 100 are left handed

 Scissors are to be shipped on cards of 25 pairs per card.

 The customer orders in multiples of cards.

 One daily shipment is sent to the customer by truck.

Work time

 20 working days per month

 1 shift of 8 hours per day, one 1⁄2 hour break for lunch, and two 10 minute coffee breaks per day.

Production Control

 MRP system.

 Customer emails demand forecast each week to cover the next quarter year.

 Fax monthly order for raw material to supplier

 Customer emails daily firm order

 Issues weekly schedule to forging, grinding and assembly processes

 Issues daily shipping schedule to despatch Process information

The processes occur in the following sequence and each workpiece passes through all the processes.

1) Cold-forging

 Cycle time = 2 seconds

 Change-over time = 65 minutes

 Inventory in front of the process = 50 rods of raw material (equivalent to 10 days worth)

 Uptime = 90%

 1 operator

2) Grinding

 Cycle time = 40 seconds

 Change-over time = 15 minutes

 Inventory in front of process = 4000 RH sets, 1000 LH sets

       

 Uptime = 85%

 1 operator

3) Assembly

 Cycle time = 56 seconds

 Change-over time = 10 minutes

 Inventory in front of process = 3200 RH sets, 800 LH sets

 Uptime = 100%

 2 operators

4) Packaging

 Cycle time = 2 minutes per card

 Changeover time = 30 seconds

 Inventory in front of process = 2000 RH pairs, 500 LH pairs

 Uptime = 100%

 1 operator

5) Shipping

 One shipment per day, typically of 20 cards

 Inventory before shipping = 480 cards of RH pairs, 120 cards of LH pairs

Explore the influence of Jean Watson’s Theory of Human Caring on your future role as an APN.

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Explore the influence of Jean Watson’s Theory of Human Caring on your future role as an APN. The student will explore the concepts and Caritas processes from the Theory of Human Caring and present how these concepts may impact their future APN role. https://paperwriters.xyz/uncategorized/explore-the-influence-of-jean-watsons-theory-of-human-caring-on-your-future-role-as-an-apn/

Directions:

  1. The student will create a PowerPoint and include speaker notes that may be added to the speaker note section on each slide.
  2. The presentation should be limited to no more than 10 slides. See suggested slides below.
  3. If you are unfamiliar with Dr. Watson’s theory see this overview.

A suggested outline for the presentation may include the following slides:

Slide 1 – Introduction to yourself and future planned APN role and practice

Slide 2 – Previous experience with Watson’s Theory of Human Caring

Slide 3 – Core Concepts of the Theory Applicable to the APN role

Slide 4 – Core Concepts of the Theory Applicable to the APN role (as needed)

Slide 5 – Five Carative Factors or Caritas Processes You Plan to Use in the APN Role

Slide 6 – Five Carative Factors or Caritas Processes You Plan to Use in the APN Role (as needed)

Slide 7 – What Does the Theory of Human Caring Mean to You

Slide 8 – APN Implications of Theory of Human Caring

Slide 9 – Summary/Main Points

Slide 10 – Reference

Evaluation and Management (E/M)

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The Assignment
  • Assign DSM-5 and ICD-10 codes to services based upon the patient case scenario. 

Then, in 1–2 pages address the following. You may add your narrative answers to these questions to the bottom of the case scenario document and submit altogether as one document.

  • Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding.
  • Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.
  • Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.  

     

Instructions

Use the following case template to complete Week 2   Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to   the services documented. You will add your narrative answers to the   assignment questions to the bottom of this template and submit altogether as   one document.

 

Identifying Information

Identification was verified by stating of their name and     date of birth.

Time spent for evaluation: 0900am-0957am

 

Chief Complaint

“My other provider retired. I don’t think I’m doing so     well.”

 

HPI

25 yo Russian female evaluated for psychiatric     evaluation referred from her retiring practitioner for PTSD, ADHD,     Stimulant Use Disorder, in remission. She is currently prescribed     fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD.
 

    Today, client denied symptoms of depression, denied anergia, anhedonia,     amotivation, no anxiety, denied frequent worry, reports feeling     restlessness, no reported panic symptoms, no reported obsessive/compulsive     behaviors. Client denies active SI/HI ideations, plans or intent. There is     no evidence of psychosis or delusional thinking. Client denied past episodes of hypomania,     hyperactivity, erratic/excessive spending, involvement in dangerous     activities, self-inflated ego, grandiosity, or promiscuity. Client reports     increased irritability and easily frustrated, loses things easily, makes     mistakes, hard time focusing and concentrating, affecting her job. Has low     frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of     previous rape, isolates, fearful to go outside, has missed several days of     work, appetite decreased. She has somatic concerns with GI upset and     headaches. Client denied any current     binging/purging behaviors, denied withholding food from self or engaging in     anorexic behaviors. No self-mutilation behaviors. 

 

Diagnostic Screening Results

Screen of symptoms in the past 2 weeks:
 

    PHQ 9 = 0 with symptoms rated as no difficulty in functioning
    Interpretation of Total Score
    Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression     10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe     depression
 

    GAD 7 = 2 with symptoms rated as no difficulty in functioning
    Interpreting the Total Score:
    Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by     further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe     anxiety
 

    MDQ screen negative
 

    PCL-5 Screen 32

 

Past Psychiatric and Substance Use Treatment

· Entered mental health system when she was     age 19 after raped by a stranger during a house burglary. 

· Previous Psychiatric     Hospitalizations:  denied

· Previous Detox/Residential treatments: one     for abuse of stimulants and cocaine in 2015

· Previous psychotropic medication trials:     sertraline (became suicidal), trazodone (worsened nightmares), bupropion     (became suicidal), Adderall (began abusing)

· Previous mental health diagnosis per     client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use     disorder, ADHD confirmed by school records

 

Substance Use History

Have you used/abused any of the     following (include frequency/amt/last use):

 

  

Substance

Y/N

Frequency/Last Use

 

Tobacco products

Y

½

 

ETOH

Y

last drink 2 weeks ago, reports drinks 1-2 times       monthly one drink socially 

 

Cannabis

N

 

Cocaine

Y

last use 2015

 

Prescription stimulants

Y

last use 2015

 

Methamphetamine

N

 

Inhalants

N

 

Sedative/sleeping pills

N

 

Hallucinogens

N

 

Street Opioids

N

 

Prescription opioids

N

 

Other: specify (spice, K2, bath salts, etc.)

Y

reports one-time ecstasy use in 2015

Any history of substance     related: 

· Blackouts: +  

· Tremors:   –

· DUI: – 

· D/T’s: –

· Seizures: – 

Longest sobriety reported     since 2015—stayed sober maintaining sponsor, sober friends, and meetings

 

Psychosocial History

Client was raised     by adoptive parents since age 6; from Russian orphanage. She has unknown     siblings. She is single; has no children. 

Employed at local     tanning bed salon

Education: High     School Diploma

Denied current     legal issues.

 

Suicide / HOmicide Risk Assessment

RISK FACTORS     FOR SUICIDE: 

· Suicidal Ideas or plans – no

· Suicide gestures in past – no 

· Psychiatric diagnosis – yes

· Physical Illness (chronic, medical) – no

· Childhood trauma – yes

· Cognition not intact – no

· Support system – yes

· Unemployment – no

· Stressful life events – yes

· Physical abuse – yes

· Sexual abuse – yes

· Family history of suicide – unknown

· Family history of mental illness – unknown

· Hopelessness – no

· Gender – female

· Marital status – single

· White race

· Access to means

· Substance abuse – in remission

PROTECTIVE     FACTORS FOR SUICIDE:

· Absence of psychosis – yes

· Access to adequate health care – yes

· Advice & help seeking – yes

· Resourcefulness/Survival skills – yes

· Children – no

· Sense of responsibility – yes

· Pregnancy – no; last menses one week ago,     has Norplant

· Spirituality – yes

· Life satisfaction – “fair amount”

· Positive coping skills – yes

· Positive social support – yes

· Positive therapeutic relationship – yes

· Future oriented – yes

Suicide Inquiry:     Denies active suicidal ideations, intentions, or plans. Denies recent     self-harm behavior. Talks futuristically. Denied history of     suicidal/homicidal ideation/gestures; denied history of self-mutilation     behaviors

Global Suicide     Risk Assessment: The client is found to be at low risk of suicide or     violence, however, risk of lethality increased under context of     drugs/alcohol.

No required     SAFETY PLAN related to low risk

 

Mental Status Examination

She is a 25 yo     Russian female who looks her stated age. She is cooperative with examiner.     She is neatly groomed and clean, dressed appropriately. There is mild     psychomotor restlessness. Her speech is clear, coherent, normal in volume     and tone, has strong cultural accent. Her thought process is ruminative.     There is no evidence of looseness of association or flight of ideas. Her     mood is anxious, mildly irritable, and her affect appropriate to her mood.     She was smiling at times in an appropriate manner. She denies any auditory     or visual hallucinations. There is no evidence of any delusional thinking.     She denies any current suicidal or homicidal ideation. Cognitively, She is     alert and oriented to all spheres. Her recent and remote memory is intact.     Her concentration is fair. Her insight is good. 

 

Clinical Impression

Client is a 25 yo Russian female who presents with     history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. 

Moods are anxious and irritable. She has ongoing     reported symptoms of re-experiencing, avoidance, and hyperarousal of her     past trauma experiences; ongoing subsyndromal symptoms related to her past     ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative     symptoms of depression, no evident mania/hypomania, no psychosis, denied     anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no     withdrawal symptoms, has somatic concerns of GI upset and headaches. 

At the time of     disposition, the client adamantly denies SI/HI ideations, plans or intent and     has the ability to determine right from wrong, and can anticipate the     potential consequences of behaviors and actions. She is a low risk for     self-harm based on her current clinical presentation and her risk and     protective factors. 

 

Diagnostic Impression

[Student to provide DSM-5 and ICD-10 coding]

Double click inside this text box to add/edit text.     Delete placeholder text when you add your answers.

 

Treatment Plan

1) Medication: 

· Increase fluoxetine 40mg po daily for PTSD     #30 1 RF

· Continue with atomoxetine 80mg po daily for     ADHD. #30 1 RF
 

    Instructed to call and report any adverse reactions.
 

    Future Plan: monitor for decrease re-experiencing, hyperarousal, and     avoidance symptoms; monitor for improved concentration, less mistakes, less     forgetful

2) Education: Risks and benefits of     medications are discussed including non-treatment. Potential side effects     of medications discussed. Verbal informed consent obtained.
 

    Not to drive or operate dangerous machinery if feeling sedated.
 

    Not to stop medication abruptly without discussing with providers.
 

    Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs.     Instructed to avoid this practice. Praised and Encouraged ongoing     abstinence. Maintain support system, sponsors, and meetings.
 

    Discussed how drugs/ETOH affects mental health, physical health, sleep     architecture.

3) Patient was educated about therapy and     services of the MHC including emergent care. Referral was sent via email to     therapy team for PET treatment.

4) Patient has emergency numbers: Emergency     Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic.     Patient was instructed to go to nearest ER or call 911 if they become     actively suicidal and/or homicidal.

5) Time allowed for questions and answers provided.     Provided supportive listening. Patient appeared to understand discussion     and appears to have capacity for decision making via verbal conversation. 

6) RTC in 30 days 

7) Follow up with PCP for GI upset and     headaches, reviewed PCP history and physical dated one week ago and include     lab results

 

Patient     is amenable with this plan and agrees to follow treatment regimen as     discussed. 

 

       

Narrative Answers

  

[In 1-2 pages, address the following:

· Explain   what pertinent information, generally, is required in documentation to   support DSM-5 and ICD-10 coding.

· Explain   what pertinent documentation is missing from the case scenario, and what   other information would be helpful to narrow your coding and billing options.

· Finally,   explain how to improve documentation to support coding and billing for   maximum reimbursement.]

Add your answers here. Delete instructions and placeholder   text when you add your answers.

Job Analysis

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Capstone Class

Job Analysis 

Tuesday, September 11, 2018 

Approximately 1,000 – 1,200 words, APA Format, at least 6 references 

Develop a job posting and job description beginning with a job analysis.

Examine, assess, and evaluate strategies and methods for determining employee training, development and performance needs.

Identify the issues/requirements of planning, implementing, administering, changing employee compensation and benefit plans from job analysis stage to evaluation.

Key Assignment 

Over the last few weeks, you have addressed many important human resources (HR) issues related to expansion. Since SaharaOasis’s plans to continue such an expansion, a new position of logistics manager is being developed to help organize and manage resources across facilities and with suppliers.

Using Bloomberg Businessweek resources and other credible resources and artilces, research job analysis and create a draft paper of 1,000–1,200 words that addresses the following:

—  Discuss the process you would use to develop this new position. 

—  What role does job analysis play in developing a job description and subsequent job posting? 

—  Specifically, which job analysis techniques would you use, and why? 

—  How would you ensure internal and external pay equity for the position? 

—  Once the job analysis and subsequent job description are developed, how can the organization use this information to make this position a success? 

—  Process improvement in the organization from a production and operations management is a key component of the Logistics Manager position. Considering this, describe the potential selection criteria that you will use for the new Logistics Manager. 

Provide a reference list at the end of your presentation of at least 1 Bloomberg Businessweek articles, and include in-text citations for the articles in APA format.

Information Systems Integration Project – Part Two

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The purpose of this assignment is to reflect on the IT professional  interview and draw conclusions about the complexities of integrating  information systems in a health care setting.

The Information  Systems Integration Project has three components: a group interview, an  individual response, and a PowerPoint presentation. The results of this  assignment and Part One will be used in Part Three of the project.

Upon  completing the group interview component in Part One, consider the IT  professional’s responses and what they conveyed about the relationship  between information technology and health care.

Drawing on the  answers from the interview, in conjunction with your own research,  compose a 500-750-word paper that addresses the following:

  1. Describe the role of the IT professional you interviewed within the health care organization where the IT professional works.
  2. Summarize the main talking points from the interview and explain how HMIS is integrated within the IT professional’s facility.
  3. Explain  how management variables, such as cost, productivity, and quality care  at an organization, are affected by the integration of an information  system. Incorporate specific examples from the interview where possible.
  4. Explain where and how HMIS services factor into an organization’s strategic plan.

Prepare  this assignment according to the guidelines found in the APA Style  Guide, located in the Student Success Center. An abstract is not  required.

reply to discussions

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DISCUSSION 1

The type of communication within an organization can be seen as dependent on what is being communicated and whom the communications is between.  The decision to use formal or informal communication is normally dictated by the position of the communicators.  Formal communication has three types, which are downward, upward and horizontal.  Downward communication “takes place when organizational leaders communicate down the power hierarchy to subordinate organizational members” (Kreps, 2011).  An example of this communication can be seen when our organizations commanding officer communicates his decision that we will be working over a weekend in order to catch up on training.  Horizontal communication “refers to messages that are shared between organization members who are on similar levels” (Kreps, 2011).  An example of this is when I have to conduct a meeting with other members of my unit of the same rank or position to further discuss the need for working the weekend.  Upward communication happens when information is directed from the bottom up or directed “up the power hierarchy” (Kreps, 2011).  An example of this type is when subordinate voice concern or bring up alternative ideas for not working over the weekend.

Informal communications “are based on personal relationships that may transcend the formal hierarchy” (Kreps, 2011).  This type of communication may enable more open or direct communication that occurs between friends.  Within some organizations, this type of communication may be encouraged as a means to provide individuals a way to brainstorm ideas, which have, can help in creative type environments.  In my organization, this type of communication tends to occur only between individuals whom are equal in rank due to the rules and laws that govern military members.  An example of informal communication in my organization would be the rumor mill or grapevine type communication.  Because of an open bay working environment phone communications can be heard which sometimes prove to be rather interesting.  However, if rumors get out of hand or become distracting we will talk to all members involved to put an end to it.

The type of communication I prefer in a work environment would be formal horizontal communication because I feel it provides the greatest freedom of ideas while still maintaining structure and respect.  Communication among my peers means we are not simple getting information or giving it out.  We are able to discuss the information, develop ideas that may work better or organize thoughts of how to best communicate the information does the chain in a way that ensures the greatest success.

Reference:

Kreps, G.L. (2011).  Communication in Organizations [Electronic version]. Retrieved from: https://content.ashford.edu (Links to an external site.)Links to an external site.

DISCUSSION 2

Good afternoon class,

In my current work center, we encounter both formal and informal channels of communication on a regular basis. According to Gary L. Kreps (2011), “Formal patterns of organizational communication follow the power hierarchy within organizations, whereas informal patterns of organizational communication do not necessarily
follow along power hierarchy lines.”  On a daily basis, I use both to accomplish my mission as a manager providing guidance to work centers worldwide as well as staying in tune with the grapevine to make sure I’m prepared for my boss’ next tasker.

An example of formal communication I used recently formal communication to deliberately improve a graduation process with my team. I used downward, upward, and horizontal communication techniques to accomplish my task. My downward communication came through my role as manager by informing team we would be modifying the graduation process.  As educators, we were responsible for ensuring our students who had put in the necessary effort to pass the course left with a feeling of accomplishment and pride. My upward communication came from listening to the team first. Unless mandated, I prefer allowing the team to provide input and design the change(s) their self as long as it meets the end goal and any associated timelines. Finally, my horizontal communication tactic was most noticeable once I notified the team of the task, and gave time for them to brainstorm. After a period of time, I joined the conversation to link ideas, provide additional guidance, and narrow the list of cans and can nots. One of the most important aspects in business is effective communication throughout the process while maintaining a steady flow so as not to have a negative impact on probability and competitiveness (Maull, 2018).

An example of informal conversation I recently had was with my office technology specialist. I recently moved into a new work center, and because of the transition process I did not have access to a computer or phone. As a gatekeeper, the technology specialist wielded the power to get me a computer and phone right away. Her chain of command is not connected to mine at all; however, because we work in the same office I went to her to ask how I could speed up the process. She provided the necessary contacts and documentation I needed to fill out, and because she was the subject matter expert I had zero errors when I submitted. In fact, I got my computer in two days, whereas the majority of requests take an average of 5-7 business days. I thanked her for the assistance, and now that we have struck up a friendship we consult each other when working through issues that impact the other rather than waiting on the formal lines of communication to interject. This has led to a higher level of organizational synergy, of which we both agree it is important to share with others. Furthermore, this has also led both of us to be seen as opinion leaders by our peers. Our friendship has merged with our professional lives and now we are using it to raise our organizational synergy. 

I prefer informal communication. Approximately 70% of communication comes through the grapevine (Goman, 2013). Chief executive officers, executive officers, and other high ranked organizational officials tend to rely on formal communication because of their position and responsibilities. They often do not have the time, unless scheduled, to interact with the lower level work centers. However, the low level and mid-level managers may use informal communication for crossflow communication or eliminate miscommunication before it is highlighted to upper management. I would prefer to maintain a career at the mid-level management where I can put out fires before they’re even seen.

References

Goman, C. K. (2013, December 01). What Leaders Don’t Know About The Rumor Mill. Retrieved June 20, 2018, from https://www.forbes.com/sites/carolkinseygoman/2013/11/30/what-leaders-dont-know-about-the-rumor-mill/#5148c4417b74 (Links to an external site.)Links to an external site.

Kreps, G.L. (2011). Communication in organizations. San Diego, CA

Maull, F. (2018, January 03). Four Vital Skills For Students Entering The Business World. Retrieved June 20, 2018, from https://www.forbes.com/sites/forbescoachescouncil/2018/01/03/four-vital-skills-for-students-entering-the-business-world/#2312c5baaf66

DICUSSION 3

After reading about the four principles of communication which are communication is a process, communication is irreversible, communication is transactional, and communication includes both content and relationship dimensions.  The principle I found most interesting and the one that applied best to me is “communication is irreversible.”  To me this means that once something is said it cannot be undone.  You can further explain what you actual meant or even apologize for sending the wrong message, but the original message can never be reversed.  Because technology has enabled instant communications through smart devices, I have found that I tend to communicate with the wrong person more often that I would like.  For example, I communicate for work and in my personal life using my cell phone.  As I tend to be involved with many issues and decisions at work, I have multiple conversations occurring simultaneously.  The multiple conversations have resulted on more than one occasion with me sending the wrong information to individuals as I think I am communicating on a different text stream.  Luckily, I have never sent anything overly inappropriate or provided key information to the wrong person.  This miscommunication normally happened with my peers as we discuss things throughout the day while in various locations.

This principle can help us understand organization communication by means of the importance to communicate exactly what is needed and with the correct person.  I f problems with this principle occur, information could be compromised, business relationships could be damaged, and employment could be threatened.  “This is why it is important to be judicious about what we communicate to others.  The messages we send influence future communication as well as the nature of our relationships with others” (Kreps, 2011).

Reference:

Kreps, G.L. (2011). Communication in Organizations [Electronic version]. Retrieved from: https://content.ashford.edu (Links to an external site.)Links to an external site.

DISCUSSION 4

One principle of communication that I would like to discuss is that communication is irreversible. This means that once you say something, good or bad, that’s it. Once the person on the other end hears it, there is no taking it back (Kreps, 2011). First off, make sure that you are not in a rush when trying to communicate as something may get missed or you say something that you were not supposed to. Even if it is as simple as making coffee. My wife and I have recently when back to drip coffee. The Kuerig coffee pods were just getting to expensive for the good stuff and we are drinking more coffee than usual do to our busy lives. Mind you we have not had a drip coffee maker for over 10 years. I had explained to my wife how to do the process of putting in the paper filter and then the ground coffee. However, I did not mention how much of the ground coffee was needed. Needless to say she only put in about as much coffee as a Kuerig pod holds and then let 8 cups of water go through it. This made for some really weak coffee. It was water with a very light brown tint! However, there was no taking back what I said because I did not specify how much ground coffee to put in the filter. Under standing this principle is vital to making sure that what you are communicating is clearly thought out and understood.        

References:

Kreps, G. L. (2011). Communication in organizations [Electronic version]. Retrieved from      https://content.ashford.edu

   

Discussion questions Operation Management

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1. Select a goods-producing organization and a service-providing organization of your choice. Suggest ways each organization can make aggregate planning decisions using the variables described in Exhibit 13.3 in the textbook, OM.

Compare and contrast the operational and managerial impacts of the aggregate planning decisions in terms of customer satisfaction.

2. Analyze the importance of production planning and scheduling within an organization. Evaluate a bad experience you have had with an appointment from the perspectives of the customer (you) and the organization with regard to inefficient planning and scheduling.

  • Analyze the experience you provided from a process perspective. Suggest ways the schedules could have been designed to be more efficient and effective.

3. Select two fast food restaurants and evaluate them in terms of service quality. Suggest ways to improve the service quality.

  • Evaluate the two fast-food restaurants in terms of the “Seven QC tools” discussed in Chapter 15 of textbook, OM. Determine the top three QC tools that tend to be most valuable to business owners. Explain your rationale.

4. Compare and contrast the lean service system found within Southwest Airlines to a full-service airline such as United Airlines, British Airways, and other large carriers in terms of cabin service, boarding process, baggage handling, and service encounters.

  • Recommend ways for the airline carriers to improve their lean operation systems in terms of speed and quality while reducing waste and costs. Explain your rationale.

WK 5

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By this point in the course, you have explored theories that attempt to explain how and to what degree gender is socially constructed. This does not mean, however, that the socialization processes are the same for everyone or even that gender is defined similarly across groups. Just as conceptualizations of gender have changed over time, they are also different across cultures. Cultures range from patriarchal (e.g., Saudi Arabian culture) to matriarchal (e.g., the Akan of Ghana) and place differing importance on the roles of family, religion, education, and career for males and females. Different behaviors, aspects of appearance, and communication styles are also considered gender typical for males and females across cultures. Even the language spoken within a culture can influence gender socialization. For example, some languages (e.g., Spanish, Italian, Hindi) assign either male or female gender to nouns.

For this Discussion, you will examine gender socialization practices and agents in cultures other than your own. While you are conducting research, keep in mind that the literature reports trends and common practices but cannot account for individual differences in gender socialization within a culture. Keep an open mind but be sensitive and avoid stereotyping as much as possible.

To prepare

  • Review this week’s Learning Resources, considering socialization agents that influence gender development and how these may differ across cultures.
  • Select a culture to research for this Discussion. This should be a cultural group to which you yourself do not belong.
  • Locate information about gender socialization practices and agents within this culture using the Walden Library and reputable academic sources on the Internet.

By Day 4

Post a brief description of the culture you selected. Then identify three significant gender socialization practices or agents in this culture. Explain how these practices and agents influence gender role development in the respective cultures. Be specific and provide examples.

READINGS FOR THIS WEEK ASSIGNMENT AND INCORPORATE AT LEAST OF THE READINGS INTO ANSWER.

Helgeson, V. S. (2017). Psychology of gender (5th ed.). New York, NY: Taylor and Francis.
Chapter 3, “Gender-Role Attitudes” (pp. 76–115)

Herring, S. C., & Kapidzic, S. (2015). Teens, gender, and self-presentation in social media. In Wright, J. D. (Ed.), International encyclopedia of social and behavioral sciences (pp. 146–152). Oxford, UK: Elsevier.
Wright, J. D. (Ed.) (2015). International Encyclopedia of Social and Behavioral Sciences. Copyright 2015 by Elsevier Science & Technology. Reprinted by permission of Elsevier Science & Technology via the Copyright Clearance Center.

Oberst, U., Renau, V., Chamarro, A., & Carbonell, X. (2016). Gender stereotypes in Facebook profiles: Are women more female online? Computers in Human Behavior, 60, 559–564. doi:10.1016/j.chb.2016.02.085
Note: You will access this article from the Walden Library databases.

Required Media

TED  Conferences, LLC. (2013). Magdalene and Naema: Bridging the gender digital divide [Video file]. Retrieved from http://www.ted.com/watch/ted-institute/ted-intel/magdalene-and-naema

Respondo Diabetico6

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  Review the following  treatments and rationale. Do you agree or disagree? Why? What information from this week’s content or outside information can you cite to support your opinions? 

The purpose of this discussion is to recommend two resources that should be provided for a 15 year old male newly diagnosed with Type II diabetes. Unfortunately, chronic diagnoses such as diabetes have the potential to cause mental health issues in teenagers. Developmentally, they want to be like their peers and fit in to a group. It has been studied that rates of depression in teenagers with diabetes can range from 8% to 22% (“Behavioral health and diabetes,” 2021). In my opinion, there are two reasons why this patient feels depressed. First, they may not have basic knowledge about their disease and how their life is going to change. Thus, the patient should be referred to a diabetes educator as recommended by the American Diabetes Association. This resource can help a patient increase their knowledge, skills and confidence with management of diabetes (“Diabetes education program,” 2021). Most importantly, the counselor can discuss and help the patient overcome stigmas related to the disorder (“Behavioral health and diabetes,” 2021). With increased knowledge, the patient will hopefully feel they can manage the disease. In addition, the patient should be referred to a diabetes support group that specifically encompasses patients of the same age. In this group, the patient can discuss his own thoughts and feelings (“Diabetes and mental health,” 2021). The patient may feel less depression knowing that other kids are going through the same disease as him. Thus, a diabetes support counselor and support group are two resources that should be recommended.  

RuBRIC:

 

Discussion Question Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)

Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

All instruction requirements noted.

40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.

Meets all requirements within the discussion instructions.

Cites two references.

35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.

Is missing one component/requirement of the discussion instructions.

Cites one reference, or references do not clearly support content.

Most instruction requirements are noted.

31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No references cited.

Missing several instruction requirements.

Submits post late.

27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.

All instruction requirements noted.

40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.

Response is supported by course content and a minimum of one scholarly reference per each peer post.

All instruction requirements noted.

35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.

Missing reference from one peer post.

Partially followed instructions regarding number of reply posts.

Most instruction requirements are noted.

31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Did not follow instructions regarding number of reply posts.

Missing reference from peer posts.

Missing several instruction requirements.

Submits post late.

27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.

All instruction requirements noted.

10 pointsInitial post and peer post(s) made on multiple separate days.

8 pointsMinimum of two post options (initial and/or peer) made on separate days.

7 pointsAll posts made on same day.

Submission demonstrates inadequate preparation.

No post submitted.

6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100