Module 04 Written Assignment – Development Theories

 

Module 04 Content

In a 1 to 2-page paper, address the following:

  1. Briefly explain Piaget’s and Erikson’s theories of development. Who had a better theory of human development: Erikson or Piaget? Please offer detail to explain your choice.
  2. What tips would you give to someone who has just suffered a major loss, now that you know the stages of grief?

          Use references from this module and include APA in-text citations.

        Submit your completed assignment by following the directions below. Please check the     Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:
Jstudent_exampleproblem_101504

Click on the paperclip icon to upload your Microsoft Word document from your computer (do not write or paste your text into the submission box).

Note: below is a word document file containing instructions on how to answer the above question.

when you click on the file scroll down to where it says module 4  Development Theories use the provided instruction to answer the above question.

Dis 2

Heart disease is the leading cause of death among people in the United States.  Approximately 25% of deaths in this country can be attributed to heart disease (CDC Heart Disease Fact Sheet).  Fast food contains a significantly high amount of unhealthy fats, which contribute to the development of heart disease.  In recent years, there have been several local governments that have taken action to reduce the amount of trans fat found in the fare from local fast-food restaurants.  New York City was the first to enact regulations on fast food in 2005. An overview of the regulations in place on fast foods in New York City can be found in Time Article on Soda Ban. In 2008 Los Angeles banned the building of new fast-food restaurants. This past fall, Berkeley, CA banned candy and junk food in grocery store checkout aisles.

In 2015, the FDA released its final determination on partially hydrogenated oils (trans fats):  FDA Final Determination Regarding Partially Hydrogenated Oils.  Here are two news articles that came out when the new ban was released: CNNThe New York Times.  

Given what you are learning this week about macromolecules, and based on your own experiences and research address the following scenarios and questions.

1. A Fast food chain is being sued for producing a harmful product.  You are a juror sitting on this trial.  How would you vote?  Why? Are manufacturers of unhealthy food responsible for the health consequences of their products, and if so to what extent?  

2.  Is it appropriate for local, state, or federal governments to enact legislation regulating fats and sugars found in foods sold at fast-food restaurants?  What about foods found in the grocery store or at other restaurants?  Why? Why not?

Be sure to site and all websites you use for references.

Comment meaningfully on at least three of your classmates’ posts.

POWERPOINT ASSIGNMENT (20 SLIDES REQUIRED)

Before starting this assignment, please view these short videos:

6 Dimensions of Healthcare Quality
https://www.youtube.com/watch?v=QexTk38euzY

Thompson, B. & Robbins, A. (n.d.) Understanding managed care. Washington State DSHS. Retrieved from: https://www.dshs.wa.gov/sites/default/files/BHSIA/dbh/Integration/Webinar%20Understanding%20Managed%20Care.pdf

Case Assignment

Managed Care. Here we will have you consider challenges existing for insured consumers. Your goal is to identify indicators of quality from consumer and administrative bodies.

You are the hospital administrator and members of the board are calling upon you to explain what is going on in your facility with reference to managed care. Some members of the board are not pleased with the budget, patient satisfaction, and rumors that quality care is not being given due to negative surveys they have read. You need to show the board answers in a slide presentation.

For this assignment, you are to submit a PowerPoint and answer the following. Submit at least 20 slides (not counting the cover slide and reference slide), and include speaker’s notes for your slides.

  1. Why patients are having difficulty accessing care (issues of access and referral to be included).
  2. What your facility is doing to assure that quality care is being given.
  3. In at least two slides, show how managed care is affecting your budget for the hospital.
  4. In at least two slides, show how quality is determined from a patient perspective and administrative body.
  5. What is your facility doing to bring these patient surveys into a better light?
  6. Present slides that show at least four to five recommendations for improvement of the managed care system

Assignment Expectations

  1. Support your assignment with peer-reviewed articles, with at least 3-4 references. Use the following link for additional information on how to recognize peer-reviewed journals: http://www.angelo.edu/services/library/handouts/peerrev.php.
  2. You may use the following source to assist in formatting your assignment: https://owl.english.purdue.edu/owl/resource/560/01/.
  3. For additional information on reliability of web sources, review the following document: https://www.edb.utexas.edu/petrosino/Legacy_Cycle/mf_jm/Challenge%201/website%20reliable.pdf.
  4. LENGTH: At least 20 slides (excluding cover slide and reference slide).

REQUIRED READINGS: 

Blumenthal, D., Chernof, B., Fulmer, T., Lumpkin, J., & Selberg, J. (2016). Caring for high-need, high-cost patients—an urgent priority. New England Journal of Medicine, 375(10), 909-911.

Bridger, C. M., Smith, S. E., & Saunders, S. T. (2017). Saving lives and saving money: The role of North Carolina health departments in Medicaid managed care. North Carolina Medical Journal, 78(1), 55-57.

Cleverley, W. O., & Cleverley, J. O. (2017). Essentials of health care finance. Jones & Bartlett Learning.

Hines, A. L., Raetzman, S. O., Barrett, M. L., Moy, E., & Andrews, R. M. (2017). Managed care and inpatient mortality in adults: Effect of primary payer. BMC Health Services Research, 17 doi:10.1186/s12913-017-2062-1

Keast, S. L., Skrepnek, G., & Nesser, N. (2016). State Medicaid programs bring managed care tenets to fee for service. Journal of Managed Care & Specialty Pharmacy, 22(2), 145-148.

Mahmoudi, E., Tarraf, W., Maroukis, B. L., & Levy, H. G. (2016). Does Medicare managed care reduce racial/ethnic disparities in diabetes preventive care and healthcare expenditures? The American Journal of Managed Care, 22(10), E360.

McGinnis, T., Houston, R. & Brown, D. (2013) The balancing act: Integrating Medicaid accountable care organizations into a managed care environment. Center for Health Care Strategies: Issue Brief. Retrieved from: https://www.chcs.org/media/ACO111313_Final.pdf

Richard, D. (2017). What is next for behavioral health in managed care? North Carolina Medical Journal,78(1), 30-32. doi:10.18043/ncm.78.1.30.

Schafer, J., Galante, D., & Shafrin, J. (2017). Value tools in managed care decision making: Current hurdles and future opportunities. Journal of Managed Care & Specialty Pharmacy.

Thompson, B. & Robbins, A. (n.d.) Understanding managed care. Washington State DSHS. Retrieved from: https://www.dshs.wa.gov/sites/default/files/BHSIA/dbh/Integration/Webinar%20Understanding%20Managed%20Care.pdf

Uriarte, J. (2015, August 10). 6 Dimensions of Healthcare Quality [Video file]. Retrieved from https://www.youtube.com/watch?v=QexTk38euzY

Walters, T., Parcher, B., Kravetz, A., Campbell, C., Shah, M., & Hale, T. (2016). Appraising the value of digital health technologies from the managed care perspective: Insights for evidence assessment and reimbursement in the United States. Journal of Medical Internet Research, 18(12).

Wang, Tze-Fang; Shi, Leiyu; Nie, Xiaoyu; Zhu, Jinsheng. (2013). Race/ethnicity, insurance, income and access to care: The influence of health status. International Journal for Equity in Health, 12(1), p.29

Activity Lesson Plan

TITLE: Activity Plans Assignment
Introduction: The success of a literacy program depends on how well it is planned, organized, implemented and managed. This assignment will focus on planning experiences for children at each stage of literacy development with adaptations for all children with consideration of community resources.The Assignment:Choose 2 picture books(Toddler and Preschool). Design an instructional activity to use with the book and children. Reference all 3 different Subdomains, at least 2 Goals from each subdomain, and at least 2 Developmental Indicators from each goal from Language Development and Communication (LDC) in North Carolina Foundations for Early Learning and Development that support each of your books. The activities MUST be developmentally appropriate and encourage active exploration of materials and ideas. For the most part, the children should be able to do the activity with minimal guidance from their teachers, although teachers should interact with children, asking questions to encourage exploration, curiosity, problem solving, language development and deeper thinking. Dittos/coloring sheets, flash cards, product oriented projects, etc. will not be considered developmentally appropriate activities. The activities should be open-ended, encourage exploration, discovery, creativity and allow the children to build their own knowledge. These should also be planned for individual or small groups of children.Grading Criteria

  1. Title of activity, and age of children (toddler or preschool)- 10 points
  2. Subdomain, goals and indicators listed- 14 points
  3. Subdomains, goals or developmental indicators from the appropriate standard course of study for each activity is listed. The standard is related to the area of development and the activity- 14 points
  4. All materials listed to perform the activity- 14 points
  5. Activity is designed for individual or small groups of children, procedures for completing the activity are clear, the activity is child directed, and open-ended questions are included- 20 points
  6. Method of documentation of children’s progress (assessment) listed and developmentally appropriate for measuring the indicators chosen for the activity- 14 points
  7. 3 meaningful suggestions for families to observe their children’s progress towards meeting the developmental indicator- 14 points

The assignment is graded on a 100 point scale.The attached rubric  will guide you as to how your plans will be graded.  Be sure to look over this rubric for details.  Resources
All previous text book and reading resources to include articles that have read and summarized.

DPI Project – Proposal Defense PowerPoint and Call Presentation

I need you to help me create a PowerPoint Presentation for my DNP-DPI Project. Please use my attached project to develop the PowerPoints with solid Speaker’s Notes. Please, follow and use only and exactly the attached PowerPoint Template, 

In this topic, you will participate with your full DPI committee in the DPI Project Proposal Defense call. This meeting requires that you present your revised DPI Project Proposal live in PowerPoint form as it stands at this time.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Locate the “DNP Project Proposal Defense Template” in the DNP 960 folder in the DNP Practice Immersion (PI) Workspace area of the DC Network. (PROJECT AND TEMPLATE ATTACHED)

· While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.

· You are required to submit this assignment to LopesWrite.

Directions:

1. Using the “DNP Project Proposal Oral Defense Template” as your guide, create a PowerPoint presentation of your DPI Project Proposal, to be used during your DPI Project Proposal Defense call.

2. Present the revised Project Proposal PowerPoint to your full DPI committee.

3. Submit the completed PowerPoint presentation to your DPI chairperson.

You are required to complete your assignment using real-world application. Real-world application requires the use of current evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

advanced patho PP

1.  Case Study Power Point Presentation

Based on your readings throughout the course, choose a disorder/disease from your text and develop a power point presentation. The presentation must include:

An introduction, incidence, prevalence (include to a global perspective), pathophysiology of the disease/disorder to the cellular level, existing prevention and therapeutic measures, current or future research relevant to the disorder/disease. The presentation must specifically address how this disorder/disease impacts ONE of the following age groups: infant/child, adult, or elderly. 

This presentation should be no more than 20 slides (excluding title and reference slide(s)). APA 7th ed. is required. A minimum of 4 current (within 5-7 yrs) references excluding your text is required. Refer to the Grading Rubric for Written PowerPoint Presentations. 

Criteria 

Topic Description: Introduction, incidence, prevalence (include to a global perspective), pathophysiology of the disease/disorder to the cellular level, existing prevention and therapeutic measures, current or future research relevant to the disorder/disease.

Application of disorder/disease: Specific to age group.

References: Use of 4 scientific references (excluding text). References must be current, within 5-7 years. 

Other Criteria: Length not to exceed 20 slides  (excluding title and reference slides). APA 7th ed. format required. Your PowerPoint should utilize graphics including but not limited to images, graphs, tables, etc. You may also audio record or voice over to provide an explanation of a slide. 

32 flights must land at, be serviced by, and take off from, an airport. All flights that

 

32 flights must land at, be serviced by, and take off from, an airport. All flights that approach the airport go to a 20,000 holding pattern, which can accomodate all of the flights simultaneously. However, as they approach to land, they go thru 4 different flight areas. Each flight area can hold its own maximum number of flights, and must be visited in the given order:

Flight Area:Number of
simultaneous flights:10000 ft holding pattern3Landing Runway1Terminal4Take off Runway1

Note: some flight areas can hold multiple flights. Therefore, we do not want to lock the flight area. Rather, we want to lock the enter()-ing and leave()-ing of the flight area.

You must:

Make main() create NUM_FLIGHTS pthreads. Each pthread will run fly() given the address of one of the NUM_FLIGHTS instances of Flight in array flights[]. Afterwards, main()should wait for all NUM_FLIGHTS pthreads. Because fly() does not return any meaningful value, the second argument to pthread_join() can just be NULL.

Write void* fly (void* vPtr). fly() must cast the incoming vPtr to a pointer of type Flight, then run method doFlight() on that Flight instance. (You can say something like oHare.doFlight(*flightPtr)) Finally, it should return NULL

Finish the enter() method of class FlightArea. Do not disturb the code that is already there, but make it thread safe by locking the method as you begin, unlocking it as you leave, and waiting if the FlightArea is full.

Finish the leave() method of class FlightArea. Again, do not disturb the code that is already there, but make it thread safe by locking the method as you begin, unlocking it as you leave, and signalling that another Flight may enter.

Of course you may have add member variables to class FlightArea, and initialize and kill them in the constructor and destructor respectively.

The program:

/*-------------------------------------------------------------------------*
*---                                                                   ---*
*---           airport.cpp                                             ---*
*---                                                                   ---*
*---       This program simulates the approach, landing, servicing,    ---*
*---   and taking off of several flights.  Each flight is in its own   ---*
*---   thread, and is to be handled in a thread-safe fashion.          ---*
*---                                                                   ---*
*---   ----    ----    ----    ----    ----    ----    ----    ----    ---*
*---                                                                   ---*
*---   Version 1.0             2018 August 1           Joseph Phillips ---*
*---                                                                   ---*
*-------------------------------------------------------------------------*/

//
//      Compile with:   g++ airport.cpp -o airport -lpthread
//

#include        <cstdlib>
#include        <cstdio>
#include        <string>
#include        <iostream>
#include        <pthread.h>
#include        <queue>

using namespace std;

//  PURPOSE:  To hold the names of the various airlines
const char*     AIRLINE_NAME_ARRAY[]
                               = {"Air No Cares",
                                  "Fly-By-Nite",
                                  "Pterodactyl",
                                  "SwineAir",
                                  "Flying Toaster",
                                  "Do You Dare Air",
                                  "Air Montgolfier",
                                  "Luft Zeppelin"
                                 };

//  PURPOSE:  To tell how many elements are in array 'AIRLINE_NAME_ARRAY[]'.
const int       NUM_AIRLINES    = sizeof(AIRLINE_NAME_ARRAY)
                                 / sizeof(const char*);

//  PURPOSE:  To tell how many Flight instances need to be serviced.
const int       NUM_FLIGHTS     = 32;

//  PURPOSE:  To represent instances of a flight.
class   Flight
{
 //  I.  Member vars:
 //  PURPOSE:  To tell the name of flight.
 string                        name_;

 //  II.  Disallowed auto-generated methods:

protected :
 //  III.  Protected methods:

public :
 //  IV.  Constructor(s), assignment op(s), factory(s) and destructor:
 //  PURPOSE:  To randomly generate a flight.  No parameters.  No return value.
 Flight                        ()
 {
   char text[64];

   snprintf(text,64,"%s %d",
            AIRLINE_NAME_ARRAY[rand() % NUM_AIRLINES],
            (rand() % 9999)+1
           );
   name_       = text;
 }

 //  PURPOSE:  To make '*this' a copy of 'source'.  No return value.
 Flight                        (const Flight&      source
                               ) :
                               name_(source.getName())
                               { }
 
 //  PURPOSE:  To release the resources of '*this', make '*this' a copy of
 //    'source', and return a reference to '*this'.  No return value.
 Flight&   operator=       (const Flight&      source
                               )
 {
   //  I.  Application validity check:
   if  (this == &source)
     return(*this);

   //  II.  Release resources:

   //  III.  Copy 'source':
   name_       = source.getName();

   //  IV.  Finished:
   return(*this);
 }

 //  PURPOSE:  To release the resources of '*this'.  No parameters.  No return
 //    value.
 ~Flight                       ()
 {
 }

 //  V.  Accessors:
 //  PURPOSE:  To return the name of the Flight.
 const string&     getName         ()
                               const
                               {
                                 return(name_);
                               }

};

//  PURPOSE:  To output Flight instance 'flight' to 'os'.  Returns reference to
//      'os'.
ostream&    operator<<        (ostream&   os,
                                const Flight&      flight
                               )
{
 os << flight.getName();
 return(os);
}

//  PURPOSE:  To represent the various places that a limited number of Flight
//      instances could be.
typedef enum
       {
         HOLDING_PATTERN_FLIGHT_AREA,
         LANDING_RUNWAY_FLIGHT_AREA,
         TERMINAL_FLIGHT_AREA,
         TAKE_OFF_RUNWAY_FLIGHT_AREA
       }
       flightArea_t;

//  PURPOSE:  To represent the various places that a limited number of Flight
//      instances could be.
class   FlightArea
{
 //  I.  Member vars:
 //  PURPOSE:  To tell what type of flight area this is.
 flightArea_t                  type_;

 //  PURPOSE:  To tell the capacity.
 int                           capacity_;

 //  PURPOSE:  To hold pointers to the Flight instances.
 queue<Flight>                   flightQueue_;

 // YOUR CODE HERE:

 //  II.  Disallowed auto-generated methods:
 //  No default constructor:
 FlightArea                    ();

 //  No copy constructor:
 FlightArea                    (const FlightArea&
                               );

 //  No copy assignment op:
 FlightArea&       operator=       (const FlightArea&
                               );

protected :
 //  III.  Protected methods:
 //  PURPOSE:  To return the name of '*this' FlightArea.  No parameters.
 string        getName         ()
                               const
 {
   const char* cPtr;

   switch  (type_)
   {
   case HOLDING_PATTERN_FLIGHT_AREA :
     cPtr      = "holding pattern";
     break;
   case LANDING_RUNWAY_FLIGHT_AREA :
     cPtr      = "landing runway";
     break;
   case TERMINAL_FLIGHT_AREA :
     cPtr      = "terminal";
     break;
   case TAKE_OFF_RUNWAY_FLIGHT_AREA :
     cPtr      = "take-off runway";
     break;
   }

   return(string(cPtr));
 }

 //  PURPOSE:  To return the text when a Flight should stay out while it is
 //    waiting to enter '*this' FlightArea.  No parameters.
 string        getHoldText     ()
                               const
 {
   const char* cPtr;

   switch  (type_)
   {
   case HOLDING_PATTERN_FLIGHT_AREA :
     cPtr      = "stay in the 20,000 foot holding pattern";
     break;
   case LANDING_RUNWAY_FLIGHT_AREA :
     cPtr      = "stay in the 10,000 foot holding pattern";
     break;
   case TERMINAL_FLIGHT_AREA :
     cPtr      = "stay in one the landing runway";
     break;
   case TAKE_OFF_RUNWAY_FLIGHT_AREA :
     cPtr      = "stay at the terminal";
     break;
   }

   return(string(cPtr));
 }

 //  PURPOSE:  To return the text when a Flight may enter '*this' FlightArea.
 //    No parameters.
 string        getEnterText    ()
                               const
 {
   const char* cPtr;

   switch  (type_)
   {
   case HOLDING_PATTERN_FLIGHT_AREA :
     cPtr      = "enter the holding pattern";
     break;
   case LANDING_RUNWAY_FLIGHT_AREA :
     cPtr      = "land";
     break;
   case TERMINAL_FLIGHT_AREA :
     cPtr      = "taxi to the terminal";
     break;
   case TAKE_OFF_RUNWAY_FLIGHT_AREA :
     cPtr      = "take off";
     break;
   }

   return(string(cPtr));
 }

 //  PURPOSE:  To return the text when a Flight should leave '*this'
 //    FlightArea.  No parameters.
 string        getLeaveText    ()
                               const
 {
   const char* cPtr;

   switch  (type_)
   {
   case HOLDING_PATTERN_FLIGHT_AREA :
     cPtr      = "make your final approach";
     break;
   case LANDING_RUNWAY_FLIGHT_AREA :
     cPtr      = "clear the runway for other flights";
     break;
   case TERMINAL_FLIGHT_AREA :
     cPtr      = "refuel safely";
     break;
   case TAKE_OFF_RUNWAY_FLIGHT_AREA :
     cPtr      = "have a safe flight";
     break;
   }

   return(string(cPtr));
 }

public :
 //  IV.  Constructor(s), assignment op(s), factory(s) and destructor:
 //  PURPOSE:  To initialize '*this' FlightArea to have type 'newType' and
 //    to be allowed to hold 'newCapacity' simultaneous Flight instances.  No
 //    return value.
 FlightArea                    (flightArea_t   newType,
                                int            newCapacity
                               ) :
                               type_(newType),
                               capacity_(newCapacity),
                               flightQueue_()
 {
   // YOUR CODE HERE:
 }

 //  PURPOSE:  To release the resources of '*this'.  No parameters.  No return
 //    value.
 ~FlightArea                   ()
 {
   // YOUR CODE HERE:
 }

 //  V.  Accessors:
 //  PURPOSE:  To return 'true' if '*this' FlightArea is full with Flight
 //    instances, or 'false' otherwise.
 bool          isFull          ()
                               const
                               {
                                 return(flightQueue_.size() == capacity_);
                               }
 //  VI.  Mutators:

 //  VII.  Methods that do main and misc. work of class:
 //  PURPOSE:  To let Flight 'flight' begin to enter '*this' FlightArea.  No
 //    return value.
 void          enter           (const Flight&              flight
                               )
 {
   // YOUR CODE IN HERE, SOMEWHERE:

   while  ( isFull() )
   {
     cout << "Air Traffic Control: "Flight "" << flight

PPT 3

Utilize simple hypothesis testing procedures and standard statistical diagnostic tests to evaluate the appropriateness of linear regression models’ specification, goodness of fit, and to test for significances of estimated coefficients of the models

For the applied assignment, please submit a 5-6 slide PPT (NOT including title page and references page) that includes the following parts: 

PART 1: Create a context: Introduce a real-world business situation or an imagined business scenario that may benefit from the models and procedures presented in the prior two weeks (Weeks 5 and 6 – see the objective stated in bold above). While creating the context, ask yourself: What business use cases may benefit from the quantitative methods offered last week and this week? Pick one. You can use Google or other search tools, or your own workplace experience, to create the context. Once you decide on the context, describe it clearly in your PPT presentation. Be sure to deliver all relevant information for the audience (in this case your instructor) to help him/her understand the context fully. 

Part 2: Show with examples  how  the “math” or quantitative methodology introduced in the prior two weeks relate to the business use case  you introduced. (e.g., does the math/methodology help to resolve a business problem?) Be specific in your description of how you can use the quantitative information in connection with the business case (your context) you described. Give examples. Use technical terminology when necessary. 

Part 3: Reflect on your learning by answering these questions: What changes have you observed  in your own learning or knowledge of math/quantitative methods as a result of the topics introduced in Weeks 5 and 6 of this course? What  did you find most valuable or useful for your MBA education and/or your current/future career. (As you articulate your thoughts for Part 3, be original: Do not repeat the business context or situation you described in Parts 1 and 2. Think beyond that context).

PULLING WEIGHT AT WORK

  1. Refer to the following Week 3 – Required Learning Activities:
    • Human Communication, Ch. 8
    • Managerial Communication, Ch. 4
    • Managerial Communication, Ch. 13
    • Managerial Communication, Ch. 14
    • Part A
      Think about a popular TV show you watch that focuses on small-group dynamics. This could be a popular TV drama, focused on the workplace, for example.

      Write, individually, a one-page reaction to the small-group dynamics demonstrated in the show. From a communication perspective, what went wrong? How could the members have handled the situation differently? Post your reaction for your team. Review and comment on the reactions of each team member. Identify common observations.

      Analyze, as a team, the small-group dynamics demonstrated in the videos by considering the following:

    • The scope and functions of the small group within the organization, such as idea generation, event planning, process or creation, evaluation, and quality control
    • The effectiveness of each member’s communication styles. What are the opportunities for improvement?
    • Part B

      Create a group training presentation based on the communication deficiencies displayed in the TV show you have selected. Your training plan may be in the format of your choice.

    • You may choose a 15- to 20-slide Microsoft® PowerPoint®  presentation with speaker notes or an equivalent multimedia program or technology application, such as video, audio, or web conferencing software.
    • Include the following in your group training presentation:
    • The communication skills the group must implement to become more effective
    • The roles each member must adopt to become more effective
    • The leadership skills the manager must demonstrate to become more effective
    • Appropriate managerial actions to mitigate communication obstacles
    • Conflict management strategies to encourage positive outcomes
    • Include a reference slidE

wk5Veal_skyDiscussion

 

Discussion: Connecting and Disconnecting Online

You connect online multiple times a day from emails, social media, and instant messages (IM) to virtual business meetings and conference calls. Today you can work on projects with people from around the globe-some you may never meet in person, but with whom you develop an online connection. How might the relationship with someone you met in person and online differ?

How do you find out about a person; how do you vet them from afar? Often you learn about someone from the information they post about themselves online in profiles on sites such as LinkedIn. Other times information is posted about the person by a third party or news service. Have you ever “googled” someone (searched their name on Google) when you first met them? If not, you might be surprised by the variety of information you can find once you zero in on the specific person you are looking for. Social and professional network profiles illustrate professional organizations, accomplishments, and job titles. Viewing profiles of people in your field may give you insights into job possibilities in your future.

Being a human in a technological world provides virtual options for work that did not exist before. Educational systems are grappling to prepare students for jobs that simply didn’t exist 20 years ago. Businesses and companies create virtual teams consist of individuals who live all over the United States and even the world. Knowledge work (online teaching, consulting at a distance, and many other professions) is often done without stepping foot in an office building. If you could design the perfect job for you, what would it look like?

Many adults are still trying to determine what they want to be “when they grow up.” You are taking the first step in creating a path to your new or improved career. Technology has created many new career options, but it has also created networks of support for professionals in their field or discipline. How will you leverage virtual connections to gain traction in your career? Have you considered virtual career development? What technology mastery would enhance your ability to compete in your field?

To prepare for the Discussion:

  • Search for yourself on a search engine of your choice and review the findings. Did anything surprise you?
  • Identify a working professional in the field you hope to enter one day. Google them or look on LinkedIn for their profile.
  • View the Meet your Faculty media piece to meet your Program Director.
  • View the Walden Career Center website.
Prompt A

How might professional social networking assist you in meeting your own goals and building mentor relationships? Use social media to find a working professional in the same field as you are hoping to enter or currently advancing within.  What things can you learn from their profile?  Are there things you would like to strive toward?  Do you have any new thoughts about the field or your own goals after looking through this virtual profile?

Based on the “How to find a career mentor more easily” resource, discuss a tip you could immediately implement to begin building mentor relationships.