AS1

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Apply elementary mathematical concepts and quantitative methods in business decision making under certainty. 

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 “math” presented in the prior two weeks (Weeks 1 and 2 – 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 1 and 2 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).

week9 discussion reply 2

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As nurses, we have a unique perspective on healthcare. We are either the provider taking care of the patients in our facility, or we are on the other end of that spectrum as the patient. Having this knowledge allows us to provide valid information and data in regards to healthcare policy. Nurses should be involved in some fashion when it comes to policy and take an active role to advocate for the patients we care for. “The very foundation of professional nursing is rooted in the fundamental concern for the social, emotional, and physical needs of the poor and disadvantaged in society” (Williams, et. al., 2018, para. 2).

            There are several ways in which we can be more active in policy review. One way is to become more involved in local politics whether at the level of local government by becoming a member of city council or certain committees or taking on a leadership role in the facility in which we are employed (Brokaw, 2016).

            Another way to get involved at the state and federal level is to join a professional nursing organization. “These organizations often have lobbyists that bring nursing issues to Capitol Hill” (Brokaw, 2016, para. 6). If this is a bit overreaching given the level of involvement and other obligations, simply contacting  state representatives and voicing opinions on policies and providing evidence for or against the policy can at least bring attention to the issue at hand (Brokaw, 2016).

            There are many barriers to nurses’ involvement in policy review and politics in general. One very large barrier is lack of knowledge regarding the policy-making and review process. During my undergraduate degree, I did not have any classes that focused on policy. My community health class did not even touch on the subject. If more education were provided, perhaps the nursing voice might become a bit louder and real change might take place (Turale and Kunaviktikul, 2019).

            Another possible barrier to nurses in the world of policy and politics is the lack of support and time. With the current shortage of healthcare staff along with the stress levels and dissatisfaction in day-to-day nursing, we are lucky to make it through a 12-hour shift let alone find the time to get involved in activities outside of our main position (Turale and Kunaviktikul, 2019). Again, this comes down to education on the impact nurses and APRNs have on deciding what policies are crucial and need immediate attention, how to tailor these policies to fit the needs of all parties involved, and how to implement these policies.

Learning Journal/Python 1

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Create a Python dictionary that returns a list of values for each key. The key can be whatever type you want. 

Design the dictionary so that it could be useful for something meaningful to you. Create at least three different items in it. Invent the dictionary yourself. Do not copy the design or items from some other source. 

Next consider the invert_dict function from Section 11.5 of your textbook. 

# From Section 11.5 of: 
# Downey, A. (2015). Think Python: How to think like a computer scientist. Needham, Massachusetts: Green Tree Press. 

def invert_dict(d):
     inverse = dict()
     for key in d:
          val = d[key]
          if val not in inverse:
               inverse[val] = [key]
          else:
               inverse[val].append(key)
     return inverse 

Modify this function so that it can invert your dictionary. In particular, the function will need to turn each of the list items into separate keys in the inverted dictionary. 

Run your modified invert_dict function on your dictionary. Print the original dictionary and the inverted one. 

Include your Python program and the output in your Learning Journal submission. 

Describe what is useful about your dictionary. Then describe whether the inverted dictionary is useful or meaningful, and why. 

PART 2 

 

Describe how tuples can be useful with loops over lists and dictionaries, and give Python code examples. Create your own code examples. Do not copy them from the textbook or any other source. 

Your descriptions and examples should include the following: the zip function, the enumerate function, and the items method. 

SOCW 6121 Week 4 – Discussion: Confidentiality

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Discussion: Confidentiality

One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.

For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.

Provide a 400-word Discussion Post covering the following content, topics, and headings: 

–  Strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. 

– Describe how informed consent addresses confidentiality in a group setting. 

– How does confidentiality in a group differ from confidentiality in individual counseling?

–  Discuss how you would address a breach of confidentiality in the group.

Utilize the Learning Resource and Required Readings to provide at least four references and citations sourced only from the Learning Resources and Required Readings.

Learning Resources

Required Readings

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

  • “Working      With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

  • Chapter      11, “Task Groups: Foundation Methods” (pp. 336-363)
  • Chapter      12, “Task Groups: Specialized Methods” (pp. 364–395)

Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56(4), 455–476.

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

  • Chapter      1, “Introduction” (pp. 1–42)
  • Chapter      2, “Historical and Theoretical Developments” (pp. 45–66)

Required Media

Walden University. (n.d.). Cortez multimedia: A meeting of an interdisciplinary team. MSW Interactive Homepage [Multimedia file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 8 minutes.

Discussion: Generating Support for Evidence-Based Practices-6311-wk1D

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When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.

For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.

To prepare for this Discussion, review Levy Episode 2. Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.

Post (2 to 3 pages) an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it. Explain why you think this intervention is appropriate for Jake. Then provide an explanation for the supervisor regarding issues related to implementation. Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why. Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors. Be sure to include APA citations and references.  

Required Readings

Document: Substance Abuse and Mental Health Services Administration. (2009c). Family psychoeducation: Getting started with evidence-based practices. Retrieved from http://store.samhsa.gov/shin/content/SMA09-4423/GettingStarted-FP.pdf (PDF)
HHS Pub. No. SMA-09-4422, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2009.

Document: Substance Abuse and Mental Health Services Administration. (2009a). Family psychoeducation: Building your program. Retrieved from http://store.samhsa.gov/shin/content//SMA09-4423/BuildingYourProgram-FP.pdf (PDF)
HHS Pub. No. SMA-09-4422, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2009.

Document: Substance Abuse and Mental Health Services Administration. (2009e). Family psychoeducation: Training frontline staff. Retrieved from http://store.samhsa.gov/shin/content/SMA09-4423/TrainingFrontlineStaff-FP.pdf (PDF)
HHS Pub. No. SMA-09-4422, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2009.

Document: Substance Abuse and Mental Health Services Administration. (2009d). Family psychoeducation: The evidence. Retrieved from http://store.samhsa.gov/shin/content/SMA09-4423/TheEvidence-FP.pdf (PDF)
HHS Pub. No. SMA-09-4422, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2009.

Document: Substance Abuse and Mental Health Services Administration. (2009b). Family psychoeducation: Evaluating your program. Retrieved from http://store.samhsa.gov/shin/content/SMA09-4423/EvaluatingYourProgram-FP.pdf (PDF)
HHS Pub. No. SMA-09-4422, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2009.
Note: This may be helpful to you in later weeks when you develop a plan for evaluation.

Resources for Evidence-Based Practices

Promising Practices Network. (n. d.). Programs that work. Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7

Promising Practices Network. (n. d.). Research in brief. Retrieved November 12, 2013, from http://www.promisingpractices.net/issuebriefs.asp

Child Welfare Information Gateway. (n.d.). Evidence-based practice for child abuse prevention. Retrieved from https://www.childwelfare.gov/topics/preventing/evidence/

Substance Abuse and Mental Health Services Administration. (2012). A road map to implementing evidence-based programs. Retrieved from http://web.archive.org/web/20151010063916/http://www.nrepp.samhsa.gov/Courses/Implementations/resources/imp_course.pdf

(For review) Substance Abuse and Mental Health Services Administration. (2018). Evidence-based practices resource center. Retrieved from https://www.samhsa.gov/ebp-resource-center

The Campbell Collaboration. (n. d.). Retrieved October 8, 2013, from www.campbellcollaboration.org

PSYCHOLOGY 1

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Be sure you have reviewed the grading rubric for Discussion Boards. Remember there are minimum lengths and expectations of analysis and application of course concepts. You are expected to use the textbook as your first source and to cite in-text where you used the text information. A complete reference list is expected at the end of each discussion. You are expected to respond thoughtfully to at least one classmate (see the rubric and samples in the syllabus). Do not wait until the deadline to submit. You may get closed out and you will not have time to read what others have written and respond thoughtfully. Review the section under the Syllabus tab for sources you cannot use. 

In this unit we look at the criteria for determining what abnormal behavior is. Reread the criteria in Chapter 1 that we use to determine if behavior is abnormal. Next look at the following readings about culture and mental health.

Revisiting the Mutual Embeddedness
Sam, D. L., & Moreira, V. (2012). Revisiting the mutual embeddedness of culture and mentaliIllness. Online Readings in Psychology and Culture, 10(2). https://doi.org/10.9707/2307-0919.1078

Culture Counts
Office of the Surgeon General. (2001) Chapter 2: Culture counts: The influence of culture and society on mental illness. Mental Health: Culture, Race and Ethnicity. 

Reflect on the chapter in terms of the criteria, identifying at least one specific issue related to identifying abnormal behavior. What did you learn from reading these articles that you cannot previously contemplated?

The Social Network

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Synopsis: On a fall night in 2003, Harvard undergrad and computer programming genius Mark Zuckerberg sits down at his computer and heatedly begins working on a new idea. In a fury of blogging and programming, what begins in his dorm room soon becomes a global social network and a revolution in communication. A mere six years and 500 million friends later, Mark Zuckerberg is the youngest billionaire in history… but for this entrepreneur, success leads to both personal and legal complications.

Instruction: Watch this 2011 Oscar’s Best Writing for Adapted Screenplay feature movie on social media.

The movie The Social Network (2010) 

https://www.zxzj.me/video/641-1-1.html

 

Reflect on how the movie portrays Facebook and related characters. Discuss the following questions:

  1. What is the role of venture capital investor(s) in FB’s development? Please record any names of characters that you see from the movie who have made investment contributions to FB.
  2. Go to CrunchBase page on Facebook: https://www.crunchbase.com/organization/facebook and check out the information under “Financials”, share and report any new information you have learned about Facebook from this database.  
  3. Are you concerned with the amount of information Facebook (and any other similar digital giants) hold about our daily life, social interaction and behaviors and transactions? Should there be any regulations/ legal enforcements on social media sites regarding their collection and use of user information?  
  4. Take a moment to read through other students’ posts for this discussion thread and report one thing you learned (for this question, write under other students’ posts as comments).

CREATE YOUR OWN THEORY ASSIGNMENT & POWERPOINT.

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THIS IS TWO ASSIGNMENT , ONE IS A POWERPOINT AND A 5 page double space PAPER THAT RELATES TO THE POWERPOINT. ALL YOU HAVE TO DO IS CREATE YOUR OWN THEORY. POWERPOINT DUE 11/05 11PM EST , PAPER IS DUE DECEMBER 13TH .

POWERPOINT INSTRUCTIONS WILL BE ATTACTED BELOW, DO NOT FORGET A CITATIION PAGE FOR BOTH THE PAPER AND TH POWERPOINT. AND A DIAGRAM ON THE PAPER AND THE POWERPOINT AS WELL. YOU WILL HAVE TO FIND THREE THEORY THAT RELATES TO THE THEORY THAT  YOU CREATE. for example, social structure, social learning etc. Do not forget to put strength , weakness, theorist and definition of the three theories that relates. don’t forget to pick a criminal that relates to your theory as well. Once again PLEASE SEE ATTACTCHMENT BELOW.  

let me know if you have any additional questions 

This assignment is due December 11th that relates to all the information you included in the PowerPoint, please read instructions carefully .  You need a minimum of five sources . 

Summary:

This project requires you to study three theorists based on a research question that you select, identify the strengths and weaknesses of the base theories and develop your own theory.  YOUR WILL NEED TO DO ADDITIONAL RESEARCH ON YOUR THEORIES BEYOND THE TEXT AND ALSO ANSWER HOW THESE THEORIES APPLY TO ADULT OFFENDERS SPECIFICALLY.  IN ADDITION, YOU SHOULD WATCH ALL OF THE MOODLE VIDEOS ABOUT YOUR THEORY AND BE PREPARED.

This is a research paper assignment with a twist.  It requires you to research the information, develop your own original theory and then apply what you’ve learned using real life examples.

DON’T FORGET TO INCLUDE YOUR DIAGRAM IN YOUR PRESENTATION AND YOUR PAPER!!!

  1. Please submit a minimum of 5 paged double-spaced typed paper—12 Tahoma font.  Please cite all sources[1]. Grammar and sentence structure are important!  This assignment includes an individual paper and an individual PowerPoint or Prezi presentation. 
  2. This paper requires you to use three different theories as the basis for a new original theory created by you. You are must prepare an oral presentation.  There is a minimum of 7 slides not including the title page that lists the question, question number and your name and a works cited slide that lists your resources.  Your presentation and your paper should include an illustration created by you that graphically depicts your theory.
  3. The presentation requires you to discuss the theories and concepts that you are using as the basis of your theory and then analyze the validity of this construct. Why is your theory better?  For example, my theory is…based on the following three theorists.  I selected blank components from each of these theories and used them to form the blank theory.  In evaluating the blank offender or phenomenon, my theory when applied explains the behavior/phenomenon in the following way using the following features.  I conclude the following in the context of this offender …  The (blank) theory states that… I (Author) first developed this theory… in (year).  I (Author), while studying in, teaching in or working for (place) tested the theory in research studies or the theory remains untested. The genesis of the theory is…  Its major assumptions are…  Its strengths are…  Its weaknesses are …

Data collection Techniques

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  1. Background: As noted by Kirk (2019),  working with data, is one of the four stages of the visualization workflow.  According to Kirk (2019), “A dataset is a collection of data values upon which a visualization is based.” In this course, we will be using datasets that have already been collected for us – some cleaning has been done also. Data can be collected by various collection techniques.Reference: Kirk, Andy. Data Visualization: A Handbook for Data Driven Design (pp. 95 -117). SAGE Publications.Your Assignment:Write and submit a paper that summarizes 3 data collection techniques (Interviews, Surveys, Observations, Focus Groups, etc.). Compare and contrast the 3 data collection techniques you selected. Lastly, what collection techniques do you prefer and why?Your paper should be at least 2 pages (800 words), double-spaced, have at least 2 different APA references, and typed in an easy-to-read font in MS Word (other word processors are fine to use but save it in MS Word format). Your cover page should contain the following: Title, Student’s name, University’s name, Course name, Course number, Professor’s name, and Date. This is an individual assignment that must be accomplished by you alone. Please post your paper to ilearn NLT 6/11 – 10 pm EST. When you are ready to post, click the Res Wknd Data Collection Technique assignment link, then Either click the “Write Submission” link below and directly paste your document into this assignment box OR Browse your Computer and add the entire Microsoft Word document as an attachment (Mac users, please remember to append the “.docx” extension to the filename).
  2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

PICOT Formulation

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PICOT Formulation

As a practice scholar, the interdisciplinary team you are leading develops the below two practice questions in PICOT format to drive practice change.

Practice Question 1: Does motivational interviewing during a regularly scheduled well-child visit for children between 5-19 years with a BMI of 30 and above as compared to practice as usual, influence BMI, BP, quality of life, and daily physical activity over 8-10 weeks?

  • Identify the PICOT elements.
  • What are key search terms identified in the practice question?

Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.

  • What is the research-evidence based intervention addressed in the study?
  • What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
  • Is this practice question answerable within 8-10 weeks? Why or why not?

Practice Question 2: In the adult critical care population, does a research-based skin care integrity bundle, compared to standard care, influence the incidence of hospital-acquired pressure injuries over an 8-10 week time period?

  • Identify the PICOT elements.
  • What are key search terms identified in the practice question?

Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.

  • What is the research-evidence based intervention in the study?
  • What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
  • Is this practice question answerable within 8-10 weeks? Why or why not?