Week 2 Discussion Response to Classmates

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I NEED THIS 12/12/2020 BY 1PM

Please no plagiarism and make sure you are able to access all resources on your own before you bid. You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that are current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Each classmate’s post is listed so please respond separately.

Read your classmates’ postings. Respond to your classmates’ postings.

  • Respond to all colleagues by reflecting on what you learned from your peer about determining the accuracy and reputability of a site. In addition, do you have any questions about the sites they chose?

1. Classmate (B. Par)

Web MD seems to be a more professional site compared to drugs.com. Their pro’s are that they’re page seems more organized and easier to navigate. They seem to have more reliable sources and they seem to be an entire better page altogether. They list the drugs at the bottom of the page too if you just want to scroll which drugs.com does not do. Drugs.com site seems to not be as “put together” as WebMD. WebMD seems to have more sponsor’s and more finances or something. Drugs.com does have similar information though but possibly more medications but I am not sure about that. Drugs.com does have a nice way to compare drugs which WebMD does not do. Drugs.com has all the information about side effects and about the medication that WebMD also has. It seems drugs.com gets their information from one place called IBM Watson and WebMD gets their information from multiple sources including urac, truste, tag, and hdn code. Drugs.com seems to provide more information on each drug as well. Both sites are peer reviewed and get information from accurate sources according to the sites. What was different about each medication was that they had similar tabs but drugs.com had more tabs such as side effects, interactions, FAQ, among more with drugs.com and WebMD had less information about each drug compared to drugs.com. Drugs.com is a site I have used in the past but I was not aware that WebMD also had a similar site and therefore, if I were to use one again I would use drugs.com even though WebMD is more pleasing to the eye, drugs.com is easier to navigate with its simplicity and provides more information for each drug.

2. Classmate (C. D-B)

Introduction

Sinacola, Peters-Strickland & Wyner (2020) states pharmacology provides basic information to assist with understanding of various medication, their action regarding their day-to-day use and practice. The discussion will address review and discuss the pros and cons of the medication search sites. Determine where the site gets the information. Explain what make the site academic and reputable.  Last, determine what was noticed differently from each site when the same medication information was entered

What are the pros and cons of each site?

The pros of each site are each can be early search with the link.  The Center of Disease Control and Prevention provided 142 results for diazepam. The National Institute of Mental Health link open to mental health medications overview. The list various medications by classification, for example: antipsychotics, anti-depressants, or stimulants. The CDC site provides less information. The opening page gives information on the Medication Safety programs.

What makes this site academic and reputable?

The NIMH provides research data, public health information, FDA reporting, brochures, and facts sheets.  The information is provided in English and Spanish.  The CDC site offers various safety measures, contact information 24/7. Both are academic and reconsidered trustworthy

What did you notice was different about each site when you entered the same medication (diazepam) into each?

Center of Disease Control and Prevention provided 142 results for diazepam. The National Institute of Mental Health: Mental Health Medications, automatically provided an example of the meaning. The site provides additional links to the crisis and needs; coordination specialty care for first episodes; Trastorno bipolar in Spanish and Brain imaging. Occasional anxiety is a normal part of life. You might worry about things like health, money, or family problems. But people with generalized anxiety disorder (GAD) feel extremely worried or feel nervous about these and other things—even when there is little or no reason to worry about them.

In conclusion the medications list website offers counselor various understanding of medications, their action mechanisms. The information assist professionals with day-to-day use and practices. Therefore, it is important to understand the effects medications have on the brain.  Counselor will stay informed by utilizing the medications site search to access the information requested and their professional confidence

References

Centers for Disease Control and Prevention (CDC): Medication Safety Program: https://www.cdc.gov/medicationsafety/index.html

National Institute of Mental Health: Mental Health Medications: https://www.nimh.nih.gov/health/topics/mental-health-medications/index.shtml

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

3. Classmate (K. Ros)

Pros and Cons of The National Institute of Mental Health (NIH) Website

           The first site that I chose, was the National Institute of Mental Health (NIH) site. There are many pros to this site. For instance, on the home page, you will see “Mental Health Information”. Information given includes an overview to medication such as their role in treating mental health disorders (National Institute of Mental Health, 2020). Next, is a brief overview of what to do once medication is prescribed to you, such as things to look for and what to do and what not to do. Then, there is an explanation on antidepressants and some of their side effects and how people may respond to them. After that, there is the same type of explanation for anti-anxiety, stimulant, anti-psychotic and mood stabilizer medications. This is all on the home page, making navigation simple and user friendly. There are also links to learn more and to explain the job of the FDA such as what they are responsible for and how to report any issues with product quality and/or serious side-effects. Links off to the side on the homepage include: a suicide hotline, suicide chat and a Veteran’s hotline. Special needs groups also have a link on the homepage. Special needs groups include children and adolescents, older adults and pregnant women. There are fact sheets and a link on how to find help. Lastly, the search bar makes it easy for a patient and counselor to search the website for what they need.

           I do not see many cons on this website. As a counselor, the website is packed full of information from overviews of a number of medications, to statistics and brochures. You can get to all of this information from the homepage; however, I can see where a client exploring the website could get overwhelmed by all of this information appearing at once.

Where Does the NIH Get Its Information From and is This Site Reputable?

           The NIH is the Lead Federal Agency for research on mental health disorders (NIH, 2020). The NIH conducts clinical research and collaborates with universities, medical centers and other institutions. The NIH consists of Intramural Investigations (IRP), which includes 40 research groups that conduct neuroscience research and clinical investigation of mental illnesses and brain function. The NIH is extremely reputable. The NIH is the largest biomedical research agency in the world. It is part of the U.S. Department of Health and Human Services (HHS). 

Pros and Cons of the Mayo Clinic’s Medication Research Website

           On the home page, there is drug and supplemental information listed. If you click on that link, medications will be listed in alphabetical order, which makes it easy to search what you are looking for, whether you are the counselor or client. Once you click on the medication that you are researching, there is a description of the medication, what do to before you start the medication, proper use of the medication, side effects and more (Mayo Foundation for Medical Education and Research, 2020). Some medication is listed on the home page which makes searching easier, along with a search bar up top. For clients, there is a link up top to request an appointment online, which is convenient. Other topics are also listed up top such as patient health and care.

           Some cons of this website include the fact that the counselor and client would have to do a lot of clicking in order to get where they need to be, on the website. Also, on the homepage, the medications that are listed, are not in alphabetical order. Lastly, there is a lot of information listed on the homepage. I feel the way that it is presented, could be overwhelming for some.

Where Does the Mayo Clinic Get Its Information From and is This Site Reputable?

           The Mayo Clinic gets its information from clinical trials and Mayo study teams. These study teams consist of investigators that use Mayo’s research core facilities so that therapies can move from lab to clinic (Mayo Foundation for Medical Education and Research, 2020). The investigators have strong experience in particular fields and the core facilities provide expert technical and consultative services to them. I believe that information on this website is reputable. Mayo Clinic’s quality dates back 150 years. In 2017, Mayo Clinic was named the best hospital in the country (Madson, 2017). More than 1.3 million patients seek its expertise per year.

Differences on Each Site When Searching for Medications

           When I search for “citalopram” on NIH’s site, the results include 5 pages. Each page contains different information. One page tells the reader what citalopram classifies as (Selective Serotonin Reuptake Inhibitor-SSRI). The next page, along with some others, explains what mental health issues, citalopram can help with. There are also pages including common question and answers, along with some pages in Spanish.

           When I conduct the same search on Mayo Clinic’s website, there are more than 5 pages of information. These pages include different information as well. For example, there is a page that talks about precautions, one that talks about proper use and one that explains side effects of the drug. One difference that I noticed is that when I searched for citalopram on this site, different studies were included in the results along with research on genomes. This site includes a lot of scientific research beneficial to Medical Professional and Universities.

Reference

Madson, R. (2017). Mayo clinic ranked top hospital nationwide by U.S. news & world report. Retrieved from https://newsnetwork.mayoclinic.org/discussion/mayo-clinic-ranked-top-hospital-nationwide-by-u-s-news-world-report/

Mayo Foundation for Medical Education and Research. (2020). Health information. Retrieved from https://www.mayo.edu/research/search/search-results?q=medications&topics=Drugs%20%26%20Supplements

National Institute of Mental Health. (2020). Mental health medications. Retrieved from https://www.nimh.nih.gov/health/topics/mental-health-medications/index.shtml

Required Resources

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

· Chapter 2, “Basic Neurobiology” 

· Chapter 3, “Psychopharmacology and Pharmacokinetics”

Document: Academic, Scientific, and Professional Sites for Researching Medications (Word Document)

Required Media

CrashCourse (2015, February 23). The nervous system, part 1: Crash Course A&P #8 [Video file]. Retrieved from https://youtu.be/qPix_X-9t7E

Note: The approximate length of this media piece is 11 minutes.

CrashCourse (2015, March 2). The nervous system, part 2 – Action! Potential: Crash Course A&P #9 [Video file]. Retrieved from https://youtu.be/OZG8M_ldA1M

Note: The approximate length of this media piece is 12 minutes

CrashCourse (2015, March 10). The nervous system, part 3 – Synapses!: Crash Course A&P #10 [Video file].  Retrieved from https://youtu.be/VitFvNvRIIY

Note: The approximate length of this media piece is 11 minutes.

Laureate Education (Producer). (2018). Assessing your instructor feedback [Video file]. Baltimore, MD: Author.

Note: The approximate length of this video is 4 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Optional Resources

Inside Science. (n.d.) Human. Retrieved June 11, 2019, from https://www.insidescience.org/human

Neuroscience News. (n.d.) Retrieved June 11, 2019, from https://neurosciencenews.com/

Scientific American. (n.d.) Mind. Retrieved June 11, 2019, from https://www.scientificamerican.com/mind/

Science Daily. (n.d.) Mind and brain news. Retrieved June 11, 2019, from https://www.sciencedaily.com/news/mind_brain/

ScienceNews. (n.d.) Retrieved June 11, 2019, from https://www.sciencenews.org

TED. (2013, January). David Anderson: Your brain is more than a bag of chemicals [Video file]. Retrieved from https://www.ted.com/talks/david_anderson_your_brain_is_more_than_a_bag_of_chemicals

Note: The approximate length of this media piece is 15 minutes.

TED. (2017, April). Rebecca Brachman: A new class of drug that could prevent depression and PTSD [Video File]. Retrieved from https://www.ted.com/talks/rebecca_brachman_a_new_class_of_drug_that_could_prevent_depression_and_ptsd

Note: The approximate length of this media piece is 5 minutes.

VPN Technologies and Security issues

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Instructions:

Prepare your article as below:

1. Go to the IEEE website and download the WORD template for the format. https://www.ieee.org/publications_standards/publications/authors/author_templates.html

2. Another link for the template: https://www.ieee.org/publications_standards/publications/journmag/ieee_tj_template_17.pdf

3. Read and familiarize yourself with the instructions carefully.

4. Prepare a paper using the IEEE format and the example attached. Follow the template if there are any confusions. Also, refer to the link below to have ideas how to start (see section 6). (https://www.ieee.org/publications_standards/publications/authors/author_guide_interactive.pdf)

5. Complete the assignment (minimum 5 and maximum 8 pages) including all the sections below. The number of words will be counted thoroughly and you must keep the minimum number of words to avoid any penalties.

· Title  (maximum 15 words)

· Abstract  (200 – 250 words)

· Introduction  (500 – 1000 words)

· Literature Review  (500 – 1000 words)

· Main body  (1000 – 1500 words)

· Conclusion  (200 – 300 words)

· Future Works  (150 – 300 words)

· References  (minimum 10 references)

6. The article must be a ‘Review’[1] article including at least 5 references and not more than 25.

7. Strictly follow the IEEE reference format for in-body citations and the references section. 

8. See the attached files for guidance on how to prepare a review paper. You can also find thorough instructions from IEEE and the Internet.

9. Contents must include:

· History and background of the topic

· What are the challenges and drawbacks, what solutions and workouts they found

· Possible options (solutions) and future research areas proposed

· Scopes of topic, progress of developments such as requirements, benchmarking, purposes & objectives, stakeholders, owners, roles and responsibilities where applicable.

· Flowchart

· Include a minimum of two (2) figures to show the overall concept and summarized overview of the topic from the review of minimum 10 – 15 (but not limited to) papers.

· Include a couple of tables to summarize the result of findings

· How each organization approaches, initiates, develops procedures and ownerships, and what results they got, and how it affected their businesses.

· What you conclude in terms of the topic/solutions to implement in an organization. Consider other aspects to include for a good review paper.

    

[1]See http://www.editage.com/insights/6-article-types-that-journals-publish-a-guide-for-early-career-researchers

Wk3 DQ – Financial Management

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Discussion Question 3 – CLO 1, CLO 2, CLO 3, CLO 4, CLO 5

Please answer each of the following questions in detail and provide in-text citations in support of your argument. Include examples whenever applicable. Make sure to provide examples for each of the questions below.

  1. Define and discuss the time value of money in the context of compounding interest.
  2. Explain what an annuity is and what are the two most common types of annuity. Explain how the present value and future value of an annuity is determined.
  3. Extend the notion of compounding mentioned in your answer to part “a” above to general situations where compounding is induced by growth, inflation, or deflation. 

 

Note:

1. Define the words in your own words. Do not directly quote from the textbook.

2. Need to write at least 3 paragraphs

3. Need to include the information from the textbook as the reference.

4. Need to include at least 2 peer-reviewed articles as the reference.

5. Need to provide examples whenever applicable.

6. Please find the related PowerPoint and textbook in the attachment. 

7. Please answer each of the following questions in detail and provide in-text citations in support of your argument. Include examples whenever applicable.

8. Please find the Course Learning Outcome list of this course in the attachment 

Textbook Information:

Ross, S. A., Westerfield, R. W., & Jordan, R. D. (2018). Fundamentals of corporate finance (12th ed.). McGraw-Hill

ISBN: 9781259918957

Week 2 Discussion

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Active Engagement

Supporting Lecture:

Review the following lecture:

  •  Effective Assessment

Before beginning work on this discussion forum, please review the link Doing Discussion Questions Right, the expanded grading rubric for the forum, and any specific instructions for this topic.

As mentioned earlier, active engagement from students and faculty in the assessment process often relies on satisfaction of the three Rs (responsibility, resources, and reward).

From the bullet point list below, select one topic for which you will lead the discussion in the forum this week. Early in the week, reserve your selected topic by posting your response (reservation post) to the Discussion Area, identifying your topic in the subject line. Be specific about your topic so that someone else could select the same bullet point and focus his or her post differently. By the due date assigned, research your topic and start a scholarly conversation as you respond with your initial or primary post to your own reservation post in the Discussion Area. Make sure your response does not duplicate your colleagues’ responses.

  • Compare the responsibility of students versus faculty in the assessment process.
  • Compare the resources required by students versus faculty in the assessment process.
  • Compare the rewards appropriate for students versus faculty in the assessment process.

Additionally, provide a brief paragraph describing a personal or professional experience where you chose to engage in a specific activity. Explain how that experience impacted your understanding of the material this week.

As the beginning of a scholarly conversation, your initial post should be:

  • Succinct—no more than 500 words.
  • Provocative—use concepts and combinations of concepts from the readings to propose relationships, causes, and/or consequences that inspire others to engage (inquire, learn). In other words, take a scholarly stand.
  • Supported—scholarly conversations are more than opinions. Ideas, statements, and conclusions are supported by clear research and citations from course materials as well as other credible, peer-reviewed resources.

******** Please include citations to justify your premises. The general rule is one citation per paragraph. 

******** Cite from your course text in addition to outside/relevant scholarly resources.

Health Promotion: Prevention of Disease Case Study

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Instructions: Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA format. 

CASE STUDY: Active Labor: Susan Wong 

Mrs. Wong, a first-time mother, is admitted to the birthing suite in early labor after spontaneous rupture of membranes at home. She is at 38 weeks of gestation with a history of abnormal alpha-fetoprotein levels at 16 weeks of pregnancy. 

She was scheduled for ultrasonography to visualize the fetus to rule out an open spinal defect or Down syndrome, but never followed through. Mrs. Wong and her husband disagreed about what to do (keep or terminate the pregnancy) if the ultrasonography indicated a spinal problem, so they felt they did not want this information. 

Reflective Questions 

1. As the nurse, what priority data would you collect from this couple to help define relevant interventions to meet their needs? 

2. How can you help this couple if they experience a negative outcome in the birthing suite? What are your personal views on terminating or continuing a pregnancy with a risk of a potential anomaly? What factors may influence your views? 

3. With the influence of the recent Human Genome Project and the possibility of predicting open spinal defects earlier in pregnancy, how will maternity care change in the future?

Supporting Document 2: Resistance Risk Mitigation Intervention Table

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Supporting Document 2: Resistance Risk Mitigation Intervention Table

Overview

Using the same scenario from Identifying the Organizational Learning Issue, you realize that transitioning your organization to a learning environment may not be as easy as first imagined. You have encountered several resistance issues relating to the culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You decide to gather a decision-making team to assist in identifying the high or moderate resistance risks that may stop or slow down the process of this transition. The decision-making team must also recommend some mitigation intervention to lower the identified resistance risks to either moderate or low. For example, a high resistance risk can become moderate or low and moderate resistance risk can become low.

Your final product will be a table that identifies five issues related to the organization’s culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You must also provide a description of each resistance issue and rate the resistance risk before the mitigation intervention as either High (H) or Moderate (M). Then, you must provide a description of your team’s mitigation intervention and determine the resistance risk’s downgrade from High (H) to Moderate (M) or Low (L) and/or Moderate (M) to Low (L) after the mitigation intervention.
 

Instructions

Create a table in which you:

  1. Determine one challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Next, recommend one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  2. Predict one psychological learning threat that may result from the transition and then provide one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  3. Assess the current organization structure as it relates to the free flow of knowledge, then specify one issue that may cause a major resistance to the transition. Provide one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  4. Critique the workforce commitment to this transition and predict one major resistance you may encounter. Next, provide a mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  5. Propose one dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (that is, motivating the recipient to share knowledge). Next, provide one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
  6. Use the Resistance Risk Mitigation Intervention Table template located here. You may also use Microsoft Word or other equivalent software to create a table in an equivalent format for this supporting document.

CONFLICT & NEGOTIATION

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I need these assignments in 150 words each. Please provide references for each assignment. No Plagiarism

                                                                            MODULE 1

DQ1

Explain how conflict management depends on a study of interpersonal communication. Why should we study conflict?

DQ2

What contexts seem to be most prone to conflict and why?

How does context affect conflict? Is conflict a normal way of communicating with others? Why?

STUDY MATERIALS

Read Chapter 1 & 2 of the Book Interpersonal Conflict.

Read “Reading Relationships, But Seeing Betrayal: Impact of Relational Health Schemas on Processing of Interpersonal Conflict,” by Douglas, Binder, Kajos, Hyde, and Li, from the Journal of Social & Clinical Psychology (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1445793094?accountid=7374

Read “Conflict — A Permanent Coordinate of Existence,” by Popescu and Vasilescu, from Proceedings of the Scientific Conference AFASES (2012).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=90477001&site=ehost-live&scope=site

Read: “Choosing Conflict Resolution by Culture,” by Sadri, from Industrial Management (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1445477644?accountid=7374

View “Managing Conflict Resolution.”

URL:https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=42092

Read: “Conceptualizing the Construct of Interpersonal Conflict,” by Barki and Hartwick, from the International Journal of Conflict Management (2004).

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Read “Intraorganizational Conflict Within Advertising Agencies,” by De Gregorio, Cheong, and Kim, from Journal of Advertising (2012).

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                                                                          MODULE 2

DQ1

What are the different types of goals? How do they overlap and influence each other?

DQ2

How do different interests lead to conflict? 

STUDY MATERIALS

Read Chapter 3 of the Book Interpersonal Conflict.

Read “Responses to Refusals of Requests: Face Threat and Persistence, Persuasion and Forgiving Statements,” by Johnson, Roloff, and Riffee, from Communication Quarterly (2004).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/216487265?accountid=7374

Read “The Effects of Conflict Types, Dimensions, and Emergent States on Group Outcomes,” by Jehn, Greer, Levine, and Szulanski, from Group Decision & Negotiation (2008).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=37350760&site=ehost-live&scope=site

Read “A Preliminary Survey of Interpersonal Conflict at Major Games and Championships,” by Mellalieu, Shearer, and Shearer, from Sport Psychologist (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=s3h&AN=88379623&site=ehost-live&scope=site

 Read “When Conflicts Are Good: Nonconscious Goal Conflicts Reduce Confirmatory Thinking,” by Kleiman and Hassin, from the Journal of Personality and Social Psychology (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2013-24952-001&site=ehost-live&scope=site

 

                                                                                      MODULE 3

DQ1

How does power influence our conflicts? Is power an either/or concept in our relationships? Explain.

DQ2

Using an example from your life, explain how the characteristics of a healthy system according to systems theory can help you identify and change elements of that scenario to a healthier system.

STUDY MATERIALS

Read Chapters 5 and 7 of the Book Interpersonal Conflict.

Read: “Leadership Styles & Conflict Management Styles of Executives,” by Limbare, from Indian Journal of Industrial Relations (2012).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=83403386&site=ehost-live&scope=site

 Read “An Exploratory Study Into the Causes of Conflict and the Effect of Conflict Management Style on Outcome in a Competitive Workplace,” by Zia and Syed, from the Journal of Managerial Sciences (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=92948285&site=ehost-live&scope=site

Read “Conflict Resolution Styles in the Nursing Profession,” by Losa Iglesias and De Bengoa Vallejo, from Contemporary Nurse: A Journal for the Australian Nursing Profession (2012).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1314752911?accountid=7374

Read “Moderating Role of Personality Traits on Emotional Intelligence and Conflict Management Styles,” by Bao-Yiann and Chun-Chi, from Psychological Reports (2012).

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Read “The Relationship Between Interpersonal Conflicts and Personality Traits in Friendship Between Mothers Rearing Little Children,” by Michiko and Yoko, from the Japanese Journal of Personality (2013).

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Read “Intercultural Conflicts Between Close Friends: A Case Study of Power Relations in Continuing Education in Saudi Arabia,” by Glowacki-Dudka, Usman, and Treff, from Convergence (2008).

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                                                                                     MODULE 4

DQ1

What does it mean to have a conflict style? How does culture influence our conflict style? Provide at least three examples.

DQ2

How does power influence our conflicts? Is power an either or concept in our relationships? Explain.

STUDY MATERIALS

Read Chapter 4 of the Book Interpersonal Conflict.

Read “Power Balance and Staff Conflict in Correctional Institutions,” by Zald, from Administrative Science Quarterly (1962).

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Read “Navigating Power, Control, and Being Nice: Aggression in Adolescent Girls’ Friendships,” by Crothers, Field, and Kolbert, from the Journal of Counseling & Development (2005).

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 Read “The Early Stages of Workplace Bullying and How It Becomes Prolonged: The Role of Culture in Predicting Target Responses,” by Samnani, from Journal of Business Ethics (2013).

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Read: “Interpersonal Conflict Handling Styles: A Collectivist Co-workers’ Perspective on Its Causes and Effects,” by Iqbal and Afsheen, from Pakistan Journal of Psychological Research (2013).

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Read “Perceived Power and Physical Violence in Marital Conflict,” by Sagrestano, Heavey, and Christensen, from the Journal of Social Issues (1999).

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                                                                                   MODULE 5

DQ1

Why would one want to be in mid-range of emotional expression? What happens when you express more extreme emotions?

DQ2

What are feeling words? How do feeling words help us to constructively express conflict? 

STUDY MATERIALS

Read Chapter 6 of the Book Interpersonal Conflict.

Review “The Team That Wasn’t,” by Wetlaufer, from the Harvard Business Review (1994).

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Read “Exploring the Role of Emotion in Conflict Transformation,” by Jameson, Bodtker, Porch, and Jordan, from Conflict Resolution Quarterly (2009).

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 Read “Can Conflict Be Energizing? A Study of Task Conflict, Positive Emotions, and Job Satisfaction,” by Todorova, Bear, and Weingart, from the Journal of Applied Psychology (2014).

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 Read “Emotion Regulation Predicts Marital Satisfaction: More Than a Wives’ Tale,” by Bloch, Haase, and Levenson, from Emotion (2013).

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Read “Emotion Dysregulation in the Intergenerational Transmission of Romantic Relationship Conflict,” by Kim, Pears, Capaldi, and Owen, from the Journal of Family Psychology (2009).

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View “Psychology Media Suite.”

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                                                                           MODULE 6

DQ1

How do you know when to solicit help from a third party? What behaviors should one look for in their conflicts? How is formal intervention structured?  

DQ2

What is the place of negotiation in everyday life?

STUDY MATERIALS

Read Chapters 8 and 9 of the Book Interpersonal Conflict.

Read “Mediation: An Intervention Strategy for Counselors,” by Messing, from the Journal of Counseling & Development (1993).

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Read “A Little Help From Our Friends: Informal Third Parties and Interpersonal Conflict,” by Eaton and Sanders, from Personal Relationships (2012).

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 Read “Mediation and Conflict Management — Creative Strategy Towards Sustainable Development of the Society,” by Spiroska, from the Journal of Sustainable Development (2014).

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 Read “Resolve Conflict Effectively,” by Manktelow & Birkinshaw, from  Mind Tools for Managers  (2018).

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 Read “Principled Negotiation Provides a Framework,” by Chou & Cooley, from  Communication Rx  (2018).

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 Read “Negotiating and Finalizing Your Job Offer,” by Louis, from  Mission Transition  (2019).

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Read “Principled Negotiation: An Evidence-Based Perspective,” by Hak & Sanders, from  Evidence-Based HRM  (2018).

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Read “Analytics Provides the Data, Leaders Negotiate the Truth,” by Light, from  CIO  (2016).

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 Read “What Negotiation Theory Tells Us About How the EU Has Handled Article 50,” by Usherwood, from  Political Insight  (2018).

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 Read “On the Other Side of the Table: Lessons Learned From Negotiations,” by Williams & Peters, from  Journal of Cases in Educational Leadership  (2018).

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 Read “Interest-Based Bargaining: An Alternative to Traditional Negotiations,” by Katz, Kochan, & Colvin, from An Introduction to U.S. Collective Bargaining and Labor Relations  (2017).

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Read “The Interest-Based Bargaining Story at the Federal Mediation and Conciliation Service,” by Barrett, from  Negotiation Journal  (2015).

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                                                                              MODULE 7

DQ1

In what way is forgiveness both intrapersonal and interpersonal? How might these aspects be woven together?

DQ2

Consider the concept of forgiveness and reconciliation. How do these concepts influence approaches to conflict and negotiation?

STUDY MATERIALS

Read Chapters 8 and 10 of the Book Interpersonal Conflict.

Read “Longitudinal Relations Between Forgiveness and Conflict Resolution in Marriage,” by Fincham, Beach, and Davila,” by Journal of Family Psychology (2007).

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Read “Promoting Forgiveness Toward Christians by LGBTQ Respondents Using Apology and Perspective-Taking,” by Jordan, Worthington Jr., and Sutton, from Journal of Psychology & Christianity (2013).

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 Read “An Investigation of Forgiveness-Seeking Communication and Relational Outcomes,” by Kelley and Waldron, from Communication Quarterly (2005).

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                                                                             MODULE 8

DQ1

Why is it important to study forgiveness and reconciliation as a part of interpersonal relationships? How do these concepts influence conflict and negotiation?

DQ2

How does one know if forgiveness has occurred? What behaviors (verbal and nonverbal) might occur?

STUDY MATERIALS

Review Chapter 10 of the Book Interpersonal Conflict.

 Read “Inter-Parental Conflict, Parent-Child Relationship Quality, and Adjustment in Christian Adolescents: Forgiveness as a Mediating Variable,” by Toussaint and Jorgensen, from the Journal of Psychology & Christianity (2008).

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Read “Predicting Forgiveness for an Interpersonal Offense Before and After Treatment: The Role of Religious Commitment, Religious Affiliation, and Trait Forgivingness,” by Wade, Meyer, Goldman, and Post, from the Journal of Psychology & Christianity (2008).

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Read “Balancing out (W)Right: Jesus’ theology of individual and corporate repentance and forgiveness in the Gospel of Luke” by Chatraw in Journal of the Evangelical Theological Society (2012). 

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 Read “Reflecting on Jesus’ teaching on forgiveness from a positive psychological perspective” by Scheffler in Hervormde Teologiese Studies (2015).

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Read “Hope as grounds for forgiveness: A Christian argument for universal, unconditional forgiveness” by Giannini in Journal of Religious Ethics (2017).

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What is the relationship to what Tocqueville called “democratic despotism?

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In this assignment, you have the opportunity to practice the citizenship skills of critical reading, writing, thinking, and political vision. Theme 4: Ideas About Equality and Liberty Do you see the biblical, republican, liberal, and democratic themes at work? How do these themes give different meanings to the terms “equality” and “liberty?” Where do you see a tension or even contradiction between liberty and equality? What is the relationship between democracy and equality in a liberal-democratic state? Social movements for equality such as Women’s Suffrage and Abolition. How do ideas associated with equality and liberty show up in movements for equality like Women’s Suffrage and Abolition? What is the role of backlash and countermovements in the name of state’s rights and/or individual liberty? What is the role of the principle of majority rule in social movement politics? What is the relationship to what Tocqueville called “democratic despotism?” Thematic analysis explores the meaning and significance of an important idea, concept, phenomenon, question or problem. It is inherently comparative, and you must draw on several course readings in order to properly analyze a theme. You must draw on a minimum of four required readings which were assigned after Thematic Analysis Paper 3. Do not use direct quotation. Put ideas in your own words and cite with page number. See the handout: “Guidelines to Writing Analysis Papers” posted on D2L. Write a two to three-page, double-spaced, thematic analysis. Do not attempt to address all the topics/questions under the theme. Instead, focus on the ideas of equality and liberty and bring in the other prompts as needed to complete your thematic analysis paper. Your analysis must be grounded in the class discussion and course readings with page numbers. Each analysis paper must incorporate an item from current events that supports or illustrates an argument you make in the paper. You may use the same article in your Facebook post. The current events article helps you link what you are learning in class to the real world of politics. This linkage between learning and reality is the basis of one’s political vision. Develop your political vision skills by using your current events article to frame your paper and to support your thesis or argument. In the final paragraph, practice your 21st century citizenship skills and reflect on (a) why your argument and/or thesis is meaningful to you and (b) why it is significant for contemporary American politics. Support your reflections with evidence drawn from this week’s readings, your current events article, and/or other course readings. Grading Rubric: Argument/Thesis (purpose statement; spelling/grammar) 20%  Evidence and Support (four readings and citations with page numbers) 20  Thematic Analysis 2 0  Current Events 20  Meaning and Significance 20

Signature Assignment: Net Present Value and Internal Rate of Return

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Assignment Content

  1. For this assignment,use this scenario:

    Using net present value and internal rate of return to evaluate investment opportunities Dwight Donovan the president of Donovan Enterprises, is considering two investment opportunities. Because of limited resources, he will be able to invest in only one of them. Project A is to purchase a machine that will enable factory automation; the machine is expected to have a useful life of four years and no salvage value. Project B supports a training program that will improve the skills of employees operating the current equipment. Initial cash expenditures for Project A are $400,000 and for Project B are $160,000. The annual expected cash inflows are $126,000 for Project A and $52,800 for Project B. Both investments are expected to provide cash flow benefits for the next four years. Donovan Enterprises desired rate of return is 8 percent.

    Read the scenario and complete the activity below.

    Use Excel®—showing all work and formulas—to compute the following:

    • Compute the net present value of each project.Round your computations to 2 decimal points.
    • Compute the approximate internal rate of return for each project. Round your rates to 6 decimal points
    • Create a PowerPoint® presentation showing the comparison of the net present value approach with the internal rate of return approach calculated above. Complete the following in your presentation:
    • Analyze the results of the net present value calculations and the significance of these results, supported with examples.
    • Determine which project should be adopted based on the net present value approach and provide rationale for your decision.
    • Analyze the results of the internal rate of return calculation and the significance of these results, supported with examples.
    • Determine which project should be adopted based on the internal rate of return approach and provide rationale for your decision.
    • Determine the preferred method in the given circumstances and provide reasoning and details to support the method selected.
    • Synthesize results of analyses and computations to determine the best investment opportunity to recommend to the president of Donovan Enterprises.
    • Cite references to support your assignment.

      Format your citations according to APA guidelines.

      Submit the Excel spreadsheet along with the presentation.

FLEXPATH PREP PLAN

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For this assessment, you will create a personal FlexPath Prep Plan. 

Remember that this plan is truly for you. Creating it will help you:

· Recognize the knowledge, skills, and strengths you bring to your FlexPath experience.

· Think about what you may need to change to succeed in FlexPath. 

· Create a realistic plan for fitting FlexPath course work into your life. 

· Prepare for your first meeting with your FlexPath coach.

· Begin your first academic course feeling prepared.

For each question below, think about what you know about yourself and consider what you have learned in orientation. Use this document and fill in the spaces. Answer each question as completely as possible, using complete sentences. You should be able to write at least 3–4 well-constructed sentences for each bullet point.

· Now that you have been through FlexPath orientation, what seems new and different about the FlexPath model, and what adjustments will you need to make to be successful in this model?

Are there things about the FlexPath model that may be a challenge for you, or that make you apprehensive?

     

   

Write your     response here.

· How will you schedule time in your already-busy life to complete the assessments and be successful in FlexPath?

What things might possibly interfere with your schedule and how will you address them?

  

   

Write your response here.

  

· What skills, knowledge, and strengths do you feel you bring to the FlexPath program?

How can use your skills, knowledge, and strengths to be successful in FlexPath?

  

   

Write your response here.

· What was the most important factor (cost savings, time to completion, self-directed) in your decision to enroll in FlexPath?

o How will that factor help you stay on track?

  

   

Write your response here.

· How will you use each of the resources below to help you be successful in your FlexPath courses?

o FlexPath Coach.

o FlexPath Faculty

o Capella Writing Center.

o Capella University Library.

o Progress Tracker.

o Academic Plan.

o Campus.

  

   

Write your response here.

· What questions would you like to discuss with your FlexPath Coach during your first call?

o Examples:

§ Subscription billing.

§ Planning courses.

§ Transfer credit.

§ Financial aid (or other types of tuition assistance).

§ Academic engagement.

§ Assessment feedback and resubmission.

§ Research and writing skills.

§ Taking time off.

§ Other.

  

   

Write your responses here.

When you have completed this assessment, save it as a Word document following the naming conventions listed in the assessment area in the courseroom. Attach the document to the assessment box and submit.