Accounting II#4

 I need one Word document containing responses for Parts I and II (two-page minimum) and   two Excel spreadsheets containing Natalie’s journal transactions from Part I   and the depreciation tables from Part II. Use the same Word document that you used to   record your Part I responses (one page in length), and add your responses for   the Part II questions (1–5), which should be one page in length. A minimum of 2 pages and the two excel spreadsheets filled out.  Read carefully and answer fully.

There are no resources required for this   assignment; however, your Word document should be formatted using APA Style.   

Cookie Creations (Chapters 9 and 10)

This assignment will focus on the Cookie   Creations case study from Chapter 9 (page 9-37) and Chapter 10 (page 10-42)   of your textbook. There are two parts to this assignment. Review the case   situations for each part (i.e., in each chapter), and then complete the   instructions.

Part I

One of Natalie’s friends, Curtis Lesperance,   runs a coffee shop where he sells specialty coffees and prepares and sells   muffins and cookies. He is eager to buy one of Natalie’s fine European   mixers, which would enable him to make larger batches of muffins and cookies.   However, Curtis cannot afford to pay for the mixer for at least 30 days. He   asks Natalie if she would be willing to sell him the mixer on credit.

Natalie comes to you for advice. She asks   you to address the questions below.

  1. Curtis has given me a set of his most recent        financial statements. What calculations should I do with the data from        these statements, and what questions should I ask him after I have        analyzed the statements? How will this information help me decide if I        should extend credit to Curtis?
  2. Is there an alternative other than extending credit        to Curtis for 30 days?
  3. I am thinking seriously about being able to have my        customers use credit cards. What are some of the advantages and        disadvantages of letting my customers pay by credit card?

The following transactions occurred in June   through August 2020.

June 1: After much thought, Natalie sells a   mixer to Curtis on credit, terms n/30, for $1,150 (cost of mixer $620).

June 30:  Curtis calls Natalie. He is   unable to pay the amount outstanding for another month, so he signs a 1-month,   8.35% note receivable.

July 31: Curtis calls Natalie. He indicates   that he is unable to pay today but hopes to have a check for her at the end   of the week. Natalie prepares the journal entry to record the dishonor of the   note. She assumes she will be paid within a week.

Aug. 7: Natalie receives a check from Curtis   in payment of his balance owed.

Instructions:

  • Answer Natalie’s questions in a Word document.
  • Prepare journal entries for the transactions that        occurred in June, July, and August in an Excel spreadsheet. Round to the        nearest dollar. Note that the company uses a perpetual inventory system.        Use the Part I Excel        Template to        record your transactions.

To reiterate, you will write your responses   to Natalie’s questions (1–3) in a Word document, and you will complete the   journal transactions in an Excel spreadsheet. Your responses to Part I   (Natalie’s questions) should be a minimum of one page in length, and you will   add your responses for Part II to this document before submitting.

Part II

Natalie is also thinking of buying a van   that will be used only for business. The cost of the van is estimated at   $36,500. Natalie would spend an additional $2,500 to have the van painted. In   addition, she wants the back seat of the van removed so that she will have a   lot of room to transport her mixer inventory as well as her baking supplies.   The cost of taking out the back seat and installing shelving units is   estimated at $1,500. She expects the van to last 5 years, and she expects to   drive it for 200,000 miles. The annual cost of vehicle insurance will be   $2,400. Natalie estimates that at the end of the 5-year useful life, the van   will sell for $7,500. Assume that she will buy the van on August 15, 2020,   and it will be ready for use on September 1, 2020.

Natalie is concerned about the impact of the   van’s cost on her income statement and balance sheet. She has come to you for   advice on calculating the van’s depreciation.

Instructions:

  1. Determine the cost of the van.
  2. Prepare three depreciation tables for 2020, 2021, and        2022: one for straight-line depreciation (similar to the one in        Illustration 10-9), one for double-declining balance depreciation        (Illustration 10-13), and one for units-of-activity depreciation        (Illustration 10-11). Use the Part II Excel        Template to        determine depreciation. For units-of-activity, Natalie estimates that        she will drive the van as follows: 15,000 miles in 2020; 45,000 miles in        2021; and 50,000 miles in 2022. Recall that Cookie Creations has a        December 31 year-end.
  3. What impact will the three methods of depreciation        have on Natalie’s balance sheet at December 31, 2020? What impact will        the three methods have on Natalie’s income statement in 2020?
  4. What impact will the three methods of depreciation        have on Natalie’s income statement over the van’s total 5-year useful        life?
  5. What method of depreciation would you recommend        Natalie use, and why?

Philosophy – Paragraph 1

Instructions

IMPORTANT: You do NOT need to restate the prompt. Dive straight into the problem (I suggest you start by identifying the key issues in the situation). Seriously, don’t waste space with a lengthy introduction. I know what the prompt says since I wrote it – only repeat the details of it if they’re necessary, but avoid summaries.

Instructions: You are to respond to the topic below using the ideas and concepts we have been discussing in this course. Your response should be between 200 and 300 words. You MUST cite something from within the course (textbook, course pages, discussions, etc.) AND another source you find from outside the course (the Stanford Encyclopedia of Philosophy (Links to an external site.), the Internet Encyclopedia of Philosophy (Links to an external site.), another book, a journal – check out our library’s online resources (Links to an external site.), Wikipedia, YouTube, a TV show, etc.) when crafting your response. You might want to write this in another application (Google Docs, Word, Notepad, etc.) and copy and paste it.

Paragraph #1 Topic:

The excerpt I gave you for the Theaetetus finishes off with Socrates saying, “Then now let me ask the awful question, which is this: Can a man know and also not know that which he knows?” I would like you to do your best to answer this awful question. First, you will have to clarify what he means by “knowing”, “not knowing”, and “knows”. All three of these can mean different things, so do your best to answer his question. You also must clearly state whether the answer to his question is “Yes” or “No”. If you want to answer “maybe” then your answer should actually be “Yes, when…” Why did you give the answer you gave? Why might people disagree with you? What does your answer say about knowledge in general? Why?

Additionally, in your response, make use of at least one idea from Plato’s Allegory of the Cave. For example, think about how you might answer this question: Do the prisoners really know anything about the shadows? If so, what do they know and what do they not know?

(Make use of the course materials, especially the Theaetetus, in crafting your answer.)

Wk 2 – Cruisin’ Fusion, Part 1

 

Part B: Cruisin’ Fusion Contest

Now that the Cruisin’ Fusion website is up and running, you and your team have decided to run a contest on the blog asking customers to name the latest fusion recipe. In order to participate, the customer will need to enter their first and last name, phone number, and an email address, as well as the suggested fusion name. The winner of the contest will receive a $20 gift card.

Kiran supports this idea but has concerns she wants the team to consider before moving forward. She has asked that you prepare a 6- to 10-slide presentation, with speaker notes, for the next web meeting to address the following:

  • Research and assess the ethical issues related to data customer collection and information management. How will customer information be protected?
  • Research and examine the need to protect the intellectual property of the customers who submit name suggestions. What protection will Cruisin’ Fusion need in order to use the name suggested by the winner? What protection or disclaimer does the customer require?
  • Include a 1/2-page disclaimer to add to the blog for customers outlining the contest rules, explaining how their personal information will be used and stored, and discussing the use of all intellectual property submitted as part of the contest.

Discussion 1 Proj risk

 Chapter 1: IntroductionsChapter 2: An Overview of RiskChapter 3: Projects and Project StakeholdersInitial Postings: Read and reflect on the assigned readings for the week. Then post what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding in each assigned textbook chapter.Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.Also, provide a graduate-level response to each of the following questions:

  1. What are examples of project risks?
  2. How do you identify risks in a project?
  3. What are the 4 risk strategies for risk remediation?

[Your post must be substantive and demonstrate insight gained from the course material. Postings must be in the student’s own words – do not provide quotes!] [Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review] 

Text-

 

Title: Managing Project Risks; 464 Pages

ISBN: 978-1-119-48975-7

Authors: Peter J. Edwards, Paulo Vaz Serra, Michael Edwards

Publisher: Wiley-Blackwell

Publication Date: 2019

Naming Accounts – 175 words

 Minimum 175 words

This week we will focus on steps 1 Analyzing business transactions, Step 2 Journalizing the transactions and Step 3 Posting Entries to general ledger accounts. We will start by learning about debits and credits. 

As the bookkeeper of a new start-up company, you are responsible for keeping the chart of accounts up to date. At the end of each year, you analyze the accounts to verify that each account should be active for accumulation of costs, revenues, and expenses.

T accounts help us to visualize increases and decreases for an account. The left side of any account is always called the debit side and the right side of any account is always called the credit. We must determine the type of account before associating plus or minus. 

1.    What do you think of when you hear the word debit? What do you think of when you hear the word credit?

2.    What does our textbook say about debits and credits?

3.    How would you describe the left (debit) and right (credit) side of each of the four basic account types: Asset, Liability, Equity, Revenue and Expense? Can you share an example of each type?

4.    Which account types are presented on the Balance Sheet? What about the Income Statement?

5.    Our eBook describes how to calculate an account balance. Can you describe this process for the Cash account in your own words? How is this process different for a Liability or Owner’s Equity Account?

6.    What does the term ‘normal balance’ mean?

Week 2: Rough Draft – Mandatory Submission to the OWL

Week 2: Rough Draft – Mandatory Submission to the OWL Sample Week 2 Rough Draft Submission Sample Week 2 Rough Draft Submission – Alternative Formats Review the Week 2 Draft Rubric HERE Review the Week 2 Draft Rubric HERE – Alternative FormatsDirectionsFormulate a rough draft of your paper using your thesis and outline from last week and your references from this week. This is a great way to review all your material and get an understanding of how your paper might look. The completed rough draft should be revised and edited as it will be  graded for grammar and content. Start with your first main topic and continue writing until you have a minimum of 5 written pages.

NOTE: This rough draft must be a minimum of 5 written pages, NOT including the title, abstract and reference page.

The more material you submit in your first rough draft, the further ahead you will be with your research project. Insure you include a title page, abstract, and your references with your draft. 

You must use the “Keiser Owl” which is the Keiser Writing Lab to have your paper reviewed for strengths and weaknesses. Make sure you send me a copy of the completed form and your paper once you have made the recommended revisions. Your rough draft is the key to success in this class!  Abstract:You have been working on your annotated bibliography this week and have reviewed a great deal of information while conducting your research.  Using your title, outline, and questions from week 1, you should be able to formulate an abstract for your paper.  This is where you tell your reader what is in your paper. An easy way to do this is to take your questions and turn them into declarative statements. There is a required size for this it should be one paragraph and it takes three sentences to make a paragraph. The length of this paragraph should be a minimum of 150 words and a maximum of 250 words.
Assignment DirectionsYou must submit your paper to the OWL prior to submitting your work here. Failure to do so will result in an automatic 20 point deduction.Please remember that the OWL takes 24-48 hours  to process your work and return it.

You must attach three files when submitting this assignment:

  1. The returned submission form from the OWL with the written feedback from the OWL
  2. The original assignment that the OWL returned with the specific feedback from the OWL on the assignment
  3. Your revised copy of the rough draft.

Please click on the above title, “Week 2: Rough Draft – Mandatory Submission to the OWL,” to enter and submit your Rough Draft. 

Rheotorical analysis

Here is the test please read it no outside sources 

Things take longer to happen than you think they will, but then they happen much faster than you thought they could.

The destructive impacts of the climate crisis are now following the trajectory of that economics maxim as horrors long predicted by scientists are becoming realities.

More destructive Category 5 hurricanes are developing, monster fires ignite and burn on every continent but Antarctica, ice is melting in large amounts there and in Greenland, and accelerating sea-level rise now threatens low-lying cities and island nations.

Tropical diseases are spreading to higher latitudes. Cities face drinking-water shortages. The ocean is becoming warmer and more acidic, destroying coral reefs and endangering fish populations that provide vital protein consumed by about a billion people.

Worsening droughts and biblical deluges are reducing food production and displacing millions of people. Record-high temperatures threaten to render areas of the Middle East and the Persian Gulf, North Africa and South Asia uninhabitable. Growing migrations of climate refugees are destabilizing nations. A sixth great extinction could extinguish half the species on earth.

Finally people are recognizing that the climate is changing, and the consequences are worsening much faster than most thought was possible. A record 72 percent of Americans polled say that the weather is growing more extreme. And yet every day we still emit more than 140 million tons of global warming pollution worldwide into the atmosphere, according to the Intergovernmental Panel on Climate Change. I often echo the point made by the climate scientist James Hansen: The accumulation of carbon dioxide, methane and other greenhouse gases — some of which will envelop the planet for hundreds and possibly thousands of years — is now trapping as much extra energy daily as 500,000 Hiroshima-class atomic bombs would release every 24 hours.

This is the crisis we face.

Now we need to ask ourselves: Are we really helpless and unwilling to respond to the gravest threat faced by civilization? Is it time, as some have begun to counsel, to despair, surrender and focus on “adapting” to the progressive loss of the conditions that have supported the flourishing of humanity? Are we really moral cowards, easily manipulated into lethargic complacency by the huge continuing effort to deceive us into ignoring what we see with our own eyes?

More damage and losses are inevitable, no matter what we do, because carbon dioxide remains for so long in the atmosphere. So we will have to do our best to adapt to unwelcome changes. But we still retain the ability to avoid truly catastrophic, civilization-ending consequences if we act quickly.

This is our generation’s life-or-death challenge. It is Thermopylae, Agincourt, Trafalgar, Lexington and Concord, Dunkirk, Pearl Harbor, the Battle of the Bulge, Midway and Sept. 11. At moments of such crisis, the United States and the world have to be mobilized, and before we can be mobilized, we have to be inspired to believe the battle can be won. Is it really too much to ask now that politicians summon the courage to do what most all of them already know is necessary?

We have the technology we need. That economic maxim about slow-fast phenomena, first articulated by the M.I.T. economist Rudiger Dornbusch and known as Dornbusch’s Law, also explains the tsunami of technological and economic change that has given us tools to sharply reduce global warming pollution much faster than we thought was possible only a short time ago. For example, according to the research group Bloomberg New Energy Finance, as recently as 2014 — a year before the Paris climate agreement was reached — electricity from solar and wind was cheaper than new coal and gas plants in probably 1 percent of the world. Today, only five years later, solar and wind provide the cheapest sources of new electricity in two-thirds of the world. Within five more years, these sources are expected to provide the cheapest new electricity in the entire world. And in 10 years, solar and wind electricity will be cheaper nearly everywhere than the electricity that existing fossil fuel plants will be able to provide.

This transition is already unfolding in the largest economies. Consider the progress made by the world’s top four emitters of greenhouse gases. Last year, solar and wind represented 88 percent of the new electricity capacity installed in the 28 nations of the European Union, 65 percent in India, 53 percent in China and 49 percent in the United States.

This year, several American utilities have announced plans to close existing natural gas and coal generating plants — some with decades of useful life remaining — to replace their output with cheaper electricity from wind and solar farms connected to ever-cheaper battery storage. As the chief executive of the Northern Indiana Public Service Company said recently, “The surprise was how dramatically the renewables and storage proposals beat natural gas.” He added, “I couldn’t have predicted this five years ago.”

Today, the fastest-growing occupation in the United States is solar installer, according to the Bureau of Labor Statistics, and it has exceeded average job growth sixfold in the last five years. The second-fastest growing job: wind turbine service technician.

In Australia, a high-tech entrepreneur, Mike Cannon-Brookes, is reportedly planning to sell renewable electricity generated in the Northern Territories to South Asian cities over a long-distance undersea cable. Globally, close to 200 of the world’s largest companies have announced commitments to use 100 percent renewable energy, and several have already reached that goal. A growing number of cities, states and provinces have pledged to do the same.

The number of electric vehicles on the road has increased by 450 percent in the past four years, and several automobile manufacturers are shifting research and development spending away from internal combustion vehicles, because the cost-reduction curve for E.V.s is expected to soon drop the cost of the vehicle well below comparable gasoline and diesel models’. Over half of all buses in the world will be electric within the next five years, a majority in China, according to some market experts. At least 16 nations have set targets to phase out internal combustion engine vehicles.

More broadly, the evidence now indicates that we are in the early stages of a sustainability revolution that will achieve the magnitude of the Industrial Revolution and the speed of the digital revolution, made possible by new digital tools. To pick one example, Google has reduced the amount of electricity required to cool its enormous server farms by 40 percent using state-of-the-art artificial intelligence. No new hardware was required. Sustainable alternatives to existing methods of industrial production are being pursued by more and more companies.

A farmer-led regenerative agriculture revolution that is also underway avoids plowing and focuses on building soil health by sequestering carbon dioxide in the ground, making the land more fertile. The farmers are using rotational grazing and planting trees and diverse cover crops to enrich soil and protect against erosion.

And so far, the best available technology for pulling carbon dioxide from the air is something called a tree. That’s why many nations are starting ambitious tree planting efforts. Ethiopia recently reported planting 353 million trees in 12 hours, nearly double the goal of 200 million. Scientists calculate that we have enough available land worldwide to plant between one trillion and one and a half trillion trees. To protect our vast but dwindling forests, new satellites and digital tools can now monitor deforestation virtually tree by tree, so corporations will know if the products they buy were grown on razed or burned forestland.

Yet for all this promise, here is another hard truth: All of these efforts together will not be enough to reduce greenhouse gas emissions sufficiently without significant policy changes. And right now, we don’t have the right policies because the wrong policymakers are in charge. We need to end the mammoth taxpayer-funded subsidies that encourage the continued burning of fossil fuels. We need to place a direct or indirect price on carbon pollution to encourage the use of cheaper, sustainable alternatives that are already out there. New laws and regulations may be needed as well to encourage innovation and force more rapid reductions in emissions.

The political reconfiguration we have desperately needed has been excruciatingly slow in coming, but we now seem to be at an inflection point, when political change begins to unroll more rapidly than we thought was possible. It’s Dornbusch’s Law, brought to politics.

The people, in their true function as the sovereign power, are quickly understanding the truth of this crisis, and they are the ones who must act, especially because the president is not on speaking terms with the truth and seems well beyond the reach of reason.

This will require a ferocious attack on the complacency, complicity, duplicity and mendacity of those in Congress who have paid for their careers by surrendering their votes and judgment to powerful special interests that are sacrificing the planet for their greed. To address the climate crisis, we must address the democracy crisis so that the people themselves can reclaim control of their destiny.

As has often been the case in successful political revolutions, young people have taken up the gauntlet with inspiring passion. Greta Thunberg has stirred millions as the school strike movement she began in Sweden spreads to many countries. The Sunrise Movement, the Extinction Rebellion, Zero Hour and other youth-led movements are gathering momentum daily. On Friday, hundreds of thousands of people around the world were marching and gathering to call for action on climate change. Employees of many corporations are aggressively demanding that their employers take action to help save the climate balance.

The “blue wave” that gave Democrats control of the House in last year’s midterm elections was fueled in part by concern about climate. The Green New Deal, introduced by Representative Alexandria Ocasio-Cortez of New York and Senator Edward J. Markey of Massachusetts, ties solutions to the climate crisis to environmental justice and a “just transition” that will create millions of well-paying jobs. This effort has won support from many Americans, just as the nuclear freeze movement of the early 1980s attracted wide approval and helped pave the way for an arms control agreement between President Ronald Reagan and Mikhail Gorbachev, the leader of the Soviet Union.

Virtually all of this year’s Democratic presidential candidates are making the climate a top priority. Many have released impressive and detailed plans that would have been unthinkable only a few years ago. A CNN poll in April found that the climate crisis was the No. 1 concern of Democrats who are registered to vote. Another recent poll showed that a record 79 percent of American adults and 86 percent of teenagers believe, finally, that the climate crisis is caused by human activity, and, even more significantly, so do 60 percent of Republicans. Americans’ disapproval of President Trump’s approach to the climate was higher, at 67 percent, than on any other issue.

College Republicans at dozens of schools have called on the Republican National Committee to support a carbon tax and have loudly warned the party that it will forfeit support from younger voters if it does not. Another recent poll shows that 67 percent of millennial Republican voters say their party needs to do more on climate.

Next year’s election is the crucial test of the nation’s commitment to addressing this crisis, and it is worth remembering that on the day after the 2020 election, the terms of the Paris climate accord will permit the United States to withdraw from it. We cannot allow that to happen. Political will is a renewable resource and must be summoned in this fight. The American people are sovereign, and I am hopeful that they are preparing to issue a command on the climate to those who purport to represent them: “Lead, follow, or get out of the way.”

Al Gore shared the 2007 Nobel Peace Prize with the Intergovernmental Panel on Climate Change for his work to slow global warming. He is the author of, among other books, “An Inconvenient Truth: The Crisis of Global Warming.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Twitter (@NYTopinion) and Instagram .

PhotographThe teenage Swedish climate activist Greta Thunberg, near right, at a protest in Lausanne, Switzerland, in August. (PHOTOGRAPH BY JEAN-CHRISTOPHE BOTT/KEYSTONE, VIA ASSOCIATED PRESS) (SR4); Many young people attended a climate march in New York on Friday in advance of a United Nations meeting about global warming. (PHOTOGRAPH BY DAMON WINTER/THE NEW YORK TIMES) (SR4-SR5) DRAWING (DRAWING BY NA KIM)Word count: 2093

Copyright New York Times Company Sep 22, 2019

REPLY 1 DISC 5

The Kurt Lewin Change Management Model

The three-stage model is known as unfreeze, change, and freeze model. The unfreezing stage pertains to preparing for change, and staff members are expected to understand the need for change and be willing to move from their comfort zone (Connelly, 2020). The second stage, which is change, acknowledges that change is a process rather than an event. Finally, an organization establishes stability upon the implementation of the changes. In nursing, change occurs often, and the theory can facilitate transitions as it identifies areas of strengths and resistance before undertaking change.

The rapid adaption of technology and computerization in nursing can be complicated. It is common for nurses to experience anxiety or fear of failure in using the new tools resulting in resistance. The Kurt Lewin model can be applied to understand how technological adaption affects the organization, detect hindrances or barriers to successful implementation, and identify opposing forces that influence behavior during transformations (Burnes, 2019). It can then assist in overcoming resistance to change and ensuring nurses embrace the technology. For example, wireless nurse call systems (WNCS) are better than traditional wired systems since they enable detecting unintended events and dangerous situations, minimizing injury and harm, and allowing prevention and timely intervention (Dugstad et al., 2020). The nursing staff is responsible for handling the technology, and they may experience interruptions to their work, and their relationships with patients may be compromised.

The transformative implementation is likely to attract resistance given the complex nature of implementation, radical innovation, and time consumption. A Lewin’s Change model can enhance the chances of a successful WNCS implementation. The first step will involve communicating with stakeholders and involving them in creating empowerment and reducing resistance. The second stage of actual implementation will include planning an effective rollout with the participation of staff. The final step entails evaluation and stability as nurses are given all the necessary continuous support until completion of the project.

References

Burnes, B. (2019). The Origins of Lewin’s Three-Step Model of Change. The Journal of Applied Behavioral Science, 56(1), 32-59. https://doi.org/10.1177/0021886319892685

Connelly, M. (2020). The Kurt Lewin Model of Change. https://www.change-management-coach.com/kurt_lewin.html

Dugstad, J., Sundling, V., Nilsen, E. R., & Eide, H. (2020). Nursing staff’s evaluation of facilitators and barriers during implementation of wireless nurse call systems in residential care facilities. A cross-sectional study. BMC Health Services Research, 20(1), 163. https://doi.org/10.1186/s12913-020-4998-9

REPLY 2

Change Management Models In research from Connelly (2019) a change model is a framework that helps in identifying the areas that an individual has resistance to and design strategies that can be implemented to reduce or eliminate the resistance before the change commences. The most significant importance of the change model is creating an effective communication strategy between the change facilitator and the victim of resistant behavior. Kurt Lewin identified three stages in the change theory that can be used in changing behaviors; unfreeze, change, and refreeze. Lewin defines behavior as a dynamic balance of forces that work in opposite directions. In this regard, Lewin’s change theory involves three significant concepts: driving forces, restraining forces, and equilibrium (Lockhart, 2015). Driving forces are some of the factors that contribute to a change of behavior. These forces play a role in facilitating change in an individual. The forces can be personal, environmental, social, or health-related forces.For this reason, these driving forces cause a change that, in return, result in a shift in the equilibrium. Research by Lockhart (2015) supported that the restraining forces are the factors that try to counter the magnitude of the driving forces. In most cases, these forces hinder change as they push the individual in the opposite direction of the driving forces. Therefore, they can result in a change in equilibrium that goes against change. However, equilibrium is the state where the motivating and opposing forces are at the same level. In this regard, Connelly (2019) argued that the equilibrium can be made to shift either the upper or the lower side depending on, the stronger force between driving and restraining forces. Lewin, therefore, uses the three concepts to explain the unfreeze, change, and refreeze aspects of the change model.In nursing, Lewin’s model of change can be used to change the behavior of patients for better outcomes of their conditions. Lockhart (2015) found that unfreezing is the process that a nurse or a health practitioner can use to ensure that the patient lets go of the old behaviors that can be seen as interfering with their wellbeing. For instance, a patient can present with cigarette smoking behavior that hinders them from having a healthy life. In such a case, unfreeze stage can be used on the patient to help them overcome the urge to smoke. In this phase, a nurse can educate the patients on the dangers of cigarette smoking and equip them with some strategies they can use to help them quit smoking. The unfreezing stage in Lewin’s change model is to help a client overcome the resistant behavior.Another stage of Lewin’s model is changing. The change includes abandoning the resistant behavior and moving to a new level involving changed thoughts, feeling, and behaviors. According to Lockhart (2015), a nurse can help a patient change by changing their environment to ensure that they develop new thoughts and feelings that result in new healthy behaviors and habits. During the change stage, a patient can be more productive since the driving forces are eliminated. The last stage is the refreezing stage that involves establishing the change and make it a habit that can help the patient be productive. In this case, a nurse can ensure that the patient does not get the urge to go back to the environment that drives them into the old habits (Connelly, 2019). Therefore, Lewin’s change model is applicable in nursing to help patient forgo their old habits that result in an unhealthy lifestyle.

References Connelly, M. (2019). Change Management Models: A Guide to Best Practices. Change Management Coach. https://www.change-management-coach.com/change-management-models.html.  (Links to an external site.)Lockhart, L. (2015). The art of team building. Nursing Made Incredibly Easy!, 13(3), 51–52. https://doi.org/10.1097/01.nme.0000462648.19515.8a (Links to an external site.).

The Queen of Trees work

  

The Queen of Trees

This video shows the intimate relationships within a community of organisms in an African savannah ecosystem. Your task is to complete the questions and map out the connections among the various organisms within the community. You should indicate the trophic level to which the organism belongs, its relationship to the Queen and any other direct relationships to other organisms in the community. The connections within the community should be illustrated. The figure on page 3 of this handout gives an example of how to illustrate those connections. The arrow tips point in the directions of where the energy is flowing.  For example, the fruit bats feed on the fruit of the fig tree so the arrow is a one-way directions towards the bats. 

To submit this quiz: download the template, as you watch the video complete the table below, complete the questions on page 3, and complete the construction of your food web illustrating the connections listed in the table and then upload your document. 

If you do not know how to construct the food web electronically, you may draw your food web, scan a digital image (or take a photo) of the food web and submit it. 

Trophic levels: The position that an organisms occupies in a food chain. It shows the flow of energy through an ecosystem. Energy is always lost from one trophic level to the next.

· Producers – autotrophic organisms using solar or chemical energy to produce all the organic nutrients for an ecosystem.

· Consumers – heterotrophic organisms that cannot make their own food. They get energy from the chemical bonds in the nutrients they eat.

· Primary consumers (herbivores) – eat primary producers (plants).

o Conversion efficiency: only 10 to 20 percent of the available energy passes from producers to primary consumers. 

· Secondary consumers (carnivores) – eat primary consumers (herbivores).

o Conversion efficiency: only 5 to 10 percent of the available energy passes from primary consumers to secondary consumers. 

· Tertiary consumers (carnivores) – eat secondary consumers (carnivores).

o The conversion efficiency for tertiary consumers may be as low as 1%. 

· Omnivores – eat both plants and animals.

· Decomposers – break down dead tissues and wastes.

Table 1 – Relationships and trophic levels

  

Organism

Trophic Level

Connections   with the Queen/community

 

Sycamore   Fig Tree

Primary   producer

 

Fig   wasp

 

Grey   Horn Bill

Secondary   consumer

Uses   the Queen as a nesting site, consumes insects that prey on queen

 

Caterpillars

 

Giraffes

 

Fig   Cadidid

 

Pink   Mantis

 

Vinegar   Flies

 

Parasitic   Nematodes

 

Ants

 

Hilda   bug nymphs

 

Bees

 

Fig   Cicadas

 

Monkeys

 

Gecko

 

Spider

 

Crocodile

 

Elephants

 

Tiger   beetles

 

Butterflies

 

Seed   bugs

 

Fruit   bats

Primary   consumers

Seed   dispersal for the Queen

Questions

How does the Queen protect herself from predation?

What do the ants provide for the Queen?

What do the ants get in return for their service to the Queen?

What interesting behavior did the Fig cicadas display? What is the ultimate causation of this behavior?

What service do the fig wasps provide for the Queen?

How does the Queen provide payment for the service by the fig wasps?

What happened to the second horn bill chick?

How does the gecko protect itself from being consumed by the snake?

How did the humans gather honey?

The behavior the bees displayed as the humans gathered the honey is an example of proximate or ultimate causation?

      

Fruit bats

Example food web

Bts

Create a webpage that will serve as a beginning portfolio/resume site for yourself. For absolute beginners in HTML and web design, you can keep this page simple. For others that have some previous web design experience, challenge yourself by using some CSS and put some more thought into the design of your page. 

Include the following HTML elements: (15 points)

  • the correct HTML5 doc structure (!DOCTYPE, html, head, body)
  • a title for your web page
  • heading tags to break up the various sections of your content (About Me, Education, Employment, etc.)
  • paragraph tags around all paragraphs
  • a link to at least two websites (perhaps link to your college or place of employment)
  • at least one ordered or unordered list (perhaps for your interests or accomplishments)
  • at least one image file (image file that you copy to your PC and link to from your html page)
  • Your html page should include ALL of the following tags (opened and closed tags where appropriate).
    • DOCTYPE
    • html
    • head
    • meta (for charset)
    • title
    • body
    • p
    • h1, h2, h3, etc. (you do not need to use all of the heading sizes)
    • img
    • a
    • ul/ol
    • li

Include the following CONTENT: (10 points)

  • Your name and email address 
  • Highlight your education and work experience (at least 1-2 items – you don’t have to list everything!)
  • Your career goal
  • Your interests
  • Your favorite websites 

Save your file and Upload to CANVAS

Save your web page as project1.html in your project1 folder on your own computer. View the page in your web browser by right clicking and selecting OPEN WITH and selecting your favorite web browser. When you are satisfied with your page, upload it (and any associated image files) to this assignment submission.