Diversity And Ethical Codes

Week 2 Assignment

Week 2 Assignment

Due: Jan 9, 2018 at 12:59 AM

Diversity and Ethical Codes

A manager at your company overhears another employee who is Caucasian directing the N-word at an African-American employee. When she confronts him, he claims that he was using it as a term of endearment—a claim that is not explicitly contested by the “friend” to whom he’s directing it. The manager, concerned that her being Caucasian and in a position of authority, fears her intervention may escalate things, so she chose to accept the explanation and move on. The manager has come to you, the Human Resources Manager, for advice.

In a 1,050- to 1,400-word (or 3- to 4-page) paper (excluding references and title page), discuss the following:

Your company’s diversity code states: “As team members, we have a responsibility to:

Do our part to help Acme to serve and earn business from a wide variety of communities and stakeholders.

Integrate diversity into our sourcing processes.

Help create an environment in which all team members can contribute, develop, and fully use their talents.

Keep an open mind to new ideas, and listen to different points of view.

What are some of the limitations of this code for multicultural professional practice? In what ways do you believe this code is culturally biased and culturally encapsulated? What evidence is there that this code is culturally sensitive? If you believe there is no evidence that the code is culturally sensitive, what evidence is there that the code is not culturally sensitive? Discuss the importance of cultural sensitivity, and explain what you believe are the implications for ethical professional practice. In addition to the required readings, cite at least two additional references that include examples of a better ethical code.

Point Value: 9 Points

Weekly Learning Outcome Alignment: 3

Course Learning Outcome Alignment: 1, 2, 3, 4

Click here for instructions on how to submit your assignment.

Assignment Rubric

 
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The State Patrol Ticket Processing System

Question description

page 1 book 199.jpgpage 2 book 199.jpg

CIS 510 – Extra Credit.

Extra credit requires you to use all of the concepts discussed in this course. There are  sections with each section having  point value. You must have all elements required in each section to receive points for that section. All diagrams must be part of your System Review document placed in the appropriate section. The format is included in this document.

Extra credit the case study “The State Patrol Ticket Processing System” (Page 199, Chapter 5).  There are five independent systems.

1)  Ticket Processing System

2)  Accident and Insurance Verification System

3)  Driving Record System

4)  Driver License System

5)  Patrol Operations

The first four systems are integrated and share a common database; however, each processes only data specifically identified for the system. This project has a $150,000 budget and must be completed within 4 months. You currently have a staff of two programmers, one tester, one network adminstrator, one database adminstrator, and a State Trooper Officer as a liason.

Extra Credit Project (150 points):

Your team is required to integrate the Patrol Operations system with the other four. Patrol Operations include all information of the State Trooper (Name, address, Badge Number, Rank), vehicle assigned (Type, VIN, State Number), and patrol area.  Sections 1 and 2 are traditional design approach requirements. Sections 3 and 4 are Object- Oriented design requirements. Section 5 will be a full project scope statement.

SYSTEM REVIEW DOCUMENT

PROJECT: State Trooper Multi-System Integration

SYSTEMS ANALYST: <Your Name>

PROJECT MANAGER: <Your Name>

CLASS: CIS510 – SPRING QUARTER

Section 1: Entity Relationship Diagram – Visio or Open Source version (30 points)

a)  Current System (15 points)

b)  Upgraded System (15 points)

Section 2: Data Flow Diagram – Visio or Open Source version. (30 points)

a)  Current system (15 points)

b)  Upgraded system (15 points)

Section 3: Class Diagram – Visio or Open Source version. (30 points)

a)  Upgraded system

Section 4: Use Case Diagram – Visio or Open Source version. (30 points)

a)  Upgraded system

Section 5: Project Scope Statement (30 points) – Use the format below.

Project Scope Statement

Project Name: State Trooper Multi-system integration

Department: State Trooper IT Division

Project Manager: <Your Name>

Date: <Date>

Prepared By:

Document Owner(s) Project/Organization Role
<Your Name> State Trooper Integration/Systems Analyst/Project Manager

Project Closure Report Version Control

Version Date Author Change Description
01 <Date> <Your Name> Created document.

Project Justification (6 points)

<This must state why the project is necessary, how it will impact operations if not completes, and what impact does it have on operations>

 

Project Identification (6 Points)

Solution: <This must address the final solution in detail>

Extraneous Work: Work outside of the scope (basically, what will not be done in this project)

Other projects:

 

Project Deliverables (6 points)

<This area must identify each item that you deliver as a final product>

 

Project Objective (6 points)

Costs:  <This must explain how the costs will be used throughout the project>

Time:  <This must provide a time-line for each phase>

Quality Measures:  <This must identify how you are measuring each phase for quality and completion>

 

Assumptions/Limitations (6 points)

<This must contain any assumptions from reading the case study, as well as any limitiations you feel might impact the project>
 
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Abnormal Psy Case Study

Case Study Essay Analysis Paper You will select a celebrity, a case study, or someone you know who exhibits one of the mental disorders presented in the course. You may also choose a movie Character. Ask the question “How does this person exhibit symptoms or behaviors that represent abnormal behavior? Write an analysis essay paper of the character including a description of symptoms.  Using examples, the student will describe, justify and support the analysis and scope of the disorder presented by the character. Use of the DSM 5 for symptoms should be included.  The DSM 5 symptoms are in Textbook and in Canvas. This must be an original paper written in your own writing style and matching your weekly Discussion Board posts.

Include and Bold Type these Topic Headings in your paper:  Introduction (describe the case and the character); Diagnosis – include symptoms from DSM 5 and examples of the character’s behavior (be sure to read Chapter 14 about Personality Disorders before you diagnose the case); Etiology (causes of the Problem i.e. Psychological, biological); Social Factors (family or living conditions); Treatment Plan (type of therapy or medications)and Conclusion. Use your textbook, outside references, and class lectures to support your position. Students will include a minimum of 3 scholarly references. (5-6 pages) Use APA format and cite references throughout the paper.  List your references. Title page will include Case Study Essay, your name, Course title, and the date. Include an Abstract page (summary).  Turnitin similarity only 20%  (if more revise paper and resubmit)  Late papers will not be graded

  1. Use your textbook, outside references, and class lectures and discussion to support your position. Students will include a minimum of 3 scholarly references. (5-6 pages for Essay Assignment)
  2. Use APA format and cite references throughout the paper. List your references
  3. Title page will include Assignment 1, your Name, Course title, and the Date.
  4. See Canvas for the Essay and Oral Presentation Grading Rubrics
 
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Assignment: Capstone Paper Section 4: Contributions To Positive Social Change How Will You Use Your Education To Contribute To Social Change And The Greater Global Good? How Might You, Even In Some Small Way, Change The World? For This Week’s Assignment,

Assignment:
Capstone Paper Section 4: Contributions to Positive Social Change

How will you use your education to contribute to social change and the greater global good? How might you, even in some small way, change the world? For this week’s Assignment, consider how your chosen role within the field of psychology can contribute to social change.

To prepare:

Read Walden University’s definition of positive social change:

“Walden University defines positive social change as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Positive social change results in the improvement of human and social conditions.

This definition of positive social change provides an intellectually-comprehensive and socially-constructive foundation for the programs, research, professional activities, and products created by the Walden academic community. In addition, Walden University supports positive social change through the development of principled, knowledgeable, and ethical scholar-practitioners, who are and will become civic and professional role models by advancing the betterment of society.”

 

Next, read the article “Expanding Our Understanding of Positive Social Change” by Callahan et al. (2012). Think about a specific scenario within your chosen professional role and how it may fit within Walden’s definition of social change.

To Complete this Assignment:

By Day 7

Submit a 2-page paper that discusses a particular aspect of your chosen professional role within the context of social change. For example, you might discuss being a counselor who provides pro-bono counseling to abused women or being a sports psychologist who offers visualization training for at-risk youth involved in school sports.

 
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Leadership learning experience

Question description

Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete.

You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following:

• Practice: joint commission standards, core measures as quality indicators, other data

• Policy: legislation, staffing ratio, regulations from state boards

• Population: children with diabetes, adult obesity

• Education: future of nursing, Benner’s recommendations about nursing education

You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.

Project Requirements:

Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names of people, stakeholders, or other personally identifiable information. Fictional names should be used. Also, agency-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate.

Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).

A. Develop a written proposal by doing the following:

1. Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.

Note: You may need to meet with the organization/practice setting, your manager, and/or supervisor to help choose a current problem or issue.

a. Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.

2. Discuss your investigation of the problem or issue.

a. Include evidence to substantiate the problem or issue (e.g., organizational assessment, national source documents, evidence from a stakeholder).

3. Analyze the state of the situation using current data.

a. Analyze areas that might be contributing to the problem or issue.

4. Propose a solution or innovation for the problem or issue.

a. Justify your proposed solution or innovation based on the results of your investigation and analysis.

5. Recommend resources to implement your proposed solution or innovation.

a. Include a cost-benefit analysis of your proposed solution or innovation.

6. Include a timeline for implementation based on your proposal.

7. Identify key stakeholders and/or appropriate partners that are important for the implementation of your solution or innovation.

a. Discuss why each key stakeholder and/or appropriate partner is important for the implementation of the solution or innovation.

b. Summarize your engagement with the key stakeholders and/or appropriate partners, including the input and feedback you received.

c. Discuss how you intend to work with those key stakeholders and/or appropriate partners in order to achieve success.

8. Discuss how your proposed solution or innovation could be implemented.

a. Discuss how the implementation could be evaluated for success.

B. Explain how you fulfilled the following roles during your process of investigation and proposal development:

1. scientist

2. detective

3. manager of the healing environment

D. When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-

 
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Respond To Classmates Week 7 D-2

Propose different challenges that your colleague did not discuss related to counseling terminally ill patients. Then, provide an alternate course of action for this case. Please support your response with sources. Respond to the following:

 

1. C. Bix-End of Life Decisions

My personal feelings on end of life decisions can vary depending on the circumstances. In cases with terminally ill individuals I tend to feel that they have the right to decide how to die. A few years ago my dad was diagnosed with colon cancer and went through the surgeries, radiation, and chemotherapy. It was very difficult for him and when he was considered cancer free I asked him if he would go through it again if the cancer came back and he gave me a solid “No”. He said that he could not imagine going through all of that pain again and I could respect that decision even though it was painful for me to hear. My dad’s situation is different but the mind frame is similar. I believe that if there is no chance that the individual will recover from the illness and their quality of life will be greatly diminished then that decision lies with them and I should have no say in the matter.

I believe that I would have a hard time counseling individuals who were terminally ill simply because it would be emotionally draining when they pass. It is essential for counselors who work with terminally ill clients to engage in personal counseling to discuss their personal thoughts and feelings about death and decisions about hastening death (Duba & Magenta, 2008).

Potential Ethical Challenge

The ethical issue with end of life decisions is that of avoiding causing harm to clients and breaking confidentiality. According to the ACA Code (2014) a counselor has the option to maintain confidentiality depending on laws and circumstances of the situation when counseling terminally ill clients who wish to end their life. So the dilemma lies within the personal values of the counselor if the state does not restrict such situations. One would then need to consider the harm that would come to the client if they were forced to die a painful death due to other’s imposing their own values on him/her. Counselors are ethically bound to avoid harming their client’s and to minimize or to remedy unavoidable or unanticipated harm (ACA, 2014).

Course of Action

In order to make an informed decision regarding breaking confidentiality with a terminally ill client who is considering hastening their death I would need to consider the state laws, consider my own beliefs about death and right to die, and be aware of any cultural influences (Remley & Herlihy, 2016). In the case study with Jason, I would have to say that I would maintain confidentiality. It appears that he has already made his decision; I would maybe counsel him on making arrangements or possibly try to gain closure from his family before his death if he were interested in that. The way that I view him not continuing to take his medication is no different than an obese person continually eating unhealthy (it will eventually contribute to their death), he has every right to choose how he much he is medicated. I would seek consultation from a colleague or supervisor and would document any assessments, consultations, and treatment options that were considered and chosen (Remley & Herlihy, 2016).

 

Reference:

American Counseling Association (ACA). (2014). 2014 ACA code of ethics [White Paper]. Retrieved July 10, 2017 from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Duba, J. D., & Magenta, M. (2008). End-of-life decision making: A preliminary outline for preparing counselors to work with terminally ill individuals. The Family Journal, 16(4), 384–390.

Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.

2. M. Beau-My personal values on end of life decision makes me feel uncomfortable because I value the sanctity of life but also have mixed feelings. A case that comes to mind is the Terri Shiavo. It is unfortunate, that Terri did not have the ability to decide whether to prolong her life or end it. I would not want to prolong my life in a vegetative state. What kind of life would one live in that condition?  There are instances though such as someone diagnosed with terminal cancer that could have the possibility of prolonging their life through medication and proper medical attention. As an example, my friend was diagnosed with stage 4 ovarian cancer and is in remission. Her case is different from Terri because she is not in a vegetative state.

Ethical Challenge

End of life decisions are very difficult especially when the client is helpless and unable to decide for themselves and have the family intervene on their behalf.  As excruciating the case may be for a counselor to deal with, they must respect the client’s decision. Herlihy and Corey further described, according to the ACA Code, in Standard.a.4.b. (ACA, 2014) counselors are aware of and avoid imposing their own values, attitudes, beliefs, and behaviors (p.193). We all have our bias but must put into perspective the five key principles that apply to counseling a client and families regarding end of life issues. The most important is autonomy as it allows the client to make their own decision.

Duba and Magenta (2008) indicated, “despite a myriad of ethical and moral principles to rely on, a counselor’s personal values regarding life and death can complicate the situation” (p.384). Counselors are not equipped in this area as they have not received the proper training and will experience the most challenges.  In my mind, it is difficult to envision how does one provide counseling to a terminally ill patient. The therapist must be self-aware not to allow countertransference to take place as it will interfere in helping the patient cope with end of life decisions.  Allowing your personal fears and your perspective about death to influence a client’s decision is selfish and unethical. The therapist must examine his or her own attitudes towards death before initiating treatment.  According to the ACA Code, in Standard.a.1.a. (ACA, 2014) states, the primary responsibility of counselors is to respect the dignity and promote the welfare of clients.

 

Course of action

There is conflict when ethics and the law collide.  As an example, state law require therapist to disclose information when there is reason to believe a client possess an imminent danger. A therapist will encounter conflict because the legal standards supersede ethical standards in the profession. On the other hand, the therapist must adhere to statues of confidentiality that protect HIV patients as it affords the rights or health care and prevention programs. Moreover, if the patient decides to terminate his medication as such was the case with James, the therapist must keep this information confidential from other individuals as he has the duty to protect his client. According to the ACA Code, in Standard.B.2.a. (ACA, 2014) states, the general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. Additional considerations apply when addressing end-of-life issues.

 

References:

Herlihy, B., & Corey, G. (2015). ACA ethical standards casebook (7th ed.). Alexandria, VA: American Counseling Association.

American Counseling Association Code of Ethics (2014) retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Duba, J. D., & Magenta, M. (2008). End-of-life decision making: A preliminary outline for preparing counselors to work with terminally ill individuals. The Family Journal, (16)

3. K. John-My personal value in assisted suicide is very open. I currently work with adults with disabilities. Most of my people will never get better with treatment. I often see and hear about their depressing lives and how they wish they could just wake up with no pain. I can understand how their disability affects their lives each time I visit another task or independence is lost.  In my state, it is not legal but if people want to die they will find a way.

 

One potential challenge would be ACA code A.9.b. Protecting Clients. It is my job to protect my clients. Suicide is self-harm. No matter what my stance is it is my job to protect my clients. I think I would be upfront with my client and let them know if they want to discuss assisted suicide the risk they are taking by discussing this with me. If my client continued to discuss with me I would contact the appropriate authority.  I also think it is important to utilize code C.2.a. Boundaries of Competence. I would consult and possibly refer to another counselor. I would do this because of my own personal opinion on the topic and I would want the person to have someone who had a nonbias opinion on the topic.

American Counseling Association (ACA). (2005). 2005 ACA code of ethics [White Paper]. Retrieved from the ACA website: http://www.counseling.org/Files/FD.ashx?guid=ab7c1272-71c4-46cf-848c-f98489937dda

4. I would like to offer you two different scenarios to see if you might have a different gut reaction and would want to make different therapeutic decisions. Let’s say you are working with an 86 year old man who is suffering from a terminal illness and is in pain. This client wants to hasten his death. Consider what you reaction is and if you could or could not work with this client. Let’s take the exact same situation and make the client now 9 years old and the parents are making the decision with the child. Consider if you have a different reaction and if you could or could not work with this client.

 
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The Scales We Use and the Comparisons We Make Resources

The Scales We Use and the Comparisons We Make

Resources

In this unit, you are introduced to four scales of measurement, which are easily remembered with the acronym NOIR, and include nominal, ordinal, interval, and ratio. Each of these levels or scales of measurement has its own properties, methods for assigning numbers or scores, and procedures for statistically manipulating them. As noted in your Psychological Testing and Assessment text, and adhering to a fundamentalist view of measurement statistics, all possible attributes in psychology can be examined through at least one of these four scales and the creation of scores that purport to measure them.

You also read about two methods for evaluating those scores through comparing them to a reference set of data; namely, norm-referenced testing and assessment, and criterion-referenced testing and assessment. Each of these methods is unique in the focus regarding a test’s scores or results.

Discuss the impact of each scale of measurement on the ability or inability to be utilized on a test being standardized as a norm-referenced or criterion-referenced assessment. For the purpose of this discussion, you may cluster the ordinal and interval scale together. Subsequently, your post will include the following four elements:

  • Ordinal or interval scale of measurement and norm-referenced test.
  • Ordinal or interval scale of measurement and criterion-referenced test.
  • Ratio scale of measurement and norm-referenced test.
  • Ratio scale of measurement and criterion-referenced test.

In you post:

  • Provide at least one example that is not in your Psychological Testing and Assessment text for each combination above and describe how the referencing data would be collected.
  • Provide a statement that evaluates which scale of measurement appears to be the most useful for examining attributes in psychology. Explain.
  • Evaluate which method of referencing (norm or criterion) appears to be the most useful for examining attributes in psychology. Explain your decision based on the area of focus regarding the test results. For example, identify if it is preferable to focus on how one individual performs relative to others who took the same test, or if it is preferable to only focus on what the individual can or cannot do.

 

Studies

Key Concepts

Review Unit 2 Key Concepts.

Readings

Use your Psychological Testing and Assessment: An Introduction to Tests and Measurement text to complete the following:

  • Read Chapter 3, “A Statistics Refresher,” pages 77–116.
  • Read pages 124–143 of Chapter 4, “Of Tests and Testing.”

Use your Standards for Educational and Psychological Testing text to read Chapter 5, “Scores, Scales, Norms, Score Linking, and Cut Scores,” pages 95–107.

Use the Internet to review page 5 of “Code of Fair Testing Practices in Education” from Joint Committee on Testing Practices.

View the document List of Tests by Type [PDF]. See the assignment instructions and the course project information.

Media

Complete the following:

  • Click Norm-Referenced Versus Criterion-Referenced Assessment to view the presentation.
  • Click Measurement Scales Activity​ to view the presentation.
  • Click Correlation to view the presentation.

Unit 2 Learning Check

Complete the Unit 2 Learning Check quiz. All learning checks are required activities. While you do not receive a unit grade for completing each check, it remains a course requirement, and will assist you in understanding the c

 
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Three Topics to Consider, management homework help

Question description

By Wednesday, November 2, 2016, respond to the assigned discussion questions and submit your responses to the appropriate topic in this Discussion Area.

Respond to the assigned questions using the lessons and vocabulary found in the reading.

Three Topics to Consider

1. The Monthly Project Report: Each month, all project managers were called for an executive session to present the status of their projects. All project managers and the key project team members spent five to seven days a month preparing standardized briefing charts for this critically important meeting. The meeting lasted well over half a day while each project manager waited for his or her turn to receive executive guidance.

Result: The project managers, team members, and administrative assistants wasted hundreds of hours each month preparing detailed slides, graphics, analyses, and report papers to provide to the senior executive. The senior executive was gratified at the level of work and detail his people put in to keep him apprised of every project nuance. The senior executive had a much larger comfort zone of information to rely upon when queried by his boss.

Analysis: When most organizations work Monday to Friday, there are about twenty workdays in any month. Spending over 25 percent of the available monthly work time in preparing reports drove project management costs up and undermined organizational commitment to disciplined project management. Worse, tremendous amounts of overtime were required to offset the lost project productivity. This forced the project managers, team members, administrative assistants, and contractors to work late nights and weekends. Productivity losses were staggering. The senior executive was promoted, but the organization was ultimately branded a failure and subsumed under another executive. Several project managers no longer work for the company.

Discuss:

  • Evaluate the executive sessions. Should they be held on the basis of project performance norms and the key project milestone dates and not per a fixed schedule? Why? Would this require changes in organizational culture? Explain.
  • How might a culture of openness be established that encourages briefings to senior executives regarding deviations from expected performance (both good and bad)? Offer a few ideas.
  • Explain some of the less time-consuming and systematic ways through which an executive manager can update himself or herself on the status of a project.

2. Review the PMI’s Code of Ethics and Professional Conduct on the PMI website and answer the following questions:

  • In your opinion, what are the underlying international and global values of PMI’s Code of Ethics?
  • What do you think is the difference between aspirational and mandatory standards identified in the PMI Code of Ethics? Justify your answer.

3. Leading the Main Street Project: Scenario: A small town in Texas wanted to enhance its main street to reduce traffic safety problems, enhance business, increase the number of businesses, and make the street more appealing. The main street was also a four-lane state highway that was restricted to 45 mph speed in the less populated area and 35 mph speed in the business distinct. The project was approved by the town council, and the Texas Department of Transportation (TxDOT) provided funding to create enhancements that included relocating overhead wires and installing curbs and gutters while filling in drainage ditches. The project was to last for two years.

Result: Poor project communications management resulted in business owners not being aware of all the aspects of the plan. Fears arose that businesses would fail during construction. Project leaders attempted to assuage these fears, but a town council meeting was called to vote down the project. The council members voted unanimously to cancel the project on the basis of emotional arguments by business owners and a few vocal townspeople. The TxDOT representative thanked the council for its interest but announced that the project would continue. Naturally, there was an outrage about this announcement and vocal opposition followed. The TxDOT project manager informed the assembled group that the city did not have jurisdiction over the road and that the TxDOT had allocated funding on the city’s request. The project would continue regardless of unfounded fears.

Discuss:

  • Create a plan that could have avoided this situation. How does your plan compare to others?
  • Evaluate the legitimacy of the TxDOT proejct manager’s use of position power.
  • Assess what communication skills you would use in this situation.

The final paragraph (three or four sentences) of your initial post should summarize the one or two key points that you are making in your initial response.

Justify your answers with examples and reasoning. Comment on the postings and views of at least two peers.

Your posting should be the equivalent of 1 to 2 pages (500–1000 words) in length.

Submit your posting to the W4: Assignment 1 Discussion Area by Wednesday, November 2, 2016.

 
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Defenses to Criminal Liability – Andrea Yates case, law homework help

Question description

DUE BY 5PM EASTERN STANDARD TIME THURSDAY- (11/24/2016)

** BLUEBOOK CITATIONS

** 750 WORDS MIN

** CAN USE OTHER OUTSIDE SOURCES- SCHOLARLY

QUESTION: Was Yates insane? Does her (ex) husband bear any responsibility in the crime? Why or why not? Remember to respond to two of your classmates’ postings and cite all sources in Bluebook format.

Education and Achievements:

Andrea (Kennedy) Yates was born on July 2, 1964 in Houston, Tex. She graduated from Milby High School in Houston in 1982. She was the class valedictorian, captain of the swim team and an officer in the National Honor Society. She completed a two-year pre-nursing program at the University of Houston and then graduated in 1986 from the University of Texas School of Nursing in Houston. She worked as a registered nurse at the University of Texas M.D. Anderson Cancer Center from 1986 until 1994.

Andrea Meets Rusty Yates:

Andrea and Rusty Yates, both 25, met at their apartment complex in Houston. Andrea, who was usually reserved, initiated the conversation. Andrea had never dated anyone until she turned 23 and prior to meeting Rusty she was healing from a broken relationship. They eventually moved in together and spent much of their time involved in religious study and prayer. They were married on April 17, 1993. They shared with their guests that they planned on having as many children as nature provided.

Andrea Called Herself “Fertile Myrtle”:

In their eight years of marriage, the Yates had five children; four boys and one girl. Andrea stopped jogging and swimming when she became pregnant with her second child. Friends say that she became reclusive. The decision to home-school the children seemed to feed her isolation.

The Yates Children:

Feb. 26, 1994 – Noah Yates, Dec. 12, 1995 – John Yates, Sept. 13, 1997 – Paul Yates, Feb. 15, 1999 – Luke Yates, and on Nov. 30, 2000 – Mary Yates was the last child to be born.

Their Living Conditions:

Rusty accepted work in Florida in 1996 and the family moved into a 38-foot travel trailer in Seminole, FL While in Florida, Andrea got pregnant, but miscarried. In 1997 they returned to Houston and lived in their trailer because Rusty wanted to “live light.” The next year. Rusty decided to purchase a 350-square-foot, renovated bus which became their permanent home. Luke was born bringing the number of children to four. Living conditions were cramped and Andrea’s insanity began to surface.

Michael Woroniecki:

Michael Woroniecki was a traveling minister from whom Rusty purchased their bus and whose religious views had influenced both Rusty and Andrea. Rusty only agreed with some of Woroniecki’s ideas but Andrea embraced the extremist sermons. He preached, “the role of women is derived from the sin of Eve and that bad mothers who are going to hell create bad children who will go to hell.” Andrea was so totally captivated by Woroniecki that Rusty and Andrea’s family grew concerned.

Andrea’s First Suicide Attempt :

On June 16 1999, Andrea called Rusty and begged him to come home. He found her shaking involuntarily and chewing on her fingers. The next day, she was hospitalized after she tried to commit suicide by taking an overdose of pills. She was transferred to the Methodist Hospital psychiatric unit and diagnosed with a major depressive disorder. The medical staff described Andrea as evasive in discussing her problems. However, on June 24 she was prescribed an antidepressant and released.

Spiraling Downward:

Once home, Andrea did not take the medication and as a result she began to self mutilate and refused to feed her children because she felt they were eating too much. She thought there were video cameras in the ceilings and said that the characters on television were talking to her and the children. She told Rusty about the hallucinations, yet neither of them informed Andrea’s psychiatrist, Dr. Starbranch. On July 20, Andrea put a knife to her neck and begged her husband to let her die.

Warned About the Risks of Having More Babies :

Andrea was again hospitalized and stayed in a catatonic state for 10 days. After being treated with an injection of different drugs that included Haldol, an anti-psychotic drug, her condition immediately improved. Rusty was optimistic about the drug therapy because Andrea appeared more like the person he first met. Dr. Starbranch warned the Yates that having another baby might bring on more episodes of psychotic behavior. Andrea was placed on out-patient care and prescribed Haldol.

New Hopes for the Future :

Andrea’s family urged Rusty to buy a home instead of returning Andrea to the cramped space of the bus. He purchased a nice home in a peaceful neighborhood. Once in her new home, Andrea’s condition improved to the point that she returned to past activities like swimming, cooking and some socializing. She was also interacting well with her children. She expressed to Rusty that she had strong hopes for the future but still viewed her life on the bus as her failure.

The Tragic End:

In March of 2000, Andrea, on Rusty’s urging, became pregnant and stopped taking the Haldol. On November 30, 2000, Mary was born. Andrea was coping but on March 12, her father died and immediately her mental state digressed. She stopped talking, refused liquids, mutilated herself, and would not feed Mary. She also frantically read the Bible.

By the end of March Andrea returned to a different hospital. Her psychiatrist, Dr. Mohammed Saeed, treated her briefly with Haldol but discontinued it, saying that she did not did not seem psychotic. Andrea was released only to return again in May. She was released in 10 days and in her last follow-up visit with Saeed, she was told to think positive thoughts and to see a psychologist.

Two days later, Rusty left for work and before his mother arrived to help, Andrea began to put into action the thoughts that had consumed her for two years.

Andrea filled the tub with water and beginning with Paul, she systematically drowned the three youngest boys, then placed them on her bed and covered them. Mary was left floating in the tub. The last child alive was the first born, seven-year-old Noah. He asked his mother what was wrong with Mary, then turned and ran away. Andrea caught up with him and as he screamed, she dragged him and forced him into the tub next to Mary’s floating body. He fought desperately, coming up for air twice, but Andrea held him down until he was dead. Leaving Noah in the tub, she brought Mary to the bed and laid her in the arms of her brothers.

During Andrea’s confession she explained her actions by saying that she wasn’t a good mother and that the children were “not developing correctly” and she needed to be punished.

Her controversial trial lasted three weeks. The jury found Andrea guilty of capital murder, but rather then recommending the death penalty, they voted for life in prison. At the age of 77, in the year 2041, Andrea will be eligible for parole.

Source: Charles Montaldo, Profile of Andrea Yates, crime.about.com, http://crime.about.com/od/current/p/andreayates.ht… (last visited March 10, 2010).

 
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NR 507 Week 6 Discussion (Parts 1, 2, 3) + Quiz Answers

NR 507 Week No. 6 Discussion:

PART No. 1:

You are contacted by an attorney representing a client who has been charged with child abuse and whom faces loss of her child and 15 years in prison. The record indicated that the child was 4 years old and presented to the ER room with a broken arm and a broken leg. There also appeared to be multiple previous fractures. Now, you examine the child and find blue sclera, a sunken chest wall, severe scoliosis, and you observe a triangular face and prominent forehead. You confirm that there have been multiple previous fractures by evaluating the previous X-rays. This is a genetic disorder.

  • What      is the most likely genetic disease that this presents and why?
  • What      is the molecular basis of this disease?
  • Before,      calling the police what should the initial clinician have done?

PART No 2:

Johnny is a 5-year-old Asian boy who is brought to a family practice office with a “runny” nose that started about 1 week ago but has not resolved.  He has been blowing his nose quite frequently and “sores” have developed around his nose.  His mother states, “The sores started as ‘big blisters’ that rupture; sometimes, a scab forms with a crust that looks like “dried maple syrup” but continues to seep and drain.”  She is worried because the lesions are now also on his forearm.  Johnny’s past medical and family histories are normal.  He has been febrile but is otherwise asymptomatic.  The physical examination was unremarkable except for moderate, purulent rhinorrhea and 0.5- to 1-cm diameter weeping lesions around the nose and mouth and on the radial surface of the right forearm.  There is no regional lymphadenopathy.

  • Write      a differential of at least three (3) possible diagnoses and explain how      each may be a possible answer to the clinical presentation above.      Remember, to list the differential in the order of most likely to less      likely.
  • Based      upon what you have at the top of the differentials how would you treat      this patient?
  • When      would you allow the student back to school? Elaborate on your reasoning?

PART No. 3:

Keisha, a 13-year-old female, has come into your urgent care center. She has red conjunctiva, a cough and a fever of about 104 F, She also has a rash on her face a possibly the beginning of a rash on her arms. About 10 days ago she was around another student who had similar symptoms.

  • Write      three (3) differential diagnoses?
  • What      are some of the complications of this disease, assume that the top of your      differential is the definitive?
  • Assume      that the second item you place on your differential is the definitive      diagnosis. What are some complications of that disease?

PEER:

NR 507 Week No. 6 Quiz Solutions:

1. Considering the pathophysiology of osteoporosis, which cytokines and hormones decrease receptor activator of RANKL expression?(Points : 2)

2. Rhabdomyolysis is characterized by (Points : 2)

3. Which type of osteoporosis would a person develop after having the left leg in a cast for 8 weeks to treat a compound displaced fracture of the tibia and fibula? (Points : 2)

4. Considering the pathophysiology of osteoporosis, what are the effects of extracellular signal regulated kinases (ERKs) and receptor activator of RANKL on osteoblasts and osteoclasts? (Points : 2)

5. What is the diagnosis of a person who has tennis elbow characterized by tissue degeneration or irritation of the extensor carpi brevis tendon? (Points : 2)

6. Which statement is false about giant cell tumors? (Points : 2)

7. What pattern of bone destruction is described as not well defined and not easily separated from normal bone? (Points : 2)

8. The pain experienced in Legg-Calvé-Perthes disease is referred to as involving (Points : 2)

9. In osteomyelitis, bacteria gain access to the subperiosteal space in the metaphysis, which is considered the “path of least resistance.” What factor makes this route for bacteria the path of least resistance? (Points : 2)

10. Molecular analysis has demonstrated that osteosarcoma is associated with (Points : 2)

11. Ewing sarcoma arises from (Points : 2)

12. Which serum laboratory test is elevated in all forms of osteogenesis imperfecta? (Points : 2)

13. The _____ is cartilage that retains the ability to form and calcify new cartilage and deposit bone until the skeleton matures. (Points : 2)

14. Osteochondrosis is caused by a(n) (Points : 2)

15. An insufficient dietary intake of vitamin _____ can lead to rickets in children. (Points : 2)

16. In latex allergies, which immunoglobulin is associated with an immediate reaction? (Points : 2)

17. Chickenpox may be followed years later by (Points : 2)

18. Cutaneous vasculitis develops from the deposit of _____ in small blood vessels as a toxic response allergen. (Points : 2)

19. Which malignancy is characterized by slow-growing lesions that usually have depressed centers and rolled borders and are frequently located on the face and neck? (Points : 2)

20. Scleroderma is more common in women and is associated with a(n) (Points : 2)

21. Thrush is a superficial infection that commonly occurs in children and is caused by (Points : 2)

22. What is the cause of chickenpox? (Points : 2)

23. Which vascular anomaly is a congenital malformation of dermal capillaries that does not fade with age? (Points : 2)

24. What is a common source of tinea corporis? (Points : 2)

25. Which contagious disease creates a primary skin lesion that is a pinpointed macule, papule, or wheal with hemorrhagic puncture site?(Points : 2)

 
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