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HRMN300 Assignment 2

Assignment 2

Please read ALL directions below before starting your assignment. You may find it helpful to print a copy and cross off or highlight as you complete each expectation. Good luck!

HRMN300 Assignment 2 – Summer 2020

INSTRUCTIONS:

  • Please submit your assignment as an      attachment in your assignments folder.
  • Your assignment cannot be accepted via      messages, email or conferences.
  • You must submit to the assignment link by      the due date stated in the syllabus for credit. A missing assignment will      be assigned a 0.
  • Respond to all three questions below on a      new, blank word processing document (such as MS Word).
  • Develop each answer to the fullest extent      possible, discussing the nuances of each topic and presenting your      arguments logically.
  • In addition, include citations from the      class content resources in weeks 1-6 to support your arguments.
    • Each answer should be robust and developed       in-depth.
    • You are expected to demonstrate critical       thinking skills as well as an understanding of the issues identified. Some       questions may also require personal reflection and practical application       Your responses will be evaluated for content as well as grammar and       punctuation.
    • All writing must be your original work. PLEASE do not copy or quote anything. Sources are just that, a reference. Once you locate       the information, read and interpret the data. What does it mean to you?       Type your own thoughts and own words. Then, include in-text citations       to support your ideas. This is       not a research paper. 

FORMAT:

o Include a Cover Page with Name, Date, and Title of Assignment.

  • Do not include the original question, only      the question number.
  • Each response should be written in complete sentences, double-spaced      and spell-checked. Use 12-point Times New Roman font with 1-inch margins      on all sides. Include page numbers according to APA formatting guidelines.
  • In addition, you will want to include      citations in APA format at the end of each answer. Include a      minimum of 3 references for each answer. References must be from class      materials.

Question 1: 

What is the human resource manager’s role in a career development program? What is the manager’s role in a career development program? Make a case for who is primarily responsible for employees’ career success and why. What factors may be involved? What are some challenges that organizations may face in creating and implementing a career development program?

Question 2:

A) Imagine that you are preparing for your first performance feedback session with your employee. You want the session to be effective for the employee, so he/she will have the motivation and knowledge to improve performance. You also want to provide a valid, accurate evaluation of the employee’s performance. What are the steps that you would take to prepare for the session? What sources of data would you consider? Finally, outline how you would conduct the feedback and evaluation.

B) Assume the role of the employee. How would you need to prepare for your performance evaluation meeting?

Question 3:

Define the term “security” with respect to today’s workplace. Discuss in detail the actions an employer can take to minimize the risk of bullying and workplace violence. What are some other security concerns organizations face and how can these risks be mitigated? Discuss at least three strategies.

FROM LOCAL TO GLOBAL BRANDING – A POWERADE CASE STUDY

FROM LOCAL TO GLOBAL BRANDING – A POWERADE CASE STUDY

Powerade is the leading sports drink of The Coca-Cola Company. Launched in the United States in 1992, Powerade is now sold in 80 countries. Powerade is the fastest growing major sports drink brand globally, and is one of fourteen, billion dollar brands from The Coca-Cola Company.

Powerade is an example of a brand that grew successfully over the past 10 years with locally developed positionings and communications. However, with the pressure to increase efficiency/productivity/profitability, and with the increasing association of Powerade with high profile international sporting events such as the Olympics and FIFA World Cup, the establishment of a unified global positioning became critical. By adopting a consistent brand vision, Powerade would be able to speak to consumers around the world in a consistent voice while leveraging financial efficiencies with agencies and global media outlets.

Like most global companies, The Coca-Cola Company historically drew on local in-market experience, competitive review, and strategic rationale to inform its brand positioning within a given region. This positioning was then integrated with the brand’s goals and targets in each cultural and competitive context to establish a brand plan. The challenge inherent in a move towards a consistent global brand vision was that it posed a potential risk to the local business if the global positioning was not as relevant to the local consumers as the current offering.

Additionally, qualitative research, the typical approach used to develop and assess positionings, did not allow for accurate cross-market comparisons of consumer appeal, volume potential, and risk. This reflects a problem The Coca-Cola Company shares with other global companies: convincing local managements to change from a local positioning that has proven successful.

Without the “facts” and rigor provided by quantitative measurements that can address local concerns about the risk of changing, it can be difficult to align markets behind a singular approach.

The Coca-Cola Company hoped that by combining quantitative research with strategic rationale, market experience, and qualitative learning, they would bring greater precision, rigor, and insight to this process, thus facilitating consensus across markets and reducing the overall risk involved in global repositioning. TCCC asked Millward Brown to collaborate in developing such an  approach. The resulting research model linked the “art” of position-creation with the “science” of a rigorous volume-based outcome. This enabled TCCC to review the findings across markets and align a global positioning that conveyed a consistent vision for the brand while allowing for the local flexibility needed to assure the relevance of in-market messaging and other marketing activities.

The results of this research program provided compelling quantitative evidence that fostered consensus across markets and increased confidence in Powerade’s global positioning strategy.

The research also identified ways in which the positioning could be optimized, both overall and for each market.

The Research

After a review of best practices in leveraging consumer opinion to inform effective positioning, Millward Brown designed a two-stage approach.

1. In the first stage, a segmentation scheme was created to explore category users’ sports participation habits, sports attitudes, performance needs, beverage consumption during sports and sports drink brand perceptions. The intent was to develop more complete definition of the core Powerade consumer target.

2. Stage two was the creation of an online social networking forum among the target consumers where respondents reported their motivations for participating in sports, as well their current perceptions of sports and sports activity behaviors. They also provided reactions to different Powerade positioning concepts and the extent to which these resonated with their sports activity experiences. A score card summarized each concept’s appeal, uniqueness, fit with the brand, and overall potential, as well as key messages, likes, dislikes, associations, and opportunities for improvement.

Segmentation

In order to gain a more thorough understanding of the perceptions, attitudes, behaviors and needs of sport drink consumers, a segmentation study was undertaken. The goal: to provide an understanding of local-market similarities (and differences) of the core sports drink consumer in order to feed into global and local strategy development, target definition, as well as guide development of the brand’s communication plan.

Across five markets: Spain, Germany, Italy, UK, and Poland, the study interviewed respondents between the ages of 16 and 40 who practiced a sport at least 2-3 times per month. Topics ranged from motivations and attitudes towards sports, types of sports they participated in, and their needs/motivations for drinking beverages during sports occasions, and perceptions of sports drinks.

The segmentation study identified seven unique consumer segments. The attitudes and needs of these segments varied from “participating for health reasons and/or doctors orders” to “considering myself a professional athlete”. These segments were very similar in profile and size across the different markets. The most important segment for sports drink consumption was that of ‘True Sportsmen’. This segment saw participation in sports as a daily activity and a way of life. These consumers had played sports for years, associated themselves with teams and enjoyed the competition and social aspect of sports. These respondents also played and practiced team sports twice as much as the average consumer. Though a smaller portion of the population, this group accounted for a significant amount of sports drink volume in the sport occasion.

Results from the segmentation study provided a detailed definition of the target consumer, as well as the types of sports played and motives behind selecting a sports drink that could be applied across markets.

Findings from the segmentation research led to a number of questions around whether the local positioning and values for the brand were on track for this core consumer group. Additionally, there remained questions about how best to increase occasions, frequency, and penetration among this group – to understand the needs of each segment for different product offers (before vs. after exercise).

Defining and understanding the similarities of this core consumer across market was the first step to developing a consistent positioning for the Powerade Brand Consumer Co-Creation – Ideablog

In the second stage, Millward Brown recommended a new research approach for gathering consumer insight – IdeaBlog, a social networking environment designed for idea evaluations– with structured, trade-off analytics using a “Max-Diff” methodology as part of the IdeaBlog execution. IdeaBlog offered a way to get deeper insights from core consumers in a more “natural environment” (to them) – on-line. In utilizing this approach, a rich and colorful consumer assessment unfolded while also having an objective basis for evaluating the positioning concepts and their core elements.

These social networks of True Sportsmen were created and conducted in five countries: United States, Mexico, Great Britain, Italy, and Australia. The test stimulus for Stage 2 involved a 100 to 150-word concept with supporting visuals that described various aspects of the sporting occasion, the needs within the occasion, and the role of the beverage. Ten concepts were tested among the priority segment, “True Sportsmen”.

The IdeaBlog environment was considered the perfect tool for evaluating existing ideas and generating new ones to reflect consumers’ perceptions of the brand’s essence. It provided a highly interactive, iterative process in which consumers were invited to respond to positioning concepts and communications strategies. Participants not only contributed their views to discussion boards, but also upload images, videos and website URL’s of their sports interests and past participations, and gave their opinions in quick polls and surveys.

Response to the concepts yielded several critical insights. There was a consensus across groups and countries that too much emphasis had been placed on winning in sports and competition. Respondents indicated that they participated in sports to challenge themselves and to continue to improve. They enjoyed competition, but these athletes reserved the right to define what “winning” meant to them.

The best performing concepts also highlighted additional similarities across all markets. The principles gleaned showcase the importance of a positioning built around:

• Inclusiveness

• A recognition of ‘the journey,’ not just winning

• Acknowledgement of the enjoyment of the game, the passion for the sport

• The importance of the team as a social connection

The strongest concepts revolved around the globally resonant theme of “performing at your best” while being rooted in persuasive benefits that revolved around hydration. These insights helped Powerade evolve their global brand vision to one that promised to be effective across markets. While research informed a global decision, market-level data was also available to aid the individual markets’ implementation of the positioning in a way that best fit the local culture and competitive context.

The learnings and insights from these 2 pieces of research were the basis for the Integrated Marketing Communication plan for FIFA and the Creative Communication brief to the agency.

A Campaign Emerges

With the research results in hand, the FIFA World Cup presented a unique opportunity to create a global campaign to build sports credentials and accelerate recruitment for Powerade. The communication goals of this campaign supported the key principles uncovered in the research (inclusiveness, “the journey,” enjoyment, and the social connection) and also leveraged:

• The endorsement of FIFA (“Chosen by FIFA…”) – a unique endorsement that brought a strong competitive advantage

• Important functional benefits to drive purchase

• Engagement with shoppers’ excitement to drive participation and impulse purchase.

The campaign was brought to life by inspiring and educating footballers “all the way to the raising of the trophy”.

The campaign was rolled out in 3 phases to ensure maximum awareness, involvement, and brand appreciation. First, Powerade established association with FIFA through local PR events and by launching VIS and shopper work. Next, the brand seeded the campaign to help avid footballers find ways to play better and longer. Once the foundation of the campaign established traction with hardcore footballers, the brand took it to the next level to maximize reach and participation.

The main driver of reach for the campaign was a TVC that solidified the performance and endurance message. Print and OOH also drove reach and focused on ‘hero-ing’ Powerade’s performance abilities. To drive participation and trial the brand kicked-off experiential elements at local football pitches utilizing:

• Never-ending game kit – A series of premiums selected by markets as well as tips to train players how to relieve dehydration and fatigue

• South African Football Clinics – A series of clinics where aspiring athletes learned about hydration and POWERADE benefits. These clinics also taught unique techniques to improve performance and encourage the joy of playing.

The campaign finished off with work to connect Powerade to the actual matches in order to drive word-of-mouth. Utilizing billboards around the pitch and providing Powerade bottles to players, those watching the matches couldn’t help but see the Powerade brand. Finally, Powerade unveiled a digital program on fifa.com with collectible clips from the FIFA 2010 World Cup matches. Powerade created a great plan that established the brand as the go-to sports drink for footballers the world over.

Testing the Campaign

Utilizing Millward Brown’s Link copy testing tool, the campaign and television commercial were tested to understand breakthrough and persuasion. The results were outstanding! The campaign was rated in top 15% of all tested IMC campaigns. Furthermore, the campaign and television evaluations surpassed norms on every key measure. Overall persuasion score was exceptionally high due to strong appeal.

Both the TV ad and the campaign delivered strong results across all metrics because they seamlessly integrated Powerade into the ads in a way that was natural and relevant to consumers. Additionally, the core message was simple, realistic, believable and resonated well with consumers.

Business Results

For the first time Powerade had a globally consistent and relevant campaign and The 2010 FIFA World Cup represented the perfect opportunity to raise the brand’s global voice and reinforce its credentials in sports. The brand was able to activate the global campaign across the top twenty Powerade markets.

In doing so, Powerade’s momentum has accelerated since the FIFA World Cup program hit the global marketplace.

• Powerade volume grew by double digits (versus previous year)

• Positive Momentum was generated across a broad reach of geographies, including: US, Canada, Mexico, Brazil, Argentina, Spain, Turkey, Korea, Philippines, etc…

• Powerade volume share grew vs. previous year

• Powerade June YTD value share grew vs. previous year.

• Finally, Powerade improved their ratio of non-working DME (includes agency fees, adaptation, brand-marketing assets, market research and production) with an estimated productivity gain of multi-million dollars for sports drinks.

• Tracking data results showed a significant increase in favorite brand scores among those aware of the sponsorship while consumption intent also grew significantly.

In the end, it was clear that Powerade had an impressive IMC and TVC, contributing to an increase in volume and share performance.

In summary, the designed research program coupled the power of an interactive, qualitative, consumer-listening approach with quantitative research to engage respondents and the rigor of advanced analytics to predict results. This approach promises a new way forward for future global positioning research.

Final Paper: human services agency

Final paper due 7/24 by 11:59 p.m.FINAL PAPER DUE TO MODULE ON 7/24 BY 11:59 PMEach student’s final paper will focus on a human services agency:The student will gather information on history, services provided, population served, hours of operation sources of funding/fees, is it Public/Private Not-for-Profit/For-Profit, organizational structure, volunteer opportunities as well as the agencies response to Covid 19. (what role have they played in terms of testing, providing funding, education, providing food or shelter.

  1. Each paper/writing assignment must include the following headings:  You should have a minimum of 9  headings and they should read as follows:

Name of Paper (this is your introduction)HistoryOrganizational ChartEthical ResponsibilityVolunteerCovid ResponseAnalysisConclusionReference page (should be separate page)EACH PAPER MUST BE IN APA FORMAT AND INCLUDE A TITLE PAGE AND AUTHOR NOTE THE BODY OF THE PAPER MUST INCLUDE THE FOLLOWING HEADINGS: (Purdue Owl is a Good resource for APA formatting).Introduction (explain purpose of paper and what you will be presenting in your paper (must have a thesis statement or main idea of paper-usually placed in the final sentence of the introductory paragraph). History of organization or agency ( history behind organization to include hours of operation sources of funding/fees, is it Public/Private Not-for-Profit/For-Profit.Agency Organizational chart (chart that displays organizational structure/chain of command to include names, duties and responsibilities)Theories and principles of ethical responsibility (Analyze one theory of ethical responsibility and at least one theory of civic responsibility and demonstrate how theories apply to  this agency by providing the following: YOU WILL Address a problem or issue at this agency and discuss how it can be resolved and what action should be taken. Some examples include:Example 1: If the agency closes at 3 p.m. but many of their clients do not get off work until 5.  As a result, they do not benefit from the services. Example 2: If a police force is all Caucasian and the community they serve are  all African American and Hispanic. Are there any concerns regarding the lack of diversity? Example 3: If a homeless shelter requires that before being approved for admittance, they must have a Covid Test but no agencies in the area are providing a test.  The closest testing location is 20 miles away. EACH STUDENT WILL INCLUDE THE FOLLOWING IN YOUR PAPER:  Identify THE problem, b), identify and explore options.  d) Choose A course of action and how should it be applied).  e) How would this course of action benefit or help a client and or the community.Volunteer Opportunities  What are the volunteer opportunities?  What are the typical duties?Response to Covid 19 (What is the agencies response to Covid 19?  How has the virus impacted the agency? What role have they played in terms of testing, receiving funding, providing funding, education, food, or shelter?Analysis of organization (What are the overall strengths and needs of organization)  Conclusion (Summarize most important elements of your paperReference page (this should be a separate page and list the references you used for your paper– (A MINIMUM OF 3 REFERENCES ARE REQUIRED).

  1. EACH PAPER MUST NOT BE WRITTEN IN 1ST PERSON (I). YOU ARE NOT PERMITTED TO USE THE WORD I (first person) AT ALL IN YOUR PAPER.
  2. Each student will submit their FINAL paper to canvas by 6/21. Each student will also post their power point slides by 8:59 a.m. on 6/23.

PICO and Literature Search Assignment

PICO and Literature Search Assignment

 

Purpose: PICO questions are used by researchers to focus research questions and develop an efficient literature search strategy.  It is essential the future nurses learn how to do this to develop evidenced-based solutions to patient care problems in a healthcare organization.

 

Assessment:  This assignment is worth 80 points and represents 20% of the total course grade.  Graded according to the rubric at the end of this document.

 

Instructions:

 

Write three nursing-related PICO questions.  Use the templates in the EBP Step by Step 3 article (attached) to help create your questions.

 

Identify the PICO elements for each question.

 

Develop a search strategy using at least 3 keywords from the P, I, and O parts of your PICO, 1 synonym for one of the keywords, and 1 MeSH term for one of your keywords.

 

Using any one of your three PICO questions and the search strategy for it, locate 4 articles that help answer your PICO question.  The articles must meet the following requirements

 

must be primary source quantitative research articles.   Nursing journals

 

the population studied, issues/intervention of interest, and outcomes measured in the article should match the P, I, and O of your PICO question.

 

No article can be older than 2015.

 

 

On a Word document, write each PICO question as a sentence, identify the P, I, C, and O for each question, and list the search terms (3 keywords, 1 synonym, 1 MeSH term) for each. Please use the template attached to this assignment.

 

Highlight the PICO question for which you selected articles in Step 4 of these instructions.

 

Provide APA references for your selected articles from Step 4 of these instructions.

 

Name each document (one Word doc and 4 article pdfs) as follows and upload to the appropriate submission folder in Brightspace.:

 

Lastname PICO,

 

Lastname article 1

 

Lastname article 2

 

Lastname article 3

 

Lastname article 4

Connecting Knowledge And Research

In order to provide the appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment, including the influence of racism and ethnocentrism, allows a social worker to accurately identify the presenting problems and help the client develop goals to address their needs. Not completing a full assessment may result in inaccurately identifying the presenting problem and pushing goals on the client to which they do not agree. A good assessment is the best foundation for treatment planning.

In addition, evidence based practice requires social workers to use the best available evidence to inform their practice decisions. This assignment helps you prepare for the final project by beginning to identify the presenting problem and possible goals, as well as beginning the research process to inform your treatment recommendations when working with the identified client in a case study.

To prepare: Conduct research to locate at least 1 peer-reviewed scholarly resource(s) that could inform your assessment or intervention with the case you plan to use in your final project.

Submit a 2-3 page paper in which you:

  • Identify the case you will be using for the final project
  • Describe the presenting problem(s)
  • Describe 2 goals for the client based on their presenting problem
  • Identify a specific peer-reviewed article and explain how it could inform understanding of the problem/population, development of goals, or intervention and treatment plan
  • Explain how ethnocentrism and racism may influence the case (make sure to draw from this week’s assigned readings)

 

Working With Children and Adolescents: The Case of Dalia

Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.

Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”

Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”

In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now before she gets too busy.”

I asked both Dalia and her mother what their expectations were for counseling and what each would like to get from these visits. Dalia’s mother seemed surprised and stated, “This is for her. She better change her attitude and start to focus on school.” I explained that often it is helpful to have sessions both individually and with family members. I pointed out that because family issues were identified it might be productive to address them together. Dalia’s mother agreed to attend some meetings but also stated that her time was limited. I was told that Dalia’s father would not be able to join us because he was never available at that time.

Dalia and I began sessions alone, and her mother joined us for the second half. During the family sessions, we addressed the communication breakdown between Dalia and her mother and Dalia’s at-risk behaviors. Individual sessions were used to address her impulsive behavior and self-esteem issues.

In individual sessions, Dalia talked about how the family had changed since her sister left for college. She said her parents stopped being present and available once her sister went away to school. She said she spent more time on her own and her behavior was under more scrutiny. Dalia also talked about her sister, describing her as an excellent student and very popular. She said her teachers in middle school would often compare Dalia to her sister, making her feel unsuccessful in comparison. During a family portion of a session, Dalia’s mother initially disagreed with Dalia’s point of view regarding how the family had changed, stating, “She’s just trying to trick you.” I encouraged them to discuss what was different about the family dynamics now compared to when the older sister was at home. We discussed how the family had changed through the years, validating both perspectives.

In time, I was able to have Dalia’s father join us in some of the family meetings. He said he felt Dalia’s behaviors were just a stage and part of being a teenager. Dalia’s parents disagreed openly in our sessions, with each blaming the other for her behavioral issues. During these sessions, we addressed how they each may have changed as their children matured and left home and how this affected their availability to their youngest child. I helped them identify what made Dalia’s experience distinct from her siblings’ and examine what her high-risk behaviors might be in reaction to or symptomatic of in the family.

In the course of the family work, the realities of being a biracial family and raising mixed-race children were also addressed. We discussed how the parents navigated race issues during their own courtship and looked at the role of acculturation and assimilation with their children in their social environments as well as respective families of origin. Educating both parents around race and social class privilege seemed fruitful in understanding distinctions between what they and their children may have faced.

After 12 weeks it was agreed that therapy would end because Dalia would be starting high school and the family felt better equipped to address conflict. The family had made some changes with the household schedule that increased parent–child contact, and Dalia agreed to more structure in her schedule and accepted a position as a camp counselor in a local day camp for the summer. Termination addressed what was accomplished in this portion of therapy and what might be addressed in future counseling. The termination process included reviewing the strategies of conflict resolution and creating opportunities for family contact and discussion in order to reinforce those behavioral and structural changes that had led to improved communication and conflict reduction.

Global organizational culture

Primary Task Response: Within the Discussion Board  area, write 400–600 words that respond to the following questions with  your thoughts, ideas, and comments. This will be the foundation for  future discussions by your classmates. Be substantive and clear, and use  examples to reinforce your ideas.

The Chairwoman of Board of Directors has selected you to lead the  effort to create an international internship program for your  organization. You will be leading a cross-cultural virtual team,  including the vice president (VP) of human resources and department  heads from all areas of the organization from its locations throughout  the United States. The team is responsible for developing a 3-month  summer program for 50 international interns. The international interns  will be selected from university programs in their home country, will  travel to the organization’s U.S. locations, will live and work in the  United States, and then may have the potential to be offered a permanent  position with the organization.

Using the Bloomberg Businessweek B-school connection program,  research global organizational culture and respond to the following  questions:

  • What best practices do you recommend for leading a virtual  cross-cultural team? What is the difference between leading a U.S.-based  virtual cross-cultural team and a global virtual cross-cultural team?
  • What are the legal or regulatory factors that the team needs to consider for the interns to be employed in the United States?
  • How will the organization onboard the interns and introduce  them to U.S. culture? What types of activities can be hosted for the  interns to celebrate their diversity?
  • What are the benefits of the international internship program to the interns and to the organization?

Provide a reference list at the end of your primary task response of  at least 5 articles from Bloomberg Businessweek B-school connection  program, and include in-text citations for the articles in APA format.

Plagiarism will not be condoned in this assignment.

Co-Morbid Addiction (ETOH And Gambling)

BACKGROUND

Mrs. Maria Perez is a 53 year old Puerto Rican female who presents to your office today due to a rather “embarrassing problem.”

SUBJECTIVE

Mrs. Perez admits that she has had “problems” with alcohol since her father died in her late teens. She reports that she has struggled with alcohol since her 20’s and has been involved with Alcoholics Anonymous “on and off” for the past 25 years. She states that for the past two years, she has been having more and more difficulty maintaining her sobriety since they opened the new “Rising Sun” casino near her home. Mrs. Perez states that she and a friend went to visit the new casino during their grand opening at which point she was “hooked.” She states that she gets “such a high” when she is gambling. While gambling, she “enjoys a drink or two” to help calm her during high-stakes games. She states that this often gives way to more drinking and more reckless gambling. She also reports that her cigarette smoking has increased over the past two years and she is concerned about the negative effects of the cigarette smoking on her health.

She states that she attempts to abstain from drinking but that she gets such a “high” from the act of gambling that she needs a few drinks to “even out.” She also notices that when she drinks, she doesn’t smoke “as much” but enjoys smoking when she is playing at the slot machines. She also reports that she has gained weight from drinking so much- she currently weights 122 lbs., which represents a 7 lb. weight gain from her usual 115 lb. weight.

Mrs. Perez is quite concerned today because she has borrowed over $50,000 from her retirement account to pay off her gambling debts. She is very concerned because her husband does not know that she has spent this much money.

MENTAL STATUS EXAM

The client is a 53 year old Puerto Rican female who is alert, oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. Her speech is clear, coherent, and goal directed. Her eye contact is somewhat avoidant during the clinical interview. As you make eye contact with her, she looks away or looks down. She demonstrates no noteworthy mannerisms, gestures, or tics. Her self-reported mood is “sad.” Affect is appropriate to content of conversation & self-reported mood. She visual or auditory hallucinations, no delusional or paranoid thought processes are readily appreciated. Insight and judgment are grossly intact, however, impulse control is impaired. She is currently denying suicidal or homicidal ideation.

Diagnosis: Gambling disorder, alcohol use disorder

Examine Case Study: A Puerto Rican Woman With Comorbid Addiction. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

  • Decision #1 
    • Which decision did you select?
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. 
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
  • Decision #2 
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. 
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
  • Decision #3 
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. 
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Summary and Persuasive Response Assignment

Summary and Persuasive Response Assignment

 

Weight: 15%

 

Due: Friday July 24 at 11:55 PM (23:55) PDT, with a 24-hour grace period, in the Dropbox on CourseSpaces.

NOTE:  docx or pdf ONLY. Please follow formatting guidelines!

 

Word count: Your final assignment should be between 500 and 750 words (not including your header, title, or audience description).

  • To start with, you should write more than you need to — maybe 1000 words in a rough draft).
  • As you revise, edit down to approximately 500 to 750 words (allowing approximately 200 for the summary and 300 to 500 for the response).
  • In the drafting process, you really do need to write more, not less.

Purpose, or Why Am I Doing This?

A major part of academic writing is summarizing and then responding to what others say. We (academic writers — and that includes you!) must consistently research the work that others have done in our chosen fields (e.g. biology, linguistics, computer science, music, etc.) and summarize their findings and arguments. Then we respond by debating or building on what others have achieved. In your textbook Why Write, the authors explain that summary writing is challenging, because you are often asked in academic writing to take a complex written work of 2000 to 6000 words and condense it to 250 words. Luckily, you will practice this crucial skill in this assignment as well as in this entire course. Once you acquire this skill, you will discover that summarizing information is necessary in many types of writing beyond academic writing.

 

This assignment asks you to practice two important situations in which you need to present a summary:

 

  1. A summary written to capture the main points of a longer text objectively and accurately. (This is the sort of summary you will need to write for an annotated bibliography.)
  2. A summary written to provide enough information about a source’s main points so that a reader can follow your own argument. (This is the sort of summary you are likely to include in a paragraph that presents your own claim or position.)

 

As the saying goes, practice makes perfect, so let’s get started.

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How to Complete this Assignment Successfully

These steps are intended to guide your work on this assignment. If you’re not sure how to complete some of these tasks, please ask for help from your instructor, teaching assistant or from a CAC tutor.

 

Writing the Summary:

 

  1. Read through the entire assignment, including the rubric, and underline action words (e.g. “discuss,” “summarize,” “read,” and so forth). Make sure you know what you are being asked to do. If there is anything you do not understand, please go to Coursespaces and scroll down to Week Two where you will find a forum entitled “Major Assignment One: Summary and Persuasive Response.” In that forum, you will see not only the assignment description and the readings, but also discussion threads where you can ask questions.
  2. Next, choose an article from the list provided in the Discussion “Readings for the Assignment” (located in the Major Assignment One: Summary and Persuasive Response Forum). Please be sure to select an article that has an argument you agree with.
  3. Read the articles and apply the techniques for reading provided in Week Two. You are looking for (a) the main argument, (b) supporting arguments, and evidence. Be sure to take notes on this information.
  4. Read through both your notes and the article once more. Put them aside and start writing a draft of your summary. Because you are trying to present the article’s ideas IN YOUR OWN WORDS, it’s most effective NOT to look at the original article during this drafting process.
  5. Now, read through your draft summary. Have you condensed the information accurately and effectively? Go through the checklist for summary writing provided in my Pro Moment PowerPoints. Have you followed all the conventions for summary writing? Make changes to your draft as needed.
  6. Now is the stage where you should make sure what you have written is really in your own words. Please be sure you have not used any direct quotations. A paraphrase or two is okay, but mostly you should be focusing on the most general points of the article, not specific sentences or phrases. And double-check to ensure you’re not replicating language or sentence structures from the original text.
  7. Read through your draft once more for accuracy and to catch any errors in punctuation or grammar. Congrats! You finished the summary. Now you are going to respond to the article and you will complete this work in Week Three.

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 Writing the Persuasive Response:

 

  1. Read the article again but this time consider how the author wants to make you think about the subject. Does the author want you to feel a certain way? Do they want you to trust their evidence? Is the argument convincing? Why did they want to write this article? As you are reading, consider these and other questions. Take notes to record your answers.

 

  1. Now consider the audience for the article. You will need to use the Pro Moment Lecture on rhetorical analysis of audience, context and purpose (from Week One) to accurately analyze the article. You should also use the reading you chose and look up the journal – who do you think the primary audience might be? Go back and review the readings from week One and Two. Take notes about the audience.

 

  1. Consider the type of article: Is it a commentary? Is it an opinion piece? Try looking up the source (journal, etc.) in which it was published. Take notes about the type of article this is.

 

  1. You should have quite a few notes. Read through them and think about what you discovered. Thinking about writing is a vital part of the writing process. Once you have done so, you are ready to start writing.

 

  1. You are writing for a specific audience, a naysayer, or someone who does not believe what the article says. You might pretend it’s me. You could also pretend it’s an expert in the field, a classmate, or a public figure. Write three to five sentences describing this intended audience.

 

  1.  Think about how to make your naysayer audience believe the article’s argument. You need to defend the article. A good first step in doing so is to look back at your notes and highlight any elements that seem likely to appeal to your reader.

 

  1. Use your own writing process to build a draft. I strongly suggest writing more than you need to and then revising by cutting what isn’t useful and building up what is.  Be sure to complete the practice assignment first! Get some feedback.

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Checklist of key parts of this assignment:

  1. Summary (with a title)
  2. Persuasive response (with a title)
  3. Audience description paragraph
  4. Source information. (This could take the form of an MLA- formatted Work Cited or APA-formatted References list.)

 

Rubric:

 

A level grade (80-100):

 

The summary shows an in-depth understanding of how to condense complex information with skill and accuracy. The author understands how to paraphrase and cites each paraphrase accurately. The conventions of summary writing are followed expertly.

 

The persuasive response is effective because the reader is convinced by the author’s skillful and accurate use of language. The author has addressed the reader’s concerns about the article with relevant evidence that is cited with care. The reader can not only understand the author’s argument about the article, but also the reader is persuaded by the author’s highly effective and accurate explanations, evidence, and clear purpose (argument).

 

The writing is pleasurable to read because the author has, for example, transitioned between ideas effectively, used a variety of sentence structures, and included relevant and even compelling vocabulary.

 

An A+ can become an A or A- as the author loses control of the argument, for instance if the writing contains errors or is not consistent. An A- level paper may have a few small errors in writing or perhaps argumentation will have weaknesses (perhaps not enough evidence or the evidence is not integrated as well as it could be). However, all A level grades show a skill level that is impressive.

 

B level grade (70-79)

 

The summary shows a strong understanding of how to condense complex information with skill and accuracy. The author understands how to paraphrase and cites each instance accurately. The conventions of summary writing are followed effectively.

 

The persuasive response is effective because the reader is convinced by the author’s skillful argument about the article. The author has addressed the reader’s concerns about the article with relevant evidence that is cited. The reader can not only understand that author’s argument, but also the reader is persuaded by the author’s effective explanations, evidence, and clear purpose (argument).

 

The writing is pleasurable to read, even though there are issues with the vocabulary or sentence structure or some other factor that impedes reading somewhat. The errors should be small and not overwhelming for the reader.

 

A B+ nears exceeding expectations, but there may be issues that stop the paper from an A-. Sometimes the issue is that the writing has too many errors to reach the A level. It might be that the author has lost control of the argument. This can happen when detailed evidence is overused (too many direct quotations) or underused (not enough support). When these issues start to add up, then an assignment might drop to a B or B- level. A B- is indicative that the student might need more support from the Centre for Academic Communication or ask for help from the instructor or teaching assistants.

 

C level grade (60 to 69)

 

The summary shows an understanding of how to condense complex information with skill and accuracy. The author understands how to paraphrase and cites each instance. The conventions of summary writing are followed. Patchwriting may be evident (simply paraphrasing the article at the sentence level rather than condensing a major idea or argument in the article).

 

The persuasive response is fairly effective because the reader is somewhat convinced by the author’s argument about the article. The author has addressed the reader’s concerns about the article with evidence that is cited, although there may be issues with the citation or the use of evidence. The reader can understand that author’s argument and can follow along with the explanations.

 

The writing is pleasurable to read, even though there are issues with the vocabulary or sentence structure or some other factor that impedes reading somewhat. The errors should not be overwhelming for the reader.

 

 

A C+ nears being very good, but can still be considered good in a number of areas, but there too may be issues that stop the paper from a B-. Sometimes the issue is that the writing has too many errors to reach the A level. It might be that the author has lost control of the argument. This can happen when detailed evidence is overused (too many direct quotations) or underused (not enough support). When these issues start to add up, then an assignment might drop to a C or C- level. A C- is indicative that the student needs support from the Centre for Academic Communication and should ask for help from the instructor or teaching assistants.

 

D level Grade or Fail

 

Please contact the instructor immediately to set up an appointment to discuss the paper and possible resubmission. This discussion is meant to support you on your writing journey. You will not be judged or admonished in any way. Instead, I will suggest ways you can improve and build on what’s working!

 

 

In addition to this assignment specific rubric, the overall rubric for grading first year writing at the University of Victoria is in effect. Please review this rubric carefully.

 

(If the embedded link does not work, here is the URL: https://www.uvic.ca/humanities/english/undergraduate/resources/firstyeargrading/index.php)

 

 

 

Week 3 Case Study Physiology And Pathophysiology

Select either a type of pain syndrome or a neurologic disease process (headache, CVA, acute bacterial meningitis, Alzheimer’s, anxiety, depression, chronic pain syndrome) and discuss the pathophysiologic process involved.


Identify current evidence-based treatment modalities for the selected syndrome or disease and discuss how the treatment impacts the disease process.

Conduct an evidence-based literature search to identify the most recent standards of care/treatment modalities from peer-reviewed articles and professional association guidelines (www.guideline.gov). These articles and guidelines can be referenced, but not directly copied into the clinical case presentation. Cite a minimum of three resources.

Include the following in your clinical case presentation:

  1. A discussion of the pathophysiology of the disease, including signs and symptoms.
  2. An explanation of diagnostic testing and rationales for each.
  3. A review of different evidence-based treatment modalities for the disorder obtained from guideline.gov or a professional organization.

Next, address the following questions:

  1. How does the information in this case inform the practice of a master’s prepared nurse?
  2. How should the master’s prepared nurse use this information to design a patient education session for someone with this condition?
  3. What was the most important information presented in this case?
  4. What was the most confusing or challenging information presented in this case?
  5. Discuss a patient safety issue that can be addressed for a patient with the condition presented in this case.

The use of medical terminology and appropriate graduate level writing is expected.

Your paper should be 3–4 pages (excluding cover page and reference page).

Your resources must include research articles as well as reference to non-research evidence-based guidelines.

Use APA format to style your paper and to cite your sources. Your source(s) should be integrated into the paragraphs. Use internal citations pointing to evidence in the literature and supporting your ideas. You will need to include a reference page listing those sources. Cite a minimum of three resources.

Assessing Musculoskeletal Pain

Assessing Musculoskeletal Pain

A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform?

With regard to the case study you were assigned:

  • Consider what history would be necessary to collect from the patient in the case study you were assigned.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.

Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.