Identify motivational processes and other factors specific to how this MNC operates in a cross-cultural environment that would factor into your decision-making process of wanting to work there.

Course Syllabus

Course Description

Presents a study of the challenges that confront managers of organizations and individuals in global settings. Special focus
is placed on benefits of diversity derived from interactions between different cultures. The course also covers an overview of
markets, governments, and organizations as well as a general overview of the concepts of internationalization in
contemporary business.

Course Textbook(s)

Luthans, F., & Doh, J. P. (2021). International management: Culture, strategy, and behavior (11th ed.). McGraw-Hill
Education. https://online.vitalsource.com/#/books/9781260563979

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Categorize consequences of globalization on countries around the world.
2. Compare and contrast the impact of different political, legal, and economic systems on international management.
3. Defend ethics and social responsibility in international management.
4. Evaluate the cultural challenges of managing an international business.
5. Analyze important elements of effective cross-cultural negotiation and communication.
6. Examine international management strategies that emphasize global integration versus local adaptation.
7. Compare and contrast the entry methods and approaches tailored to international business organizations.
8. Assess political risks of international organizations managing their relationships with national governments.

Academic Integrity

Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.

Credits

Upon completion of this course, the students will earn 3.00 hours of college credit.

Course Structure

BUS 4426, International
Management

BUS 4426, International Management 1

1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required unit resources, assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.

3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook

and/or outside resources.
5. Suggested Unit Resources: Suggested Unit Resources are listed within the Study Guide. Students are encouraged

to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Unit Resources.

6. Learning Activities (Nongraded): Nongraded Learning Activities are provided to aid students in their course of
study.

7. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.

8. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.

9. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.

10. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.

11. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general
questions or questions related to course content.

12. Student Break Room: This communication forum allows for casual conversation with other classmates.

Unit Assignments

Unit III PowerPoint Presentation

The functions of management are essentially the same everywhere, but the functions are often performed differently in
different countries as a result of culture.

In this assignment you will develop a PowerPoint presentation that explores how the nine Global Leadership and
Organizational Behavior Effectiveness (GLOBE) cultural dimensions can affect many aspects of management functions or
responsibilities—planning, communication, decision-making, risk management, ethics, social responsibility, human
resource management—in an international business environment.

Your PowerPoint presentation must accomplish the following:

Address all nine GLOBE cultural dimensions.
For each dimension, you must correlate at least one management aspect that can be impacted by it. You must correlate
each of the seven aspects listed above, and then use two additional aspects of your choice. You may choose any
management aspect that applies to international business; however, you may only use each aspect once. Each
dimension should be correlated to a distinct aspect.
For each aspect/dimension correlation, offer a real-world example to illustrate the impact. Explain how the cultural
dimension applies in each of your examples. Examples may also only be used once, resulting in each correlation having
a unique example.
Use the Speaker Notes feature in PowerPoint for each content slide to elaborate on the slide content. Each slide must
have at least 50 words of Speaker Notes.
Use at least two sources to support your presentation, one of which may be your textbook.
Be creative in choosing your examples. You are encouraged to present examples from a wide variety of cultures or
regions. For instance, try not to limit your examples to all Latin American countries or cultures. Choose examples that
demonstrate your understanding of how the dimensions are applied globally.

Your PowerPoint presentation must be at least 10 slides, not counting the title or reference slide. You must use at least
three sources to support your presentation, one of which must come from the Waldorf Online Library. All sources used
must have APA Style citations and references. APA formatting is otherwise not required.

BUS 4426, International Management 2

Unit VII Case Study

For this assignment, you will apply your knowledge of course concepts in writing a case study focusing on a top performing
chief executive officer (CEO) of a multinational corporation (MNC) and the leadership and management issues they face
doing business on a global scale in the 21st century.

Begin by researching the rankings of top performing CEOs of MNCs. Suggestions include the following:

Phebe Novakovic (General Dynamics)
Tim Cook (Apple)
Susan Wojciki (YouTube)
Sundar Pichal (Google)
Elon Musk (Tesla/SpaceX)
Albert Bourla (Pfizer)
Mary Barra (General Motors)

Choose one CEO (they may be from this list or your own selection). Begin your paper with an introduction summarizing
their background and career. Write a case study that accomplishes the following:

Describe the company, its product(s), and its target market.
Summarize the company’s global presence. Where do they physically operate? Where do they sell their product or
service?
Identify and summarize the CEO’s leadership style. Discuss positive and negative characteristics/traits of the CEO.
What makes them effective as a global leader of an MNC?
What makes this CEO effective at cross-cultural communication and negotiation?
Discuss how the CEO promotes ethics and social responsibility through their leadership and strategies.
Characterize the organizational culture of the company and how this affects the CEO’s management across cultures.
Using specific examples from at least two different cultures, explain how culture affects the CEO’s decision-making and
leadership actions.
Explore the challenges the CEO has faced in global operations.
Assess potential challenges this company and CEO may face in the future doing business on a global scale.

Your case study should demonstrate an insightful and thorough analysis with strong arguments and evidence. Your case
study must be at least five but no more than seven pages, not counting the title and reference pages. You must use at least
five academic or industry reliable sources to support your case study. One of these sources must come from the Waldorf
Online Library. All sources used must have citations and references in APA Style. APA formatting is otherwise not required.

Unit VIII Essay

The purpose of this assignment is for you to analyze multinational corporations (MNCs) to make employment decisions (i.e.,
do you really want to work for this organization or corporation based on the information you discover?) and to assess the
human resource practices used in international business. This assignment will allow you to apply concepts learned in this
unit and enhance your research, analysis, and decision-making skills as an international manager.

First select a global industry that interests you. If you do not have a favorite yet, consider an industry (e.g., communications,
banking, broadcasting, entertainment, administration) that you aspire to work in. Once you have selected a global industry,
use your preferred internet search engine to select and research an MNC on which to base this assignment. You may not
choose an MNC for which you currently or have previously worked.

Once you have selected an MNC for which you aspire to work, write an essay based on your research that evaluates the
MNC and characterizes why you would want to work there. Your essay must accomplish the following:

Begin with an introduction that gives a brief overview of the MNC to include its industry, product or services, operating
locations, and mission.
Analyze the political, legal/regulatory, and technological factors that affect the MNC’s human resource management
efforts.
Identify sources that are used to fill organizational management positions.
Examine an international job listing for this MNC in which you might be interested. Evaluate the selection criteria, and
discuss how the selection criteria and processes are impacted by culture and the global business environment.
What culture-specific training or professional development is offered or would be needed for you to be successful in the
selected overseas position in this MNC?
Identify motivational processes and other factors specific to how this MNC operates in a cross-cultural environment that
would factor into your decision-making process of wanting to work there.
Finally, conclude your essay with a summary of how your values, cultural competence, ethics, and understanding of

BUS 4426, International Management 3

international business best practices aligns with or differs from those of the MNC. Would you choose to work here based
on what you have learned in this course about international management?

Your essay must be at least three pages, not counting the title and reference pages. You must use at least three sources to
support your essay, one of which may be your textbook. All sources used must have citations and references in APA Style.
APA formatting is otherwise not necessary.

Submitting Course Papers/Projects

Once you have completed your papers/projects, submit your completed papers/projects by uploading through the
Assignment tab in each unit. Do not e-mail your paper directly to your professor. By using the Assignment tab, your record
will automatically be updated to indicate you have submitted your papers/projects, and the assignment will be provided to
your professor for grading. Instructions for submitting your assignment can be found under the Assignment tab in each unit.

APA Guidelines

Waldorf University requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting,
quoting, paraphrasing, citing, and listing of sources are to be followed. Information about using APA style can be found in
APA Style Help in the Course Menu. This area provides links to Internet sites, tutorials, and guides that provide
comprehensive information on APA formatting, including examples and sample papers.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to
meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing learning activities.

Rubric categories include (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have
Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics
are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the course menu by selecting the “Grades” link.

Again, it is vitally important for you to become familiar with these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

BUS 4426, International Management 4

This communication forum provides you with an opportunity to ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,
additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the
professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to
share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you
will be assured that you will complete the course within the time allotted.

Unit I Globalization, Ethics, and Social Responsibility [ Weight: 12% ]

Read/View: Unit I Study Guide
Chapter 1: Globalization and International Linkages
Chapter 3: Ethics, Social Responsibility, and Sustainability, pp. 76–100
Brief Integrative Case 1.1: “Advertising or Free Speech? The Case of Nike and Human
Rights,” pp. 101–103

Discuss: Unit I Discussion Board 2%

Submit: Unit I Assessment 10%

Unit II Politics, Legalities, Technologies, Risks, and Relationships [ Weight: 12% ]

Read/View: Unit II Study Guide
Chapter 2: The Political, Legal, and Technological Environment
Chapter 10: Managing Political Risk, Government Relations, and Alliances

Discuss: Unit II Discussion Board 2%

Submit: Unit II Assessment 10%

Unit III Management in a Cross-Cultural Environment [ Weight: 12% ]

Read/View: Unit III Study Guide
Chapter 4: The Meanings and Dimensions of Culture
Chapter 5: Managing Across Cultures

Discuss: Unit III Discussion Board 2%

Submit: Unit III Quiz
Unit III PowerPoint Presentation

2%
8%

BUS 4426, International Management 5

Unit IV Organizational Culture, Diversity, and Cross-Cultural Communications [ Weight: 12% ]

Read/View: Unit IV Study Guide
Chapter 6: Organizational Cultures and Diversity
Chapter 7: Cross-Cultural Communication and Negotiation
In-Depth Integrative Case 2.1a: “Euro Disneyland,” pp. 257–266

Discuss: Unit IV Discussion Board 2%

Submit: Unit IV Assessment 10%

Unit V Strategy Formulation and Organizational Structure [ Weight: 12% ]

Read/View: Unit V Study Guide
Chapter 8: Strategy Formulation and Implementation
Chapter 9: Entry Strategies and Organizational Structures

Discuss: Unit V Discussion Board 2%

Submit: Unit V Assessment 10%

Unit VI Management Decisions and Leadership Across Cultures [ Weight: 12% ]

Read/View: Unit VI Study Guide
Chapter 11: Management Decision and Control
Chapter 13: Leadership Across Cultures
Brief Integrative Case 3.1: “Google in China: Protecting Property and Rights,” pp. 407–411

Discuss: Unit VI Discussion Board 2%

Submit: Unit VI Assessment 10%

Unit VII Leadership and Management in Global Business [ Weight: 15% ]

Read/View: Unit VII Study Guide
Unit Resources (3 articles): See Study Guide

Discuss: Unit VII Discussion Board 2%

Submit: Unit VII Case Study 13%

Unit VIII Motivation and Human Resource Management Across Cultures [ Weight: 13% ]

Read/View: Unit VIII Study Guide
Chapter 12: Motivation Across Cultures
Chapter 14: Human Resource Selection and Development Across Cultures, pp. 504–539

Discuss: Unit VIII Discussion Board 2%

Submit: Unit VIII Quiz
Unit VIII Essay

2%
9%

BUS 4426, International Management 6

BUS 4426, International Management
Course Syllabus

Course Description
Course Textbook(s)
Course Learning Outcomes
Academic Integrity
Credits
Course Structure
Unit Assignments

Unit III PowerPoint Presentation
Unit VII Case Study
Unit VIII Essay

Submitting Course Papers/Projects
APA Guidelines
Grading Rubrics
Communication Forums
Schedule/Grading

Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Preparation- As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:
· Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system. Choose from the following list:
·
Staffing measures.

· Nursing hours per patient day.
· RN education/certification.
· Skill mix.
· Nurse turnover.
· Nursing care hours in emergency departments, perioperative units, and perinatal units.
·
·
· Skill mix in emergency departments, perioperative units, and perinatal units.
·
Quality measures.

· Patient falls.
· Patient falls with injury.
· Pressure ulcer prevalence.
· Health care-associated infections.
· Catheter-associated urinary tract infection.
· Central line catheter associated blood stream infection.
· Ventilator-associated pneumonia.
· Ventilator- associated events.
· Psychiatric physical/sexual assault rate.
· Restraint prevalence.
· Pediatric peripheral intravenous infiltration rate.
· Pediatric pain assessment, intervention, reassessment (air) cycle.
· Falls in ambulatory settings.
· Pressure ulcer incidence rates from electronic health records.
· Hospital readmission rate
· RN satisfaction survey options.
· Job satisfaction scales.
· Job satisfaction scales – short form.
· Practice environment scale.
· Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
· Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data.
 You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

· What is your experience with collecting data and entering it into a database?
· What challenges have you experienced?
· How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
· What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?
· Watch the 

Informatics and Nursing-Sensitive Quality Indicators Video Exemplar
.

Recording Your Presentation

To prepare to record the audio for your presentation, complete the following:
· Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
· Practice using the equipment to ensure the audio quality is sufficient.
· Review 

Using Kaltura
 for Kaltura to record your presentation.

· View 

Creating a Presentation: A Guide to Writing and Speaking
. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

Notes:

· You may use other tools to record your tutorial. You will, however, need to consult 

Using Kaltura
 for instructions on how to upload your audio-recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.

· You may also choose to create a video of your tutorial, but this is not required.
· If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact 

[email protected]
 to request accommodations.

Instructions- For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.
As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.
You determine that you will cover the following topics in your audio tutorial script:

Introduction: Nursing-Sensitive Quality Indicator

· What is the National Database of Nursing-Sensitive Quality Indicators?
· What are nursing-sensitive quality indicators?
· Which particular quality indicator did you select to address in your tutorial?
· Why is this quality indicator important to monitor?
· Be sure to address the impact of this indicator on the quality of care and patient safety.
· Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

· According to your interview and other resources, how does your organization collect data on this quality indicator?
· How does the organization disseminate aggregate data?
· What role do nurses play in supporting accurate reporting and high-quality results?
· As an example, consider the importance of accurately entering data regarding nursing interventions.
After completing your script, practice delivering your tutorial several times before recording it.
·
Additional Requirements-Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

·
Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access.

·
Script: A separate document with the script or speaker’s notes is required. 
Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.

·
References: Cite a minimum of three scholarly and/or authoritative sources.

·
APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the 

Evidence and APA
 page on Campus.

Context-The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.
The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).
Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.
Reference
Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). 
Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

Competencies Measured-By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
· Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
· Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
· Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
· Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
· Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
· Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
· Follow APA style and formatting guidelines for citations and references.

Scoring Guide

Use the scoring guide to understand how your assessment will be evaluated.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.

Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

·

Describe how you, as the surgeon, or nurse, would address a patient’s religious or spiritual needs if the risks of a complex surgical procedure appear to be threatening.

Choose one of the following videos to address for your assignment.
#1. Wrong-Operation Doctor – Attached you will find the transcripts for each video.

Find Out More: You may use these and other outside sources to frame your discussion.

·

The Pain of Wrong Site SurgeryLinks to an external site.

·

Judgment Upheld in Arkansas Brain Surgery LawsuitLinks to an external site.

·

National Quality ForumLinks to an external site.

Assignment Discussion Questions

1. Discuss the issues of integrity in this case.
2. Should criminal charges be considered in this case, if accurately reported? Discuss your answer. 
3. Why did you choose to respond to this story?
4. How is integrity displayed in your clinical setting?
#2. Cheney’s Staff Cuts Testimony on Warming  

Find Out More: You may use these and other outside sources to frame your discussion.

· The full story 

Cheney’s Staff Cut Testimony On WarmingLinks to an external site.

·

CDC on Air QualityLinks to an external site.

Assignment Discussion Questions

1. Discuss how headlines such as this affect your opinion of politicians.
2. At the end of our days, the most basic principles of life–trust and survival–are on trial. What is your verdict, if you believe there was a cover-up?.
3. Why did you choose to respond to this story?
4. How are government and political trust displayed in your clinical setting?
#3. Surgeon Uses Ministry in Medical Practice

Find Out More: You may use these and other outside sources to frame your discussion.

· The full story: 

Praying with patients: A Dallas surgeon finds a way to put ministry into practiceLinks to an external site.

·

Should Your Doctor Pray With You?Links to an external site.

·

South Korean Hospitals Shut Over MERS Fears; 11th Person DiesLinks to an external site.

· Note the picture in this article

Assignment Discussion Questions

1. Discuss the pressure, if any, placed on the patient to responding to the suggestion of prayer prior to surgery.
2. Describe how you, as the surgeon, or nurse, would address a patient’s religious or spiritual needs if the risks of a complex surgical procedure appear to be threatening.
3. Why did you choose to respond to this story?
4. How is religion or faith displayed in your clinical setting?

NURS_521_DE – Paper/Essay Rubric

NURS_521_DE – Paper/Essay Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeContent

16 to >13.76 pts

Proficient

The writer clearly and effectively responds to the assignment.

13.76 to >12.0 pts

Approaches Proficiency

The response to the assignment is generally adequate, but may not be thorough.

12 to >0 pts

Does Not Meet Expectations

The writer does not respond to the assignment.

16 pts

This criterion is linked to a Learning OutcomeFocus and Detail

12 to >10.32 pts

Proficient

There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.

10.32 to >9.0 pts

Approaches Proficiency

There is one clear, well-focused topic. Main ideas are clear but are not well supported by detailed information.

9 to >0 pts

Does Not Meet Expectations

The topic and main ideas are not clear.

12 pts

This criterion is linked to a Learning OutcomeOrganization

8 to >6.88 pts

Proficient

The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.

6.88 to >6.0 pts

Approaches Proficiency

The introduction states the main topic and provides an overview of the paper. A conclusion is included.

6 to >0 pts

Does Not Meet Expectations

There is no clear introduction, structure, or conclusion.

8 pthe assignment consistently follows current APA format and is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly.

3.44 to >3.0 pts

Approaches Proficiency

The assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.

3 to >0 pts

Does Not Meet Expectations

The assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing.

4 pts

Total Points: 40

Describe the key functions in the body of the biomolecules you studied in this virtual lab AND include key structural details. a. Carbohydrates b. Proteins

CHEM120OX, Week 7 OL Lab

Virtual Lab Week 7: Introduction to Food Macromolecules

Learning Objectives

· Understand the types of macromolecules found in food
· Understand the structure of carbohydrates, proteins, and lipids
· Detect macromolecules in food samples

Introduction

Macromolecules are very large molecules created by the polymerization of small units called monomers. Most of the macromolecules are present in everyday life, for instance in food.

Learn about biological macromolecules

There are several types of biological macromolecules: carbohydrates, proteins, lipids and nucleic acids. All macromolecules, except lipids, are polymers. A polymer is a long molecule composed of chains of monomers. Monomers are small molecules that serve as building blocks of polymers. In addition, there are also oligomers in nature. Oligomers are molecular complexes composed of a few monomer units, instead of the theoretical unlimited number of monomers. Dimers and trimers are oligomers composed of two and three monomers, respectively, such as lactose in milk for instance. However, in biochemistry, an oligomer usually refers to a macromolecular complex formed by non-covalent bonding of a few macromolecules, such as nucleic acids or proteins. An example is the oligomers found in many neurodegenerative diseases, such as the alpha-synuclein aggregations in Parkinson’s disease.

Help your friend with your macromolecule knowledge

In the Introduction to Food Macromolecules simulation, you will help your friend get a healthy diet and investigate the types of macromolecules found in food. By performing a series of biochemistry tests, you will know the contents of various food items.
Can you use your macromolecule knowledge to convince your friend to change her diet to a healthier one?

Study the transcription and translation processes

Begin by learning about the transcription process of DNA to RNA. Discover the translation process where an RNA sequence is read by a ribosome inside a cell and the corresponding to amino acids are made. With these two processes any protein can be made. How do the amino acids form different proteins?

Synthesis of proteins from amino acids

Find out how amino acids are assembled to make proteins. A 3D animation describes how triplets of codons in the RNA sequence are translated into amino acids. Observe how these amino acids are joined together by peptide bonds to create a polypeptide chain: this is the primary structure of a protein. Then watch as the primary structure is folded into secondary, tertiary and quaternary structures. Discover the two main types of secondary structure and see an example of how the tertiary structure of a protein can be modified post-translation.

Part 1: Complete Labster Lab: Introduction to Food Macromolecules

Purpose: Describe in complete sentences and in your own words, the purpose of this experiment.

Observations: Record three observations from the simulation.

Answer the questions below

1. Describe the key functions in the body of the biomolecules you studied in this virtual lab AND include key structural details.
a. Carbohydrates
b. Proteins
c. Lipids
2. Choose a food in your house. What are some of the biomolecules you expect to be in this food and why?

Part 2: Complete Labster Lab: Introduction to Protein Synthesis

3. In your own words, describe the process of gene expression beginning from the nucleus to the formation of the polypeptide sequence.
4. Complete the table below (2 points):

Nucleic acid

Amine Bases Present

Location(s) in cell

DNA

RNA

5. Assume that RNA Polymerase will read the parental strand of DNA given here and write the mRNA sequence that would result: – TATGCTTCCGTA –
Reflection: Consider what you learned from the two simulations. Reflect on three to four key concepts that you learned in this lab exercise. How could the lessons have learned in this virtual lab related to a real world situation in the community/world or your future career? Be specific in your answer (this should require 5-10 sentences).

Grading Rubric: 

Activity 

Deliverable 

Points 

Part I

Complete Week 7 Virtual Lab: Introduction to Macromolecules Simulation

10

Part II  

Complete the Introduction to Protein Synthesis simulation

10

Part III

Complete lab report and answer questions 
· Purpose (1 point) 
· Observation (3 points)  
· Questions (6 points) 
· Reflection (5 points)

15

Total  

Complete all lab activities  

35

1

create a SOAP note  with information below Create – objectives to understand assessment and treatment of COPD lp

create a SOAP note  with information below
Create – objectives to understand assessment and treatment of COPD
Add 3 APA style sources no older than 5 years
Chief Complaint Pt states gastric acid is getting into his lungs, making it hard to breathe and coughing with flems History of Present Illness 50-year-old male with a past medical history of GERD, COPD presented to ED with complaints of worsening cough and shortness of breath for the last 3 days. Patient reports he started feeling heart burn about 2 months ago and soon after developed a cough that worsened within the last 3 days. Associated with nasal congestion, sore throat, chest pain and yellow mucus that is hard to expectorate. He reported taking Tagamet for acid reflux. Reported allergy to PPIs. Denied history of asthma, sick contact or smoking. Patient stated he had GERD surgery about 20 years ago. Reported being a supervised and doing office work. Patient exercises 4 -5 times a week however he had to stop due to symptoms. Reported exposure to second hand smoke as a child. At time of evaluation patient was sitting on stretcher, alert and oriented. Speaks in short sentences. He is currently on room air, sat 92%. He denies fevers, HA, chest pain, abdominal pain, nausea, vomiting, diarrhea or dysuria. Patient is admitted to telemetry for further management of acute bronchitis. Plan of care was discussed with patient, he verbalized understanding.
VS on arrival to ED: BP 140/83, HR 68, RR 17, O2 sat 92% on room air. Patient afebrile. BMI 34.6.
Labs on admission: CBC remarkable for neutrophils of 70.1%. BMP remarkable for chloride of 109 and creatinine of 1.36. Troponin x1 negative. Lipid panel remarkable for HDL of 69. COVID-19 negative.
EKG shows sinus rhythm with sinus arrhythmia.
Chest x-ray: Hyperinflation no consolidation. Review of Systems Constitutional: No unexplained weight gain or loss, fevers, chills, fatigue
Eye: No recent visual problems
ENMT: No ear pain, nasal congestion, sore throat
Respiratory: + shortness of breath, +cough
Cardiovascular: N+ chest pain, no palpitations, leg edema
Gastrointestinal: No nausea, vomiting, diarrhea,+ heartburn
Genitourinary: No dysuria, hematuria
Hema/Lymph: Negative for bruising tendency, swollen lymph glands
Endocrine: Negative for excessive thirst or urination, heat or cold intolerance
Musculoskeletal: No back pain, joint pain, muscle pain
Integumentary: No rash, itching, abrasions
Neurologic: No history of fainting, memory loss,numbness
Psychiatric: No anxiety, depression
Allergic/Immun: No nasal allergies, itchy/red eyes, enlarged lymph nodes Physical Exam
Vitals & Measurements
T: 36.7 °C (Oral)
HR: 68 (Peripheral)
HR: 99 (Monitored)
RR: 20
BP: 132/98
SpO2: 96%
WT: 67 kg (Measured)
BMI: 26.17 General: Alert, well nourished, speaks in short sentences
Eye: Pupils equal, EOMI, normal conjunctiva, no scleral icterus
ENMT : Normocephalic, normal hearing, moist oral mucosa.
Neck: Supple, non-tender, trachea midline, no JVD
Respiratory : Normal respiratory effort, regular rate, bilateral wheezing to auscultation, O2 sat 92% on RA
Cardiovascular: Regular rate and rhythm, no murmur or pedal edema
Gastrointestinal: Soft, non-tender, non-distended, normal bowel sounds, no rebound or guarding.
Genitourinary: No costovertebral angle tenderness to palpation
Musculoskeletal: MAE, No digital clubbing or cyanosis. Negative Homans sign.
Skin: Skin is warm, no rashes or lesions.
Neurologic: AAOx3, MAE, Sensation to touch intact
Psychiatric: Good judgment and insight, appropriate mood and affect Assessment/Plan

1. Acute bronchitis COPD exacerbation. Patient presented to ED with complaints of worsening cough and shortness of breath for the last 3 days. Patient reports he started feeling heart burn about 2 months ago and soon after developed a cough that worsened within the last 3 days. Associated with nasal congestion, sore throat and yellow mucus that is hard to expectorate. He reported taking Tagamet for acid reflux. Reported allergy to PPIs. Denied history of asthma, sick contact or smoking. Patient stated he had GERD surgery about 20 years ago. Reported being a supervised and doing office work. Patient exercises 4 -5 times a week however he had to stop due to symptoms. Reported exposure to second hand smoke as a child.
-No leukocytosis, patient afebrile.
Chest x-ray: Hyperinflation no consolidation. COVID-19 negative.
plan: Started on Rocephin and Zithromax, respiratory treatments, systemic and inhaled steroids, supplemental oxygen as needed, follow RPP, check mycoplasma, strep pneumonia and Legionella
2. Acute renal injury (N17.9: Acute kidney failure, unspecified) creatinine of 1.36.
plan: IVF, avoid nephrotoxins, adjust medications per creatinine clearance, BMP in a.m.
3. Chest pain (R07.9: Chest pain, unspecified) Denies at this time. Likely atypical. Patient reports chest pain associated with coughing.
Troponin x1 negative. Lipid panel remarkable for HDL of 69.
EKG shows sinus rhythm with sinus arrhythmia.
Chest x-ray: Hyperinflation no consolidation.
Plan: Telemetry, trend troponin, cardiology consult, check A1c, follow echocardiogram
4. GERD (gastroesophageal reflux disease) (K21.9: Gastro-esophageal reflux disease without esophagitis) History of GERD surgery. Reports heart burn. Takes Tagamet.
Plan: Started on Pepcid and sucralfate, GI consulted
VTE prophylaxis: Lovenox
GI prophylaxis: Pepcid
Case and plan of care discussed with admitting physician.
Medical Necessity Needs cardiology and GI evaluation, IVF, IV antibiotics, systemic and inhaled steroids. Pending troponins and echocardiogram. Problem List/Past Medical History Ongoing GERD (gastroesophageal reflux disease) Procedure/Surgical History
· GERD
· Knee
Home Medications Home Medications (3) Active
albuterol 90 mcg/inh inhalation aerosol 1 puffs, PRN, Inhale, Every 6 hrs
Carafate 1 g oral tablet 1 g = 1 tabs, Oral, BID
metoclopramide 5 mg/5 mL oral syrup 5 mg = 5 mL, Oral, BID Allergies Prevacid Social
Inpatient
albuterol 2.5 mg/0.5 mL (0.5%) inhalation solution, 2.5 mg= 0.5 mL, Nebulized Inhalation, Every 2 hrs, PRN
Antivert, 25 mg= 1 tab(s), Oral, Every 6 hrs, PRN
Artificial Tears, 2 drops, Eye-Both, Every 2 hrs, PRN
Ayr Saline 0.65% nasal solution, 1 sprays, Nasal, 6 times per day, PRN
bisacodyl, 10 mg= 1 supp, Rectal, Daily, PRN
budesonide 0.5 mg/2 mL inhalation suspension, 0.5 mg= 2 mL, Inhale, BID
Carafate, 1 g= 1 tab(s), Oral, QID
cefTRIAXone
famotidine, 20 mg= 2 mL, IV Push, BID
guaiFENesin-dextromethorphan 100 mg-10 mg/5 mL oral liquid, 5 mL, Oral, Every 4 hrs, PRN
ipratropium-albuterol 0.5 mg-2.5 mg/3 mL inhalation solution, 3 mL, Nebulized Inhalation, Every 6 hr
labetalol, 10 mg= 2 mL, IV Push, Every 4 hr, PRN
Lovenox, 40 mg= 0.4 mL, SubCutaneous, Daily
LR 1,000 mL, 1000 mL, IV Continuous
melatonin, 5 mg, Oral, Daily at bedtime, PRN
methylPREDNISolone sodium succinate, 40 mg, IV Push, Every 8 hrs
metoclopramide, 5 mg= 5 mL, Oral, BID before meals
Metoprolol Tartrate, 2.5 mg= 2.5 mL, IV Push, Once, PRN
ondansetron, 4 mg= 2 mL, IV Push, Every 4 hrs, PRN
simethicone, 80 mg= 1 tab(s), Oral, QID, PRN
Tessalon Perles, 100 mg= 1 cap(s), Oral, TID, PRN
Tylenol, 650 mg= 2 tab(s), Oral, Every 6 hrs, PRN
Zithromax IV, 500 mg= 1 tab(s), Oral, Every 24 hr
History
Alcohol
Current user, Occasional Use
Substance Use
Never
Tobacco
Tobacco Use: Never (less than 100 in lifetime). Exposure to Secondhand Smoke: Yes. Family History Arthritis: Mother. MI: Father. Stroke: Father.
Lab Results (Most Recent 36 hrs) Hemoglobin: 15.6 g/dL (09/13/23 08:25:00)
Hematocrit: 45.7 % (09/13/23 08:25:00)
WBC: 10.56 K/uL (09/13/23 08:25:00)
Platelet Count: 237 K/uL (09/13/23 08:25:00)
Sodium on Blood: 141 mmol/L (09/13/23 08:25:00)
Potassium on Blood: 3.6 mmol/L (09/13/23 08:25:00)
Chloride on Blood: 109 mmol/L High (09/13/23 08:25:00)
CO2 on Blood: 26 mmol/L (09/13/23 08:25:00)
Anion Gap: 6 mmol/L (09/13/23 08:25:00)
Glucose on Blood: 96 mg/dL (09/13/23 08:25:00)
Creatinine on Blood: 1.36 mg/dL High (09/13/23 08:25:00)
BUN on Blood: 11 mg/dL (09/13/23 08:25:00)
Calcium (Total): 9.1 mg/dL (09/13/23 08:25:00)
TSH: 1.67 uIU/mL (09/13/23 08:25:00)
Hemoglobin A1C (Glycosylated): 5.5 % (09/13/23 08:25:00)
Cholesterol Level: 186 mg/dL (09/13/23 08:25:00)
Triglycerides: 92 mg/dL (09/13/23 08:25:00)
HDL Cholesterol: 61 mg/dL High (09/13/23 08:25:00)
Cholesterol/HDL Ratio: 3 ratio (09/13/23 08:25:00)
LDL: 107 mg/dL (09/13/23 08:25:00) Diagnostics Results (Last 48 hrs) Chest Single View XR
09/13/23 09:03:00
IMPRESSION:
Hyperinflation no consolidation.
– 039321 – 9/13/2023 9:08
AM

What is your initial opinion of Wikipedia’s credibility? What is your experience with Wikipedia? What have people told you? What is your surface opinion?

Americans believe childhood is a distinct time of life, and that schools have a responsibility to protect children from physical and emotional danger, exposure to disturbing information, as well as from the “undesirable” elements of society.
Americans make age requirements for exposure to adult situations and risks: movies are rated to exclude children under a certain age, there are minimum age requirements to purchase cigarettes, alcohol, and pornography. Similarly, the responsibilities of driving, signing contracts, getting married, or serving in the military are all limited by age.
In schools, the expectation that children should be protected from some information is most evident in the use of textbooks and the control of the school library. But wait. A SmartPhone can access any digital information in the world, translate it to your language, and read it to you. Infants play with their parents’ SmartPhones; a two or three year old can use an iPad, and a four year old can use many SmartPhone apps before he or she can read.
Will schoolbooks, textbooks and school libraries be replaced by Wikipedia?
Textbooks were not prevalent in American schools until the mid-1800s, when William McGuffey wrote the first series of readers. Prior to the rise of the textbook, children studied
primary

sources — newspapers, authentic literature, correspondence with relatives, compendia of information in history or science, and other treatises written for adults. And the Bible, of course. With the definition of childhood as a special stage in human development that should be protected, and with the rise of the public schools, textbooks became more prevalent.
Textbooks offer standardization of content, as well as standardization of instruction. However, the content of textbooks is always an area of controversy, almost as much as the Internet is an area of controversy. At times the controversy concerns content that is “appropriate” for children, such as including human reproduction in biology textbooks, or including The Scarlet Letter in literature anthologies.
At other times, textbooks are defended because competitive media, such as some software and the Internet, are not edited especially for children. When everyone has access to everything, how can it matter what’s in a textbook? This is a conflict of values that the growing influence of the Internet, smart phones, and hand-held devices causes us to examine.

Read

· Wales, J. TED Talk: The birth of Wikipedia.

· Cortez, M. B. “Should you use wikipedia as a reliable source? Scientists think so.” Ed Tech Magazine. December 14, 2017

https://edtechmagazine.com/higher/article/2017/12/wikipedia-trustworthy-academic-resource-scientists-think-so

· Sahut, G., Tricot, A. Wikipedia: an opportunity to rethink the links between sources’ credibility, trust and authority. First Monday, University of Illinois at Chicago Library, 2018, 22 (11), page 10 to end.

https://firstmonday.org/ojs/index.php/fm/article/view/7108/6555

· Jona, K., Penza, T.M., Gutmann, J., Muehlich, S., Zolk, O., Wojnowski, L. Renke Maas, Stefan Engelhardt, Antonio Sarikas. Accuracy and completeness of drug information in wikipedia: A comparison with standard textbooks of pharmacology.

DOI: 10.1371/journal.pone.0106930

· Jemielniak, D. (2019, December 8). Wikipedia: Why is the common knowledge resource still neglected by academics? PubMed Central.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6889752/

Links to an external site.

Links to an external site.

Links to an external site.

Links to an external site.

Links to an external site.

Links to an external site.

Write

a brief essay describing Wikipedia’s reputation and credibility. Imagine Wikipedia in comparison to other encyclopedias, not to peer-reviewed scientific literature. Address three perspectives:

· Your personal experience. What is your initial opinion of Wikipedia’s credibility? What is your experience with Wikipedia? What have people told you? What is your surface opinion?
· Wikipedia’s stated purpose. What is the purpose of Wikipedia? What is Wikipedia’s expectation for accuracy? What is Wikipedia’s statement concerning validity? How does Wikipedia judge itself? How does it select the writers?
· Research. Now dive in and consider the expert evaluations and opinions on Wikipedia’s validity. Dive into the research. Cite at least two experts or research studies. What is community-based credibility? Has the credibility of Wikipedia changed over time?

Write
an essay, not short answers as if this is a quiz. Consider my questions as you respond in essay format. Include at least two citations to these or other references.

There are scientific concerns about the effects of GMOs on the environment and on humans when they ingest the food.  If you were on the board of a company that is faced with using GMO or non-GMO suppliers, discuss what position Milton Friedman might take on this issue.

BUS 230 CLASS

Assignment: Unit 03: Legal Reasoning

Q1. Many companies have taken the position that their products have no GMOs. In the United States, foods that contain ingredients derived from corn, soy, canola, and sugar beets have usually been genetically modified. Sixty-four countries around the world have required that GMO foods be labeled. A 2015 survey from ABC News founds that 93% of Americans believe that GMO foods should be labeled.
On the other hand, many scientists and political leaders have argued that the use of GMOs has permitted the United States to grow more food, food that supplies those who are starving throughout the world. Former Governor Mitch Daniels of Indiana maintains that the intentional starvation of people is callous and cruel, but he also believes that denying the world the benefits of increased food production from GMOs carries no moral distinction in resulting starvation. 
There are scientific concerns about the effects of GMOs on the environment and on humans when they ingest the food. 
If you were on the board of a company that is faced with using GMO or non-GMO suppliers, discuss what position Milton Friedman might take on this issue.
Q2. Using the facts in question 1, discuss how Edward Freeman would address the issue the company faces.
Q3. Andy Puzder, once a candidate for secretary of labor in the Trump administration, has written, “When a store closes, the minimum wage for your lost job is zero.” Mr. Puzder believes that increases in minimum wage destroy jobs and hurt working class Americans. What readings and cases in Unit 3 provide support for Mr. Puzder’s view? Which readings and cases would take a different view?
Q4. Who are the stakeholders in those situations in which pharmaceutical companies substantially increase the prices of their drugs?
Q5. What would Milton Friedman say about the pharmaceutical price increases?

Assignment: Unit 05: Legal Reasoning

Q1. What types of ethical issues did you see in the cases on contract formation?
Q2. Describe the stakeholders involved in the case of excessive use of returning goods.
Q3. Explain the conflicts of interest issues in pension funding.
Q4. Regarding the Stanford University research funding case (Case 5.9), discuss whether Stanford was in a gray area in terms of its overhead reimbursement requests. Be sure to list any other rationalizations Stanford used with regard to its conduct.
Q5. Make a list of the legal issues that created confusion in the dispute between Katy Perry and the nuns from the Los Angeles convent. Discuss the impact on the various stakeholders of these points of legal confusion.

Assignment: Unit 06: Legal Reasoning

Q1. Gingham Best, Inc. is a US company with clothing production facilities around the world. Gingham is concerned about conditions in the factories with which it has production contracts. What advice can you offer Gingham for preventing a public relations crisis or a boycott over factory conditions?
Q2. You have just been put in charge of supervising all of your company’s offices around the world. What will you do to be certain that there are no FCPA violations?
Q3. You have been given the task of analyzing whether your company should expand its operations into a particular country. There are concerns about risk in that country. Based on the cases that you have studied, what would you examine in that country to provide input on risk?

Assignment: Unit 07: Legal Reasoning

Q1. Regarding the Kodak Appraiser case (7.10), explain the scheme that the participants used to reduce Kodak’s taxes, and what ethical issues arose.
Q2. Based on the case readings, what components of an employer romance policy could reduce the tensions and other problems that might arise?
Q3. If you were developing a policy to give employees about blogging, what would you include based on the readings and cases?
Q4. Regarding the case involving the Welch/Wetlaufer affair, discuss how that private relationship affected the workplace for both parties (Ms. Wetlaufer and Mr. Welch).
Q5. Using Reading 7.22 on performance evaluations and Case 7.23 on the denial of a partnership to Ann Hopkins, make a list of the things the partners should have done differently in performing partner evaluations.
COMP 110
Module 1 Discussion Questions
Q2. How do the following technologies help you in your quest to become a digital citizen: kiosks, enterprise computing, natural language processing, robotics, and virtual reality?
Q3. What additional uses of technology can you see in the workplace? List ways technology impacts other careers not discussed in this module, such as finance, government, non-profits, and agriculture.
Module 1 Critical Thinking Activities
Q1. You work in the educational software industry. Your boss asks you to give a brief lecture to other employees about the digital divide. Create a one-page document in which you define and give examples of the impact of the digital divide, and list ways your company can work to narrow the gap between students without reliable access to educational software, the Internet, and the hardware on which to run both. Discuss the ethical ramifications of not addressing the digital divide—what is your role as a company?
Q2. You and your roommate decide to reduce your environmental impact by recycling more, going paperless, and using environmentally safe cleaning products. You know you also can use green computing tactics to reduce electronic waste, minimize power use, and more. Create a list of five reasons why you should add green computing to your efforts. List 10 ways you can apply green computing to your daily life.
Q3. Research the trend of BYOD in workplaces. Compare the advantages to any potential disadvantages. Do you think more companies should adopt this policy? Why or why not?
WEEK 8

CENGAGE

Assignment: The Verge Tech Essay Submittal

1. Open a new Microsoft® Word document, and enter your answer to one of the prompts below:
0. Select two articles from the RSS feed, one that details a concern related to the previous modules and one that explains a new technology or service. Summarize each article and include a concluding paragraph that explains how you as a working professional would use this information.
0. Scan the articles that appeared over the last two weeks.  Use those articles to create your own one-page summary of significant innovations or concerns over the last two weeks and the major events that have occurred.
0. Select one article that is of particular interest to you.  Perform additional internet research on that topic and then write a summary of that article.  Include why you were interested in the article, what you learned from it, and how you could use it in your career as a working professional.
1. Save the file on your computer with your last name in the file name. (Example: chapter_01_essay_Jones.doc)
2. Click the Choose File button below to find and select your saved document, and then click Submit Assignment for Grading.

What are the major distinction between primary care and specialty care?  Describe specific instances in which a person would choose primary care or specialty care.

What are the major distinction between primary care and specialty care?  Describe specific instances in which a person would choose primary care or specialty care.

respond to at least twoof your peer’s weekly discussion 
This is Malcolm :
It’s like having an elite head coach and the same team having an elite hitting coach in baseball! Both are very knowledgeable and the head coach is you. go to for the overall questions and advice in most situations and you go to the hitting coach to learn about how to swing the bat and hit the ball. That’s just like what a primary care physician is to a specialty care physician. As stated by Shi & Singh (2022) ” Primary care can be distinguished from specialty care by the time, focus, and scope of services provided to patients” (p. 128). This means PCPs are well-rounded in many faucets of health care while the SCPs are also well-rounded but they tend to stay in one lane when it comes to health care. Like a podiatrist that works on feet specifically, you may be able to go to a podiatrist and ask them about a rash but you would rather not. As stated by Brooke Johnson (2021)
“These physicians manage your overall health care and use their knowledge of your medical history to stay ahead of potential issues. In addition to diagnosing most health symptoms and prescribing medications, PCPs offer many forms of preventive care such as physicals, certain cancer screenings, STI screenings, vaccinations, and more”.
The purpose of going to your PCP would be for general intake and other screenings. Again another reason to go to your specialist would be for a gastroenterologist like for your stomach after meeting with your primary care doctor. 

This is blessing:
Primary care and specialty care are two fundamental components of healthcare systems, each serving distinct roles in patient care. It’s important for individuals to understand the distinctions between primary care physicians and specialty physicians to make informed healthcare decisions. Understanding the roles and differences between primary care physicians and specialty physicians is crucial for individuals to navigate the healthcare system effectively. Both types of physicians play essential roles in providing comprehensive and specialized care to optimize patients’ health and well-being.
Primary care provides comprehensive, continuous, and general medical care, while specialty care offers specialized expertise for specific medical conditions. Both are essential components of a well-rounded healthcare system, working collaboratively to provide patients with the best possible care.stablishing and maintaining a strong relationship with your primary care provider (PCP) is a crucial aspect of your overall healthcare. The quote from the Cleveland Clinic underscores the importance of this relationship in promoting and maintaining your health.” (Cleveland Clinic, 2020).According to Shi & Singh, “Primary and specialty care is reflected in how providers are trained” (2023). The statement by Shi & Singh underscores the importance of training and education in shaping the roles and responsibilities of primary care and specialty care providers. The way providers are trained reflects their scope of practice, knowledge base, and the specific areas of healthcare they are prepared to address. This distinction in training is fundamental to how healthcare systems are structured and how patients receive care tailored to their unique medical needs.(Shi & Singh 2023).
Primary care providers, such as family physicians, internists, and pediatricians, receive training that emphasizes a broad knowledge base. They are trained to diagnose, treat, and manage a wide range of general medical conditions. Their education is designed to equip them with the skills necessary to provide comprehensive and continuous care. Specialty care physicians, on the other hand, undergo additional training in specific medical fields or subspecialties. This advanced training allows them to develop expertise in a particular area of medicine, such as cardiology, orthopedics, or neurology. They acquire specialized knowledge and skills related to their chosen field. 

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

What are the major distinction between primary care and specialty care?  Describe specific instances in which a person would choose primary care or specialty care.

respond to at least twoof your peer’s weekly discussion 
This is Malcolm :
It’s like having an elite head coach and the same team having an elite hitting coach in baseball! Both are very knowledgeable and the head coach is you. go to for the overall questions and advice in most situations and you go to the hitting coach to learn about how to swing the bat and hit the ball. That’s just like what a primary care physician is to a specialty care physician. As stated by Shi & Singh (2022) ” Primary care can be distinguished from specialty care by the time, focus, and scope of services provided to patients” (p. 128). This means PCPs are well-rounded in many faucets of health care while the SCPs are also well-rounded but they tend to stay in one lane when it comes to health care. Like a podiatrist that works on feet specifically, you may be able to go to a podiatrist and ask them about a rash but you would rather not. As stated by Brooke Johnson (2021)
“These physicians manage your overall health care and use their knowledge of your medical history to stay ahead of potential issues. In addition to diagnosing most health symptoms and prescribing medications, PCPs offer many forms of preventive care such as physicals, certain cancer screenings, STI screenings, vaccinations, and more”.
The purpose of going to your PCP would be for general intake and other screenings. Again another reason to go to your specialist would be for a gastroenterologist like for your stomach after meeting with your primary care doctor. 

This is blessing:
Primary care and specialty care are two fundamental components of healthcare systems, each serving distinct roles in patient care. It’s important for individuals to understand the distinctions between primary care physicians and specialty physicians to make informed healthcare decisions. Understanding the roles and differences between primary care physicians and specialty physicians is crucial for individuals to navigate the healthcare system effectively. Both types of physicians play essential roles in providing comprehensive and specialized care to optimize patients’ health and well-being.
Primary care provides comprehensive, continuous, and general medical care, while specialty care offers specialized expertise for specific medical conditions. Both are essential components of a well-rounded healthcare system, working collaboratively to provide patients with the best possible care.stablishing and maintaining a strong relationship with your primary care provider (PCP) is a crucial aspect of your overall healthcare. The quote from the Cleveland Clinic underscores the importance of this relationship in promoting and maintaining your health.” (Cleveland Clinic, 2020).According to Shi & Singh, “Primary and specialty care is reflected in how providers are trained” (2023). The statement by Shi & Singh underscores the importance of training and education in shaping the roles and responsibilities of primary care and specialty care providers. The way providers are trained reflects their scope of practice, knowledge base, and the specific areas of healthcare they are prepared to address. This distinction in training is fundamental to how healthcare systems are structured and how patients receive care tailored to their unique medical needs.(Shi & Singh 2023).
Primary care providers, such as family physicians, internists, and pediatricians, receive training that emphasizes a broad knowledge base. They are trained to diagnose, treat, and manage a wide range of general medical conditions. Their education is designed to equip them with the skills necessary to provide comprehensive and continuous care. Specialty care physicians, on the other hand, undergo additional training in specific medical fields or subspecialties. This advanced training allows them to develop expertise in a particular area of medicine, such as cardiology, orthopedics, or neurology. They acquire specialized knowledge and skills related to their chosen field. 

. Do not write who you are in the answer.