What are the project risk management processes as described in the PMBOK Guide?

 
There was a company (XYZ Cruise Lines) in the vacation industry that had a reservations system for their cruise operations that was designed for agents to book cruise passengers for individual bookings within 5 to 7 minutes. This system created a competitive advantage among travel agents as they could book their clients fast from the start of the process to the payment screen. Their largest competitor had a reservation system that took approximately 15 minutes, which was a clear competitive advantage for XYZ Cruise Lines. However, the competitor had an automated process to check in customers at the pier and provided an electronic boarding pass where the passengers would carry an identification card with a magnetic strip to allow for faster embarkation of the ship at the pier and at the ports of call. XYZ Cruise Lines was still utilizing a manual system for embarkation and utilized paper boarding passes. Because customers tend to remember any bad experiences with the beginning (embarkation process) and the end (disembarkation process) of the trip more than during the trip, the embarkation process caused a lot of dissatisfaction, especially among those passengers who sailed with the competitor in the past. In an effort to improve the process, a state-of-the art ship embarkation system was being developed. This new planned system would allow the passengers to be processed faster for the embarkation process and a plastic card with a magnetic strip would be activated and utilized as the electronic boarding pass. Additionally, this same card would also be utilized as the point of sale purchase card, creating a cashless process for the passengers to buy drinks and other extras on board the ship during the voyage. This would further XYZ as the competitive leader in the industry.
This new system would have to communicate with the current reservations system via satellite connectivity. This software development project had four main components: (a) ship embarkation system, (b) point of sale system (POS), (c) satellite technology utility for connectivity from the HQ’s reservations system to the ship, and (d) upgrade to the existing reservations system to generate the upload to the ship’s embarkation and POS systems. All components were completed by December 1st and were ready for the integration testing process so that the project can be implemented on December 15th just before the start of the busy season, at which time further software project implementations were not permitted for 6 months due to the heavy volume impacting the reservations system.
When it came time for the integration testing, the upgrade for the reservations system could not be made for the test environment because the upgrade was not moved to the quality control environment and the software changes were still in the programmer’s work file. No other developer or anyone in IT management had access to these files. The programmer that worked on these changes had a heart attack and was in the hospital. As a result, the project manager informed everyone that they were going to miss the deadline and now had to wait 6 more months before this project could be implemented and the business sponsor was furious.
The quality assurance manager asked the reason for the missed deadline, and when she heard the story, she asked the IT project manager for the risk management plan. He said that they do not believe in planning for risk events because this was a negative process and they support a positive approach towards the systems development process. Because there was not a risk matrix created and the risk for the developer to have a heart attack was not considered, the project was delayed and the company lost an opportunity to improve their competitive advantage, which equated to millions of dollars in potential future bookings.
 
 
After reading the quality assurance manager’s report, senior management asked the following questions.

What are the project risk management processes as described in the PMBOK® Guide?
Explain why a project manager, or any stakeholder, should not view risk planning for projects as only a negative activity?
Did the organization follow due diligence regarding the creation of a risk management plan, assess all major risks, and develop appropriate risk responses and a plan for monitoring risks? Explain your rationale.
Should the risk event have been identified in the beginning by practicing sound quality control? Why or why not with details?
What are some contingency plans or actions that could have been taken to limit the impact of this possible risk event and other such related events, such as a key team member leaving for any reason?  Is there a quality management component that should be considered (If so, discuss what it entails)?
What would be your quality assurance recommendations for such projects in the future based on this case?

Management is upset that there is an occurrence of a major risk that could affect the project. Your job is to prepare a 5- to 8-minute narrated PowerPoint presentation that addresses the six questions posed by senior management and reflects your research and thorough analysis, synthesis, and evaluation of the case.
You must have a title slide where you introduce yourself and present all resources at the end of your presentation. Your references should be in APA format. Also, your presentation must be professional; therefore, bullets should be brief; you should not have big paragraphs or long sentences; you should utilize the notes section; if images are used, they should be relevant to your presentation; font size and style should be consistent; and grammar must have high priority.
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Consider ways a client can be more engaged in managing their care.

Assignment Instructions: 

Assignment Overview: Based on your participant holistic assessment identified in week 3, you will be creating a nursing grand rounds presentation to teach the participant about their condition and related assessment findings. 

Assignment Directions: 

1. Review your participant’s holistic assessment form from week 3 (please see attachment ) as well as feedback from your instructor. Make sure your participant and medical condition are approved before creating the presentation.
2. Using the Grand Rounds Slide Outline provided, create a 10-slide presentation. You should have one slide for each content area. Do not include more content slides. You may include an additional reference slide if needed. Slide design should be professional and engaging for the target audience.  Review the grading rubric for details and expectations. 
 

Nurse Grand Rounds Assignment PowerPoint Template_Revised.pptx
 

Assignment Specifications: 

· You should have one slide for each content area.  
· Do not include more content slides.  
· Introduce yourself and your chosen topic using voiceover on slide one.  
· On slides 2-9, include brief, bullets of information related to the content slide.  
· You will use the speaker notes and voiceover to provide greater detail and articulation of each slide’s content.  
· Slide 10 (APA reference slide) will not use voiceover.  
· You may include an additional reference slide if needed.  
· Slide design should be professional and engaging for the target audience.   

Grand Rounds Slide Outline: 

 Slide 1 – Title Slide 

· Your name 
· Chosen client using initials and medical condition 
· Institution’s Affiliation 

Slide 2 – Pathophysiology of Disease 

· Identify the disease process.
· Describe the etiology of the disease process.
· Outline epidemiological considerations and possible risk factors based on the clients’ medical, social, and family history. 

Slide 3 – Pathogenesis of Disease 

· Identify the pathogenesis of disease process on the client. 
· Describe the impact of age, gender, socioeconomic factors, lifestyle considerations, and geographical location on the pathogenesis. 

Slide 4 – Physical Assessment Findings 

· Describe assessment findings, diagnostics, and lab values you found when assessing the client.
· Discuss current treatment regimen including identifying the healthcare team members and setting/facility-e.g., acute care, rehab, long-term care, outpatient, mental health facility—where the client is currently receiving care. 
· Identify holistic care the client may be utilizing in addition to the prescribed regimen.

Slide 5 – Cultural and Genetic Considerations and Challenges 

· What cultural and/or genetic considerations or challenges does this disease process present for the chosen client? 
· Provide supportive rationale.

Slide 6 – Evidence-based Nursing Plan of Care 

· Collaborative interventions 
· Patient Education 
· Screening tools 
· Holistic care with prevention 

Slide 7– Interdisciplinary Collaboration and Challenges 

· What additional members of the interdisciplinary team should be included-Why? 
· What role does the client and family play in the treatment plan?
· Identify any community care needs.

Slide 8 – Client as Team Member 

· Consider ways the client can be more engaged in managing their care. What resources may help the client and family and why?—provide supportive rationale.
· Identify 3-5 questions to discuss with the client that they may have for the healthcare team in order to help manage their care and feel better.
· Consider lifespan factors: describe the impact of the disease process on the rest of the client’s lifespan and how the client and family should anticipate managing care.  

Slide 9 – Application to Current Practice 

· How has completing this assignment impacted your current nursing practice? 
· How has completing this assignment impacted your understanding of the impact of pathophysiology and health assessment on patient-centered care? 
· What will you take away from this assignment? 

Slide 10 – Reference Slide 

· A minimum of 3 references (<5 years) from scholarly sources in APA Format 
· One reference must be your textbook 
· One reference must be from a peer-reviewed journal 
· One reference must be from an authoritative website such as the CDC, NIH, AHRQ, or, Healthy People 2030 
· Please ask your course faculty if you are unsure of a resource. 

Analyze core functions of human resource management.

 
Develop a 3–5 page workplace harassment policy for either Java Corp or an organization with which you are familiar. Be sure the policy you develop reflects ethical considerations and benefits to both the employee and organization as well as relevant legislation related to various types of harassment. Also, create an 8–12 slide PowerPoint presentation with speaker’s notes to present the new policy and to support it with legal and strategic rationale for the selected organization’s upper management.
Introduction
HR professionals are often called upon to develop new workplace policies to increase an organization’s effectiveness and to protect it from possible legal liabilities. Creating a succinct and comprehensive presentation for organizational management and other stakeholders is a valuable skill to possess.
Preparation
For this assessment, research sexual harassment and other forms of unlawful workplace harassment. Using one of the scenarios below, consider best practices and approaches for developing an anti-harassment workplace policy. A minimum of seven resources are required to support your approach to the new policy as well as your legal and strategic rationale.
Scenario
For this assessment, choose either option 1 or 2. You do not need to do both. You will apply one of these scenarios in the instructions below. Both options will be graded using the same scoring guide.
Option 1
You are the new HR manager for Java Corp. The company has just lost a sexual harassment lawsuit and damages include back pay, front pay, punitive damages, and attorney’s fees. The plaintiff, Ms. Stapel, was a female manager who had a consensual sexual relationship with her male boss, Mr. Rowe. Both moved up in title and responsibility over the past 5 years. After the relationship ended, Mr. Rowe made several offensive comments to co-workers about Ms. Stapel, without her knowledge. Later, a number of other employees, who reported to Mr. Rowe, made offensive sexual comments directly to Ms. Stapel.
The company has a harassment policy but only referred someone who felt harassed to their immediate supervisor and provided no other avenues of complaint. Your first project for Java Corp is to create a formal policy that will protect the employees, the organization, and all stakeholders. You will also prepare a PowerPoint presentation that could be used as a training tool for new employees on the importance of following anti-harassment policies.
Option 2
Choose an organization to use for this assessment. It can be where you are currently employed or a company with which you are familiar. It must be an organization that is researchable, as you will need to gather and analyze information to complete the assessment. You may use the same organization you selected for previous assessments.
If you choose the organization where you are currently employed, please keep in mind that the analyses you make must be based on facts that can be documented rather than your personal opinion as an employee.
Think about a situation in which an employee was sexually harassed at work. Reflect on what the organization did well and what the organization did wrong.
Research the sexual and work harassment policies of the chosen organization to further assess if the situation was handled properly.
Instructions
Based on your research of sexual harassment and other forms of unlawful workplace harassment, complete the following:
In a word document, develop an anti-harassment workplace policy that includes the following components:

Objective.
Prohibited conduct under this policy, including discrimination, harassment, sexual harassment, and retaliation.
Confidentiality.
Complaint procedure.
Employee acknowledgment of policy.

Prepare a PowerPoint Presentation for upper management training. In your presentation:

Explain the legal basis for protecting employees from harassment with supporting laws or regulations.
Describe different types of sexual harassment found in the workplace.

This can include, but not limited to, quid pro quo and hostile work environment.

Explain other types of harassment, outside of sexual harassment, to consider in a workplace policy.
Articulate how an organization can be at risk of harassment claims and how they can best legally protect themselves.
Summarize reporting and investigation procedures.

Specifically, discuss how the issue or complaint is brought to HR’s attention, who is involved in the investigation, how the communication process works with those involved.

Summarize how the anti-harassment policy should be communicated to employees.
Analyze organizational benefits realized because of having a sound anti-harassment policy in place.

Consider company reputation, employee morale, retention, productivity, and the like.

Additional Requirements
Policy
This part of your assessment should also meet the following requirements:

Length: 3-5 pages. Strive to be as detailed as possible in addressing each of the policy’s components above.
Written communication: Communicate in a manner that is scholarly and professional. Your writing should be:

Concise and logically organized.
Free of errors in grammar and mechanics.

Resources: If you use a source in the text of your policy, you need to reference it. The last page of your policy should be your reference list. Format all citations and references in accordance with current APA guidelines.

PowerPoint Presentation
This part of your assessment should also meet the following requirements:

Audience: Create a presentation suitable for the upper management of your selected organization.
Length: 8-12 slides, including speaker’s notes and title and references slides.
Validation and support: Use a minimum of seven relevant and credible scholarly or professional resources such as the Wall Street Journal to support your work.
APA format: Format all citations and references in accordance with current APA guidelines. Refer to the Evidence and APA Campus page for guidance.
Complexity: Do not get hung up on adding too many graphics, audio, or video. Select a PowerPoint template appropriate for a professional presentation. Please make sure the background color you choose does not interfere with the font selection and that it is easy to read. Do not overbuild your slides; information that supports and expands on what you say should appear as speaker’s or presenter’s notes.

Note: It is expected that your SafeAssign results for the policy document in Word will have a high percentage match, as you are aligning with legal standards. Your PowerPoint presentation should not be nearly as high. Please make sure you cite your sources within both documents according to current APA style.
Your PowerPoint presentation should be saved as a PDF to properly capture the presenter notes.
Here is how to save PowerPoint as PDF with notes included (Microsoft, n.d.):

Open your PowerPoint presentation.
Click File > Print.
Under Print, click Microsoft Print to PDF.
Under Settings, click the second box (which defaults to say Full Page Slides).
Under Print Layout, click Notes Pages.
Click Print.

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

Competency 1: Apply human resource strategies to business needs.

Develop an anti-harassment workplace policy.
Summarize the reporting, investigation procedures, and how the anti-harassment policies will be communicated to employees.

Competency 2: Analyze core functions of human resource management.

Explain the legal basis for protecting employees from harassment.
Explain other types of harassment, outside of sexual harassment, to consider in a workplace policy.
Analyze organizational benefits realized by the anti-harassment policy’s approach.

Competency 4: Communicate effectively in a scholarly and professional manner.

Describe the types of sexual harassment found in the workplace.
Apply APA formatting to in-text citations and references.
Convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Reference
Microsoft. (n.d.). Print slides with or without speaker notes. https://support.microsoft.com/en-us/office/print-slides-with-or-without-speaker-notes-02952fc2-2921-4305-b8b2-e98644a93e06

Elaborate differnt Differential Diagnoses.

Episodic/Focused SOAP Note Template

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of
last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head:
EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:
GENERAL:  Denies weight loss, fever, chills, weakness or fatigue.
HEENT:  Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  Denies hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN:  Denies rash or itching.
CARDIOVASCULAR:  Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIRATORY:  Denies shortness of breath, cough or sputum.
GASTROINTESTINAL:  Denies anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.
GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.
NEUROLOGICAL:  Denies headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.
MUSCULOSKELETAL:  Denies muscle, back pain, joint pain or stiffness.
HEMATOLOGIC:  Denies anemia, bleeding or bruising.
LYMPHATICS:  Denies enlarged nodes. No history of splenectomy.
PSYCHIATRIC:  Denies history of depression or anxiety.
ENDOCRINOLOGIC:  Denies reports of sweating, cold or heat intolerance. No polyuria or polydipsia.
ALLERGIES:  Denies history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A

.

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

P.
  
This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
References
You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2021 Walden University, LLC
Page 1 of 3

How can parents have valuable knowledge about their child’s development, mental health and behavioural changes.

post response Mari:
Assessing children and adolescents is challenging. Generally, the child/adolescent in question would not have initiated the consultation or may not be in agreement with the need for a consultation. The consultation may or may not even be sought for the most impairing problem at hand. While children may be able to report the nature of symptoms, they may not be very good at reporting the timing and duration of their problems. They may not report problems if they are embarrassing or show them in a bad light. Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. (Srinath S et al., 2019). To adequately comprehend the origins, maintenance, and factors affecting remission from the disorder, it is essential to place the child within a psychosocial background, relate the presentation to his/her unique context, and to gather details about what has happened to the illness so far, including what has been the treatment and response history.
The clinical setting for the assessment of children and adolescents should engage the child for the requisite duration of time. The waiting period and meeting a doctor can intimidate children, making them irritable, and uncooperative during the assessment. Most child clinics pay special attention to the appearance of the place, and the availability of toys, books, and play spaces. Simple things such as walls painted in bright colors, with cartoon characters, and fables keep the children engaged and wanting to come back to the place, should repeat consultations be required.
Child and adolescent mental health shares close links with other medical specialties such as neurology and pediatrics while being rooted in the child’s psychosocial environment and experience. Assessment of children and adolescents must evolve from a biopsychosocial perspective, taking into account these inextricably interlinked aspects. Clinical history taking and interviewing are one of the most powerful tools available to the child and adolescent mental health professional to make a diagnosis and plan management. Other measures such as rating scales, diagnostic interviews, and laboratory investigations must be used in conjunction with the information obtained during history taking and interviewing.
The clinician must be sensitive to the child’s lived experience and culture as well as their developmental and cognitive capabilities. Clinical judgment and expertise is required to assimilate the information obtained from the child and other key informants. In child and adolescent mental health, multidisciplinary inputs are required for almost every child and family and efforts must be made to link the different arms of evaluation and treatment such that there is convergence. Confidentiality and the limits thereof must be discussed with the child and family. Documentation is a very important aspect of assessment and must be strictly maintained. A comprehensive clinical assessment goes a long way in ensuring interventions in the best interest of the child and family. (Srinath S et al., 2019)
Given that children must be evaluated and managed in the context of their caregiving environment, parents and the extended family are important informants and an integral part of the treatment plan. (Srinath S et al., 2019).
Providing information: parents have valuable knowledge about their child’s developmental history, including early milestones, behavioral patterns, and any significant life events or trauma. This information helps psychiatrists understand the child’s background and potential factors contributing to their current mental health concerns.
Sharing observations: parents spend a significant amount of time with their child and can provide valuable observations about their behavior, emotions, and any changes they have noticed. These firsthand accounts help in assessing the child’s symptoms, identifying patterns, and gaining a deeper understanding of their mental health needs.
Collaborating in assessments: parents are often involved in the assessment process, participating in interviews, questionnaires, and discussions with healthcare professionals.
Communicating family context: parents provide insights into the child’s family dynamics, relationships, and the overall environment in which they live. This includes information about family history, relationships with family members, as well as any stressors or challenges within the family. Understanding these factors is crucial for assessing how the family context may influence the child’s mental health.
Supporting the assessment process: parents provide support to their child throughout the assessment process. This includes providing emotional support, reassurance, and helping the child feel comfortable and secure during appointments.
Herode is one of the children in the documentary Children of Shadows, he shows symptoms of Post-traumatic stress disorder (PTSD). He has the obligation to take care of all the housework, in which his “aunt” takes care of him, but forces him to fetch water, wash the dishes, cook, go to the market and bathe the child at home. At first, he values the possibility of escaping from there because he feels exploited and with a lack of affection because he is not really a true relative. He puts it off because he feels that he has no other alternative, he has no way to return or to be in a place where he is valued, or where it might even be even worse for him. When the documentary begins, he dreams of being a mechanic and after two years we see a teenager in a state of resignation who finds himself in the same situation, with even more responsibility, because his “aunt’s” husband died and he has to continue taking care of all the hard work at home, and even gives up the idea of escaping from the place due to the lack of alternatives in such a harsh reality at his fragile age. PTSD is defined by four symptom clusters: avoidance, negative alterations in cognition and mood, intrusion, and hyperarousal per DSM-5. The consequences of PTSD are often deleterious, with adverse outcomes in physical and mental health besides impaired social and occupational functioning. (Malejko K et al., 2020). Post-traumatic stress disorder is a debilitating disorder. It can cause life-long impairment and dysfunction. In the pediatric setting, it can be even more deleterious, as it can go undiagnosed and thus untreated for an extended period of time. (Fariba et al., 2020).

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

post response Mari:
Assessing children and adolescents is challenging. Generally, the child/adolescent in question would not have initiated the consultation or may not be in agreement with the need for a consultation. The consultation may or may not even be sought for the most impairing problem at hand. While children may be able to report the nature of symptoms, they may not be very good at reporting the timing and duration of their problems. They may not report problems if they are embarrassing or show them in a bad light. Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. (Srinath S et al., 2019). To adequately comprehend the origins, maintenance, and factors affecting remission from the disorder, it is essential to place the child within a psychosocial background, relate the presentation to his/her unique context, and to gather details about what has happened to the illness so far, including what has been the treatment and response history.
The clinical setting for the assessment of children and adolescents should engage the child for the requisite duration of time. The waiting period and meeting a doctor can intimidate children, making them irritable, and uncooperative during the assessment. Most child clinics pay special attention to the appearance of the place, and the availability of toys, books, and play spaces. Simple things such as walls painted in bright colors, with cartoon characters, and fables keep the children engaged and wanting to come back to the place, should repeat consultations be required.
Child and adolescent mental health shares close links with other medical specialties such as neurology and pediatrics while being rooted in the child’s psychosocial environment and experience. Assessment of children and adolescents must evolve from a biopsychosocial perspective, taking into account these inextricably interlinked aspects. Clinical history taking and interviewing are one of the most powerful tools available to the child and adolescent mental health professional to make a diagnosis and plan management. Other measures such as rating scales, diagnostic interviews, and laboratory investigations must be used in conjunction with the information obtained during history taking and interviewing.
The clinician must be sensitive to the child’s lived experience and culture as well as their developmental and cognitive capabilities. Clinical judgment and expertise is required to assimilate the information obtained from the child and other key informants. In child and adolescent mental health, multidisciplinary inputs are required for almost every child and family and efforts must be made to link the different arms of evaluation and treatment such that there is convergence. Confidentiality and the limits thereof must be discussed with the child and family. Documentation is a very important aspect of assessment and must be strictly maintained. A comprehensive clinical assessment goes a long way in ensuring interventions in the best interest of the child and family. (Srinath S et al., 2019)
Given that children must be evaluated and managed in the context of their caregiving environment, parents and the extended family are important informants and an integral part of the treatment plan. (Srinath S et al., 2019).
Providing information: parents have valuable knowledge about their child’s developmental history, including early milestones, behavioral patterns, and any significant life events or trauma. This information helps psychiatrists understand the child’s background and potential factors contributing to their current mental health concerns.
Sharing observations: parents spend a significant amount of time with their child and can provide valuable observations about their behavior, emotions, and any changes they have noticed. These firsthand accounts help in assessing the child’s symptoms, identifying patterns, and gaining a deeper understanding of their mental health needs.
Collaborating in assessments: parents are often involved in the assessment process, participating in interviews, questionnaires, and discussions with healthcare professionals.
Communicating family context: parents provide insights into the child’s family dynamics, relationships, and the overall environment in which they live. This includes information about family history, relationships with family members, as well as any stressors or challenges within the family. Understanding these factors is crucial for assessing how the family context may influence the child’s mental health.
Supporting the assessment process: parents provide support to their child throughout the assessment process. This includes providing emotional support, reassurance, and helping the child feel comfortable and secure during appointments.
Herode is one of the children in the documentary Children of Shadows, he shows symptoms of Post-traumatic stress disorder (PTSD). He has the obligation to take care of all the housework, in which his “aunt” takes care of him, but forces him to fetch water, wash the dishes, cook, go to the market and bathe the child at home. At first, he values the possibility of escaping from there because he feels exploited and with a lack of affection because he is not really a true relative. He puts it off because he feels that he has no other alternative, he has no way to return or to be in a place where he is valued, or where it might even be even worse for him. When the documentary begins, he dreams of being a mechanic and after two years we see a teenager in a state of resignation who finds himself in the same situation, with even more responsibility, because his “aunt’s” husband died and he has to continue taking care of all the hard work at home, and even gives up the idea of escaping from the place due to the lack of alternatives in such a harsh reality at his fragile age. PTSD is defined by four symptom clusters: avoidance, negative alterations in cognition and mood, intrusion, and hyperarousal per DSM-5. The consequences of PTSD are often deleterious, with adverse outcomes in physical and mental health besides impaired social and occupational functioning. (Malejko K et al., 2020). Post-traumatic stress disorder is a debilitating disorder. It can cause life-long impairment and dysfunction. In the pediatric setting, it can be even more deleterious, as it can go undiagnosed and thus untreated for an extended period of time. (Fariba et al., 2020).

. Do not write who you are in the answer.

Why is it important to consider cultural factors when developing a collaborative team and evaluating possible solutions to a need in a minority community?

Collaborative Alliance Worksheet (Assignment 2)

Collaborative Alliance Worksheet

Instructions:
Use this worksheet to identify potential partners and use their resources to begin to prepare a culturally sensitive strategic plan for collaboration.
1.
Involve community leaders. Development of the process innovation must involve
at least
five Chinle community stakeholders, key conveners, or community leaders. Describe these
five individuals in the following chart. Use the
Chinle Service Unit Profile to guide your answers.

Who?

(Name, position, organization)

What?

(Description of involvement)

Why?

(Description of goal of involvement)

2.
Leverage community assets. As the process innovation is introduced into the community, proper incorporation of the community’s resources is necessary. In the following chart, evaluate the use of
each community entity in the process innovation. Use the
Chinle Service Unit Profile and readings in the course to guide your answers.

Community Entity

Potential Contribution to Collaboration

The Just Move It campaign

This campaign is facilitated by health promotion staff within the Department of Public Health. Its goal is to promote walking and running activities in Navajo Nation communities.

Health coaches

Health coaches work in primary care clinics to help diabetic patients with exercises, healthy eating, and controlling glucose.

Chinle Health Council

This group identifies health priorities and forms task forces for increasing awareness about healthy living.

Community nutrition staff

These specialists team up with other outreach workers to promote healthy eating in communities and schools.

3.
Demonstrate cultural sensitivity. To gather collaborators and communicate with them effectively, you will need to demonstrate cultural competency. This will influence both whom you approach and how you approach them, which will ultimately determine the practicality of your solution and the quality of your communication plan. Refer to readings in the course and the
Chinle Service Unit Profile to inform your answers.

Cultural Analysis (GLOBE study’s nine dimensions)

Dimension

Findings

Significance of Findings for Project

Power Distance

Uncertainty Avoidance

Institutional Collectivism

Gender Egalitarianism

Assertiveness

Future Orientation

Performance Orientation

Humane Orientation

In-Group Collectivism

4. Consider cultural factors. Why is it especially important to consider cultural factors when developing a collaborative team and evaluating possible solutions to a need in a minority community? Use the readings in the course to guide your answer.

References:

Betancourt, J. R., Green, A. R., & Carrillo, J. E. (2002, October). Cultural competence in health care: Emerging frameworks and practical approaches. The Commonwealth Fund. https://www.commonwealthfund.org/publications/fund-reports/2002/oct/cultural-competence-health-care-emerging-frameworks-and
Chinle. (n.d.). Navajo Nation Special Diabetes Project. http://www.nnsdp.org/Chinle.aspx
Chinle Service Unit Profile. (n.d.). Master of Health Administration, 1-12.
Dine Youth, (n.d.). [Chinle Agency Website]. https://www.dineyouth.com/chinle.aspx
Globe 2020. (2016-2020). An overview of the 2004 study: Understanding the relationship between national culture, societal effectiveness, and desirable leadership attributes. SFU Beedie School of Business. https://globeproject.com/study_2004_2007
McCalman, J., Paton, R., & Siebert, S. (2016). Change management: A guide to effective implementation (4th ed.). SAGE Publications, Ltd.
McKenzie, J., & Pinger, R. (2018). An introduction to community and public health (9th ed.). Jones & Bartlett Learning.
Northouse, P. (2019). Leadership: Theory and practice (8th ed.). SAGE Publications, Inc.
Preston Raban, P. (2019). Annual report to the Apache County Board of Supervisors Public Health Services District FY2018/2019. Apache County Public Health Services District. https://tb2cdn.schoolwebmasters.com/accnt_591117/site_591118/Documents/FY-2018-2019-Annual-Report.pdf
WeAreNavajo. (n.d.) Aging and Adult Services. https://www.wearenavajo.org/programs-services/aging-adult-services
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Confidential and Proprietary Information. © Western Governors University. All Rights Reserved.

On self-reflection what drives your interactions with others?

The following passage is very old but quite profound. It situates leadership as having the potential to impact others both negatively and positively. Indeed, research shows that the number one reason employees leave a position is due to their immediate superior.William Q. Judge in The Leader’s Shadow (1999): Just as people cast physical shadows, they also cast psychological shadows (Jung 1923, 1933). Psychological shadows can provide much valuable information if we are creative enough to engage them directly in what has been called “shadow work” (Zweig & Wolf, 1997). Unlike conventional work, which focuses on material progress and tangible results, shadow work requires us to go within and learn from our inner being. Implicit to the shadow-work notion is the idea that a shadow is cast inside as well as outside of ourself. Although shadow work is difficult work-some say the most difficult work there is (Bly, 1988; Zweig & Wolf, 1997),  the rewards that stem from it are enormous and ongoing. Everyone casts a shadow (Zweig & Wolf, 1997), but shadows created by individuals in leadership positions are particularly noteworthy (Palmer, 1994). Due to the glare focused on their elevated positions within organizations, leaders often cast the longest and darkest shadows. The metaphor of a physical shadow is a vivid one that reminds us that even though psychological shadow work requires individual effort, it often affects others in dramatic and unexpected ways. Parker Palmer (1994) defines a leader as “a person who has an unusual degree of power to project on other people his or her shadow or his or her light” (p. 24). Like our physical shadows, our psychological shadows are often projected unconsciously. Unlike physical shadows projected psychological shadows can do great harm to others if we are in leadership positions and our shadow is large and unrecognized. In other words, a leader is a person who has the opportunity to shape a group’s or an organization’s destiny so that the act of leadership can be as illuminating as a clear summer day or as dark as a cold winter night. Judge, W. (1999).The leader’s shadow: Exploring and developing executive character. Thousand Oaks, Ca: Sage“Shadow Work” requires leaders to explore their shadow side; why do you do the things you do? What drives your interactions with others? This is serious self-reflection work.
Compose a reflection write up on the following:

Have you cast a dark shadow on others? Were you aware of it at the time?
Has a leader cast a dark shadow on you? How did it feel to you at the time?
Do you have insight into your shadows?
Consider yourself a leader who casts light. What would this look like to you?

NOTE-2- pages only is fine

Explore and summarize products regulated by FDA.

Few people have not heard about the Food and Drug Administration (FDA). The COVID pandemic has placed a renewed focus on its role in assuring safety of drug approval. It is not nearly as well known that the FDA is tasked with regulating multiple categories of products. One cannot work in healthcare and not be a part of products regulated in some fashion by the FDA. FDA U.S. Food & Drug Administration.Investigate the regulatory process for medical products.Include the following aspects in the assignment:

Access the FDA site, scroll to the bottom to the “Products we Regulate,” choose a product from one of the following sections: Drugs, Medical Devices, Vaccines, Blood, and Biologics.
Click on that topic and open the topic page, scroll to the bottom: navigate the (Drugs, Medical Devices, Vaccines, Blood, and Biologics) section.
Explore each of the eight sections.
Summarize each section, what each contains, its purpose, and resources.
Share if you feel the FDA provides a rigorous review of these products. Why or why not? Do you feel the FDA protects the public?
Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed.

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
Few people have not heard about the Food and Drug Administration (FDA). The COVID pandemic has placed a renewed focus on its role in assuring safety of drug approval. It is not nearly as well known that the FDA is tasked with regulating multiple categories of products. One cannot work in healthcare and not be a part of products regulated in some fashion by the FDA. FDA U.S. Food & Drug Administration.Investigate the regulatory process for medical products.Include the following aspects in the assignment:Access the FDA site, scroll to the bottom to the “Products we Regulate,” choose a product from one of the following sections: Drugs, Medical Devices, Vaccines, Blood, and Biologics.Click on that topic and open the topic page, scroll to the bottom: navigate the (Drugs, Medical Devices, Vaccines, Blood, and Biologics) section.Explore each of the eight sections.Summarize each section, what each contains, its purpose, and resources.Share if you feel the FDA provides a rigorous review of these products. Why or why not? Do you feel the FDA protects the public?Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed. . Do not write who you are in the answer.

what factors negatively affect/impact students’ graduation rates.

what factors negatively affect/impact students’ graduation rates. here in California or across the country?Our sample topic: Procrastination & graduation rates Argument: make an assertion with reasons and evidence one factor negatively impacting the graduation rate is procrastination. Description: to describe something is to give details to allow the audience to gain a general understanding Procrastination can be described as waiting until 11pm to begin a five page research paper that is due at 11:59pm. Definition: to define something is to provide the exact meaning or the essential characteristics of the thing (example: a dog is a domesticated member of the canine family)Procrastination can be defined as doing things last minute, the act of avoiding work until it’s due. Exemplification: to explain something by giving examples. There are many times a student might procrastinate, such as waiting until the last day to write a five-page research paper, waiting until the last hour to write a resume and cover letter, or waiting until the day of the final to begin studying. Narration: to explain something by telling a story (an anecdote).When I wrote a poem for my creative writing class, I cleaned the whole house to procrastinate before I sat down at the last minute to begin writing about the fridge as a self-potrait. Compare/Contrast: Using two (or more things) to explore similarities and differences (and to find a point in those similarities and differences). For an essay on procrastination, you might compare and contrast a time you did procrastinate and a time you did not, two times you procrastinated, a person who procrastinates and a person who doesn’t, the causes of procrastination or of time management. Cause/Effect: explain what causes a thing and/or what the effects of that thing can be. For an essay on procrastination, you could explore…. What causes colleges students to procrastinate? Feeling overwhelmed, feeling intimidated by the assignment, distractions, other obligations, (false) sense of confidence, What are the effects of that procrastination? stress, anxiety, mental health, negative impacts on other parts of life, academic performance, (grades, graduation rate)Division/Classification: taking an idea, dividing it into the various types or categories, and then labeling or naming each of those types. For example, if we were writing an essay about procrastination, we might divide and classify the types of student who procrastinate: Divide and Classify by class (freshman, sophomore, juniors, seniors)Divide and Classify by major (political science, biology, kinesiology, psychology) Divide and Classify by grades/gpaProcess Analysis: Explaining how something happened, how something is done, or how something should be done. How can we lessen/mitigate/reduce procrastination among CSUB college students? Encouraging the use of planners and study groups Eliminating distractions, remindersYour Academic Essay will require you to identify a problem negatively impacting the csu’s graduation rate of a specific demographic. For this assignment, identify the demographic, the adverse factor affecting their graduation rate, and possible ideas you could use for each of the nine rhetorical modes.Argument:Description:Definition:Exemplification:Narration:Compare/Contrast:Cause/Effect:Division/Classification:Process Analysis:

What is consumer surplus from purchases?

Flag question: Question 1Question 10.5 ptsSuppose Mona goes to the pet store to buy a Pomeranian puppy. She is willing to pay $200 for a new puppy, but she buys one for $160. What is consumer surplus from purchases? $200Flag question: Question 2Question 20.5 ptsA supply curve represents what _______ are _______ for a good or service. consumers; actually payingproducers; actually receivingconsumers; willing to payproducers; willing to acceptFlag question: Question 3Question 30.5 ptsConsumers are willing to purchase a product up to the point wherethe marginal benefit of consuming it is equal to the marginal cost of producing it.the marginal cost of producing it is equal to its price.the marginal benefit of consuming it is equal to its price.the marginal benefit is less than its price.Flag question: Question 4Question 40.5 ptsIn a competitive market, if the marginal cost is greater than the marginal benefit, then the output level is less than the equilibrium quantity.the output level is greater than the equilibrium quantity.the output level is inefficiently low.the output level is economically efficient.Flag question: Question 5Question 50.5 ptsWhich of the following correctly describes a competitive market equilibrium? Select all that apply. The marginal benefit to consumers is equal to the marginal cost of production.Economic surplus is maximized.Consumer surplus is equal to producer surplus.The output level is economically efficient.Flag question: Question 6Question 60.5 ptsA legal _________ price that can be charged for a good or service is a price ______.equilibrium; controlminimum; ceilingmaximum; floorminimum; floorFlag question: Question 7Question 70.5 ptsTo be binding, a price ceiling must be set above the equilibrium price.be set below the equilibrium price.cause producer surplus to increase.be equal to the price floor.Flag question: Question 8Question 80.5 ptsSuppose the government imposes a tax of $4 on each pack of cigarettes purchased, and buyers are responsible for collecting and paying the tax. How would this tax be illustrated on a graph? The demand and supply curves would both shift up by $4.The demand and supply curves would both shift down by $4.The demand curve for cigarettes would shift down by $4.The demand curve for cigarettes would shift up by $4.Flag question: Question 9Question 90.5 ptsWhich of the following do NOT occur when a government taxes a good or service? Select all that apply. Consumer surplus is reduced.Producer surplus is reduced.Consumer surplus is increased.Producer surplus is increased.Deadweight loss is eliminated.Economic efficiency is reduced.Economic efficiency is increased.Flag question: Question 10Question 100.5 ptsSuppose the demand curve is relatively steeper than the supply curve, and the government implements a tax that the sellers are responsible for collecting and paying. Which of the following is true about the tax incidence? The portion of the tax paid by the seller will be larger than the portion of the tax paid by the buyer.Buyers will pay the entire burden of the tax.The portion of the tax paid by the buyer will be larger than the portion of the tax paid by the seller.Sellers will pay the entire burden of the tax.