Week 11 psych dq 2 | COUN 6220 – Psychology of Personality | Walden University

 

SOCIAL LOAFING

Brian, a class colleague, is someone who counts on the group’s high achievers to do the majority of the work. This behavior is known as social loafing. Social loafers thrive because they know the high achievers cannot do less than their best; that is precisely what makes them high achievers. Adding to the problem, if it is the group product that is evaluated rather than individual contributions—then Brian will be less motivated to participate. That is why social loafing is rampant in university classrooms where grades are based on the finished group product.

For this Discussion, you examine methods to motivate social loafers. 

RESOURCES

 

  • Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.
    • Chapter 9, “Group Processes: Influence in Social Groups”
  • Note: Viewing media and interactives embedded in the electronic version of this course text is not required for this course.
  • Underwood, M. K., & Ehrenreich, S. E. (2014). Bullying may be fueled by the desperate need to belong. Theory Into Practice,Links to an external site. 53(4), 265–270. doi:10.1080/00405841.2014.947217 
  • Sonnentag, T. L., & Barnett, M. A. (2013). An exploration of moral rebelliousness with adolescents and young adults. Ethics & BehaviorLinks to an external site., 23(3), 214–236. doi:10.1080/10508422.2012.739943
  • Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

TO PREPARE

  • Review the Learning Resources for this week and consider motivation methods that a social psychologist might use to encourage a social loafer to do his or her share.
  • Recall a time when you observed social loafing.

BY DAY 4

Post a situation when you experienced or observed social loafing. Informed by social psychology theory, suggest ways to motivate social loafers to carry their weight.

BY DAY 6

Respond to at least one of your colleague’s posts and offer additional suggestions. Be sure they are informed by social psychology theory and research.

Be sure to support your postings and responses with specific references to the social psychology theory and research. In addition to the Learning Resources, search the Walden Library and/or Internet for peer-reviewed articles to support your post and responses. Use proper APA format and citations, including those in the Learning Resources.

 
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Healthcare business intelligence market growth, insights,

 

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Short response 8/9/23 | Education homework help

150 words each question with citations please.

Q1:  An educator overhears a conversation between two students. One of the students is talking about witnessing other students picking on a student with an intellectual disability during the daily walk home. The behavior described includes taunting, pushing, and taking personal possessions. The educator hears the student say that he feels bad for the student who is being picked on but is afraid to confront his peers or report the behavior, particularly since the activity is not happening on school grounds. Discuss how the educator can address this issue. Include evidence from the “Model Code of Ethics for Educators (MCEE)” and “Professional Dispositions of Learners” to support your ideas.  

Q2:  You have just finished a lesson on solving inequalities and handed students a worksheet to complete silently. While the students were working independently, you decided to check your email, not realizing that your computer screen was still being projected to the class.  You open an email from the principal Mrs. Russell, who is following up on a student, Rebecca Johnson, who was recently referred to receive services on an Individual Education Program. You realized what had occurred once you heard the students giggling at the screen. You quickly unplugged the computer from the projector and told the students to get back to work.  What should you do next to protect the student’s privacy? Include evidence from “Model Code of Ethics for Educators (MCEE)” and “Professional Dispositions of Learners.”  

 
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Which of the following is true regarding the sampling distribution of

Q1. Which of the following is true regarding the sampling distribution of the mean for a large sample size?
   a. It has the same shape, mean, and standard deviation as the population.
   b. It has a normal distribution with the same mean and standard deviation as the population.
   c. It has the same shape and mean as the population, but has a smaller standard deviation.
   d. It has a normal distribution with the same mean as the population but with a smaller standard deviation.

Q2. According to a survey of American households, the probability that the residents own 2 cars if annual household income is over $25,000 is 80%. Of the households surveyed, 60% had incomes over $25,000 and 70% had 2 cars. The probability that annual household income is over $25,000 if the residents of a household do not own 2 cars is:
   a. 0.12
   b. 0.18
   c. 0.40
   d. 0.55

Q3. The collection and summarization of the socioeconomic and physical characteristics of the employees of a particular firm is an example of:
   a. inferential statistics.
   b. descriptive statistics.
   c. a parameter.
   d. a statistic.

Q4. The head librarian at the Library of Congress has asked her assistant for an interval estimate of the mean number of books checked out each day. The assistant provides the following interval estimate: from 740 to 920 books per day.

If the head librarian knows that the population standard deviation is 150 books checked out per day, and she asked her assistant to use 25 days of data to construct the interval estimate, what confidence level can she attach to the interval estimate?
   a. 99.7%
   b. 99.0%
   c. 98.0%
   d. 95.4%

Q5. Referring to the histogram, how many graduating seniors attended the luncheon?

   a. 4
   b. 152
   c. 275
   d. 388

Q6. The following are the durations in minutes of a sample of long-distance phone calls made within the continental United States reported by one long-distance carrier.

Time (in Minutes)
Relative Frequency
0 but less than 5
0.37
5 but less than 10
0.22
10 but less than 15
0.15
15 but less than 20
0.10
20 but less than 25
0.07
25 but less than 30
0.07
30 or more
0.02

Referring to the table, if 10 calls lasted 30 minutes or more, how many calls lasted less than 5 minutes?
   a. 10
   b. 185
   c. 295
   d. 500

Q7. The collection of all possible events is called:
   a. a simple probability.
   b. a sample space.
   c. a joint probability.
   d. the null set.

Q8. A lab orders 100 rats a week for each of the 52 weeks in the year for experiments that the lab conducts. Prices for 100 rats follow the following distribution:

Price:
$10.00
$12.50
$15.00
Probability:
0.35
0.40
0.25

How much should the lab budget for next year’s rat orders be, assuming this distribution does not change?
   a. $520
   b. $637
   c. $650
   d. $780

Q9. A professor of economics at a small Texas university wanted to determine what year in school students were taking his tough economics course. Shown below is a pie chart of the results. What percentage of the class took the course prior to reaching their senior year?

   a. 14%
   b. 44%
   c. 54%
   d. 86%

Q10. Since a _______ is not a randomly selected probability sample, there is no way to know how well it represents the overall population.
   a. simple random sample
   b. quota sample
   c. stratified sample
   d. cluster sample

Q11. A study is under way in Yosemite National Forest to determine the adult height of American pine trees. Specifically, the study is attempting to determine what factors aid a tree in reaching heights greater than 60 feet tall. It is estimated that the forest contains 25,000 adult American pines. The study involves collecting heights from 250 randomly selected adult American pine trees and analyzing the results. Identify the population from which the study was sampled.
   a. The 250 randomly selected adult American pine trees in the forest.
   b. The 25,000 adult American pine trees in the forest.
   c. All the adult American pine trees taller than 60 feet in the world.
   d. All American pine trees, of any age, in the forest.

Q12. A population frame for a survey contains a listing of 72,345 names. Using a table of random numbers, how many digits will the code numbers for each member of your population contain?
   a. 3
   b. 4
   c. 5
   d. 6

Q13. The chancellor of a major university was concerned about alcohol abuse on her campus and wanted to find out the portion of students at her university who visited campus bars every weekend. Her advisor took a random sample of 250 students. The portion of students in the sample who visited campus bars every weekend is an example of a __________.
   a. categorical random variable
   b. discrete random variable
   c. parameter
   d. statistic

Q14. The following are the durations in minutes of a sample of long-distance phone calls made within the continental United States reported by one long-distance carrier.

Time (in Minutes)
Relative Frequency
0 but less than 5
0.37
5 but less than 10
0.22
10 but less than 15
0.15
15 but less than 20
0.10
20 but less than 25
0.07
25 but less than 30
0.07
30 or more
0.02

Referring to Table 2-5, if 100 calls were randomly sampled, how many calls lasted 15 minutes or longer?
   a. 10
   b. 14
   c. 26
   d. 74

Q15. If two events are mutually exclusive, what is the probability that one or the other occurs?
   a. 0
   b. 0.50
   c. 1.00
   d. Cannot be determined from the information given.

Q16. According to a survey of American households, the probability that the residents own 2 cars if annual household income is over $25,000 is 80%. Of the households surveyed, 60% had incomes over $25,000 and 70% had 2 cars. The probability that the residents of a household do not own 2 cars and have an income over $25,000 a year is:
   a. 0.12
   b. 0.18
   c. 0.22
   d. 0.48

Q17. If two events are mutually exclusive and collectively exhaustive, what is the probability that one or the other occurs?
   a. 0.
   b. 0.50.
   c. 1.00.
   d. Cannot be determined from the information given.

Q18. Why is the Central Limit Theorem so important to the study of sampling distributions?
   a. It allows us to disregard the size of the sample selected when the population is not normal.
   b. It allows us to disregard the shape of the sampling distribution when the size of the population is large.
   c. It allows us to disregard the size of the population we are sampling from.
   d. It allows us to disregard the shape of the population whennis large.

Q19. A sample of 200 students at a Big-Ten university was taken after the midterm to ask them whether they went bar hopping the weekend before the midterm or spent the weekend studying, and whether they did well or poorly on the midterm. The following table contains the result.

 
Did Well on Midterm
Did Poorly on Midterm
Studying for Exam
80
20
Went Bar Hopping
30
70

Referring to the table, of those who did well on the midterm in the sample, _______ percent of them went bar hopping the weekend before the midterm.
   a. 15
   b. 27.27
   c. 30
   d. 50

Q20. Tim was planning for a meeting with his boss to discuss a raise in his annual salary. In preparation, he wanted to use the Consumer Price Index to determine the percentage increase in his salary in terms of real income over the last three years. Which method of data collection was involved when he used the Consumer Price Index?
   a. Published sources
   b. Experimentation
   c. Surveying
   d. Observation

Q21. A survey was conducted to determine how people rated the quality of programming available on television. Respondents were asked to rate the overall quality from 0 (no quality at all) to 100 (extremely good quality). The stem-and-leaf display of the data is shown below.

Stem
Leaves
3
24
4
3478999
5
112345
6
12566
7
1
8
 
9
2

Referring to the table, what percentage of the respondents rated overall television quality with a rating between 50 and 75?
   a. 0.11
   b. 0.40
   c. 0.44
   d. 0.56

Q22. The process of using sample statistics to draw conclusions about true population parameters is called:
   a. statistical inference.
   b. the scientific method.
   c. sampling.
   d. descriptive statistics.

Q23. If two equally likely events A and B are mutually exclusive and collectively exhaustive, what is the probability that event A occurs?
   a. 0
   b. 0.50
   c. 1.00
   d. Cannot be determined from the information given.

Q24. Which of the following is most likely a parameter as opposed to a statistic?
   a. The average score of the first five students completing an assignment.
   b. The proportion of females registered to vote in a county.
   c. The average height of people randomly selected from a database.
   d. The proportion of trucks stopped yesterday that were cited for bad brakes.

Q25. Selection of raffle tickets from a large bowl is an example of:
   a. sampling with replacement.
   b. sampling without replacement.
   c. subjective probability.
   d. None of the above.

Q26. The portfolio expected return of two investments
   a. will be higher when the covariance is zero.
   b. will be higher when the covariance is negative.
   c. will be higher when the covariance is positive.
   d. does not depend on the covariance.

Q27. Given the numbers: 1, 3, 5, 7, 8 what are the average and the median?
   a. Average = 4.8; Median = 5.0
   b. Average = 5.0; Median = 5.0
   c. Average = 4.8; Median = 4.8
   d. Average = 5.0; Median = 4.8

Q28. The employees of a company were surveyed on questions regarding their educational background and marital status. Of the 600 employees, 400 had college degrees, 100 were single, and 60 were single college graduates. The probability that an employee of the company is single or has a college degree is:
   a. 0.10
   b. 0.25
   c. 0.667
   d. 0.733

Q29. A catalog company that receives the majority of its orders by telephone conducted a study to determine how long customers were willing to wait on hold before ordering a product. The length of time was found to be a random variable best approximated by an exponential distribution with a mean equal to 3 minutes. What proportion of customers having to hold more than 1.5 minutes will hang up before placing an order?
   a. 0.86466
   b. 0.60653
   c. 0.39347
   d. 0.13534

Q30. The following are the durations in minutes of a sample of long-distance phone calls made within the continental United States reported by one long-distance carrier.

Time (in Minutes)
Relative Frequency
0 but less than 5
0.37
5 but less than 10
0.22
10 but less than 15
0.15
15 but less than 20
0.10
20 but less than 25
0.07
25 but less than 30
0.07
30 or more
0.02

Referring to the table, what is the width of each class?
   a. 1 minute
   b. 5 minutes
   c. 2%
   d. 100%

Q31. The probability that
house sales will increase in the next 6 months is estimated to be 0.25.
the interest rates on housing loans will go up in the same period is estimated to be 0.74
house sales or interest rates will go up during the next 6 months is estimated to be 0.89
The probability that house sales will increase but interest rates will not during the next 6 months is:

   a. 0.065
   b. 0.15
   c. 0.51
   d. 0.89

Q32. Which of the mean, median, mode, and geometric mean are resistant measures of central tendency?
   a. The mean and median.
   b. The median and mode.
   c. The mode and geometric mean.
   d. The mean and mode.

Q33. The probability that
house sales will increase in the next 6 months is estimated to be 0.25
the interest rates on housing loans will go up in the same period is estimated to be 0.74
house sales or interest rates will go up during the next 6 months is estimated to be 0.89
The probability that neither house sales nor interest rates will increase during the next 6 months is:
   a. 0.11
   b. 0.195
   c. 0.89
   d. 0.90

Q34. Which of the following statistics is not a measure of central tendency?
   a. Mean.
   b. Median.
   c. Mode.
   d. Q3.

Q35. The width of each bar in a histogram corresponds to the:
   a. differences between the boundaries of the class.
   b. number of observations in each class.
   c. midpoint of each class.
   d. percentage of observations in each class.

Q36. In left-skewed distributions, which of the following is the correct statement?
   a. The distance from Q1 to Q2 is smaller than the distance from Q2 to Q3.
   b. The distance from the smallest observation to Q1 is larger than the distance from Q3 to the largest observation.
   c. The distance from the smallest observation to Q2 is smaller than the distance from Q2 to the largest observation.
   d. The distance from Q1 to Q3 is twice the distance from Q1 to Q2.

Q37. The Central Limit Theorem is important in statistics because:
   a. for a largen, it says the population is approximately normal.
   b. for any population, it says the sampling distribution of the sample mean is approximately normal, regardless of the sample size.
   c. for a largen, it says the sampling distribution of the sample mean is approximately normal, regardless of the shape of the population.
   d. for any sized sample, it says the sampling distribution of the sample mean is approximately normal.

Q38. A sample of 200 students at a Big-Ten university was taken after the midterm to ask them whether they went bar hopping the weekend before the midterm or spent the weekend studying, and whether they did well or poorly on the midterm. The following table contains the result.

 
Did Well on the midterm
Did Poorly on Midterm
Studying for Exam
80
20
Went Bar Hopping
30
70

Referring to the table, _______ percent of the students in the sample went bar hopping the weekend before the midterm and did well on the midterm.
   a. 15
   b. 27.27
   c. 30
   d. 50

Q39. Which of the following statements about the median is not true?
   a. It is more affected by extreme values than the mean.
   b. It is a measure of central tendency.
   c. It is equal to Q2.
   d. It is equal to the mode in bell-shaped “normal” distributions.

Q40. A confidence interval was used to estimate the proportion of statistics students that are females. A random sample of 72 statistics students generated the following 90% confidence interval: (0.438, 0.642). Based on the interval above, is the population proportion of females equal to 0.60?
   a. No, and we are 90% sure of it.
   b. No. The proportion is 54.17%.
   c. Maybe. 0.60 is a believable value of the population proportion based on the information above.


Q1. The sample correlation coefficient between X and Y is 0.375. It has been found out that the p-value is 0.256 when testing H0: ρ = 0 against the two-sided alternative H1: ρ ≠ 0. To test H0: ρ = 0 against the one-sided alternative H1: ρ > 0 at a significance level of 0.193, the p-value is
    a. 0.256/2
    b. 0.256
    c. 1 – 0.256
    d. 1 – 0.256/2

Q2. A researcher randomly sampled 30 graduates of an MBA program and recorded data concerning their starting salaries. Of primary interest to the researcher was the effect of gender on starting salaries. Analysis of the mean salaries of the females and males in the sample is given below.
Size
Mean
Std Dev

Females
18
48,266.7
13,577.63
Males
12
55,000
11,741.29
Std Error = 4,764.82
Means Diff = -6,733.3
Z = -1.4528 2-tailed p value = 0.1463
T = -1.4221 2-tailed p value = 0.1574

Referring to the table, the researcher was attempting to show statistically that the female MBA graduates have a significantly lower mean starting salary than the male MBA graduates. What assumptions were necessary to conduct this hypothesis test?
    a. Both populations of salaries (male and female) must have approximate normal distributions.
    b. The population variances are approximately equal.
    c. The samples were randomly and independently selected.
    d. All of the above assumptions were necessary.

Q3. The Y-intercept (b0) represents the:
    a. predicted value of Y when X = 0.
    b. change in estimated average Y per unit change in X.
    c. predicted value of Y.
    d. variation around the sample regression line.

Q4. A local real estate appraiser analyzed the sales prices of homes in 2 neighborhoods to the corresponding appraised values of the homes. The goal of the analysis was to compare the distribution of sale-to-appraised ratios from homes in the 2 neighborhoods. Random and independent samples were selected from the 2 neighborhoods from last year’s homes sales, 8 from each of the 2 neighborhoods. Identify the nonparametric method that would be used to analyze the data.
    a. the Wilcoxon Signed-Ranks Test, using the test statistic Z
    b. the Wilcoxon Signed-Ranks Test, using the test statistic W
    c. the Wilcoxon Rank Sum Test, using the test statistic T1
    d. the Wilcoxon Rank Sum Test, using the test statistic Z

Q5. A survey claims that 9 out of 10 doctors recommend aspirin for their patients with headaches. To test this claim against the alternative that the actual proportion of doctors who recommend aspirin is less than 0.90, a random sample of 100 doctors results in 83 who indicate that they recommend aspirin. The value of the test statistic in this problem is approximately equal to:
    a. -4.12
    b. -2.33
    c. -1.86
    d. -0.07

Q6. A realtor wants to compare the average sales-to-appraisal ratios of residential properties sold in four neighborhoods (W, X, Y, and Z). Four properties are randomly selected from each neighborhood and the ratios recorded for each, as shown below. 

W: 1.2, 1.1, 0.9, 0.4
X: 2.5, 2.1, 1.9, 1.6
Y: 1.0, 1.5, 1.1, 1.3
Z: 0.8, 1.3, 1.1, 0.7


Interpret the results of the analysis summarized in the following table: 
Source
df
SS
MS
F
PR > F
Neighborhoods
2.97
0.990
8.31
0.0260

Error
12

Total
4.40



Referring to the table, the within group mean squares is
    a. 0.119
    b. 0.990
    c. 1.109
    d. 8.31

Q7. If a group of independent variables are not significant individually but are significant as a group at a specified level of significance, this is most likely due to:
    a. autocorrelation.
    b. the presence of dummy variables.
    c. the absence of dummy variables.
    d. collinearity.

Q8. In a multiple regression model, the adjusted r2
    a. cannot be negative.
    b. can sometimes be negative.
    c. can sometimes be greater than +1.
    d. has to fall between 0 and +1.

Q9. Why would you use the Tukey-Kramer procedure?
    a. To test for normality.
    b. To test for homogeneity of variance.
    c. To test independence of errors.
    d. To test for differences in pairwise means.

Q10. A campus researcher wanted to investigate the factors that affect visitor travel time in a complex, multilevel building on campus. Specifically, he wanted to determine whether different building signs (building maps versus wall signage) affect the total amount of time visitors require to reach their destination and whether that time depends on whether the starting location is inside or outside the building. Three subjects were assigned to each of the combinations of signs and starting locations, and travel time in seconds from beginning to destination was recorded. How should the data be analyzed? 
 
Starting Room
 
Interior
Exterior
Wall Signs
141
224

119
339

238
139
Map
85
226

94
129

126
130

    a. Completely randomized design
    b. Randomized block design
    c. 2 x 2 factorial design
    d. Kruskal-Wallis rank test

Q11. As a business statistics project, a student examined the factors that determine parking meter rates throughout the campus and downtown area. The campus is a group of buildings located in the center of downtown, with an open central quadrangle. Data were collected for the price of parking per hour and the number of blocks to the quadrangle. In addition, two dummy variables were coded to indicate the location of the parking meter (See below). The population regression model hypothesized is 

Yi = ß0 + ß1x1i + ß2x2i + ß3x3i + ei 

where 
Y is the price per hour
x1 is a numerical variable = the number of blocks to the quadrangle
(Note that if x1 is less than 2, then the meter is on campus; if x1 is less than 3, then the meter is downtown)
x2 is a dummy variable = 1 if inside downtown and off campus, 0 otherwise
x3 is a dummy variable = 1 if outside downtown and off campus, 0 otherwise 

The following Excel results are obtained. 
Regression Statistics
Multiple R
9.9659
R Square
0.9331
Adjusted R Square
0.9294
Standard Error
0.0327
Observations
58

ANOVA
df
SS
MS
F
Signif F
Regression
3
0.8094
0.2698
251.1995
1.0964E-31
Residual
54
0.0580
0.0010

Total
57
0.8675


Coeff
StdError
t Stat
P-value

Intercept
0.5118
0.0136
37.4675
2.4904
X1
-0.0045
0.0034
-1.3275
0.1898
X2
-0.2392
0.0123
-19.3942
5.3581E-26
X3
-0.0002
0.0123
-0.0214
0.9829


Referring to the tables, predict the meter rate per hour if one parks outside of downtown and off campus, 3 blocks from the quad. 
    a. $-0.0139
    b. $0.2589
    c. $0.2604
    d. $0.4981

Q12. If we use the chi-squared method of analysis to test for the differences among 4 proportions, the degrees of freedom are equal to:
    a. 3
    b. 4
    c. 5
    d. 1

Q13. An economist is interested to see how consumption for an economy (in $ billions) is influenced by gross domestic product ($ billions) and aggregate price (consumer price index). The Microsoft Excel output of this regression is partially reproduced below.

SUMMARY OUTPUT
Regression Statistics
Multiple R
0.991
R Square
0.982
Adjusted R Square
0.976
Standard Error
0.299
Observations
10

ANOVA
df
SS
MS
F
Signif F
Regression
2
33.4163
16.7082
186.325
0.0001
Residual
7
0.6277
0.0897

Total
9
34.0440


Coeff
StdError
t Stat
P-value

Intercept
-0.0861
0.5674
-0.152
0.8837
GDP
0.7654
0.0574
13.340
0.0001
Price
-0.0006
0.0028
-0.219
0.8330


Referring to the tables, one economy in the sample had an aggregate consumption level of $4 billion, a GDP of $6 billion, and an aggregate price level of 200. What is the residual for this data point? 
    a. $4.39 billion
    b. $0.39 billion
    c. -$0.39 billion
    d. -$1.33 billion

Q14. Testing for the existence of correlation is equivalent to
    a. testing for the existence of the slope (β1).
    b. testing for the existence of the Y-intercept (β0).
    c. the confidence interval estimate for predicting Y.
    d. testing for the existence of the slope (β10).

Q15. As a business statistics project, a student examined the factors that determine parking meter rates throughout the campus and downtown area. The campus is a group of buildings located in the center of downtown, with an open central quadrangle. Data were collected for the price of parking per hour and the number of blocks to the quadrangle. In addition, two dummy variables were coded to indicate the location of the parking meter (See below). The population regression model hypothesized is 

Yi = ß0 + ß1x1i + ß2x2i + ß3x3i + ei 

where 
Y is the price per hour
x1 is a numerical variable = the number of blocks to the quadrangle
(Note that if x1 is less than 2, then the meter is on campus; if x1 is less than 3, then the meter is downtown)
x2 is a dummy variable = 1 if inside downtown and off campus, 0 otherwise
x3 is a dummy variable = 1 if outside downtown and off campus, 0 otherwise 

The following Excel results are obtained. 
Regression Statistics
Multiple R
9.9659
R Square
0.9331
Adjusted R Square
0.9294
Standard Error
0.0327
Observations
58

ANOVA
df
SS
MS
F
Signif F
Regression
3
0.8094
0.2698
251.1995
1.0964E-31
Residual
54
0.0580
0.0010

Total
57
0.8675


Coeff
StdError
t Stat
P-value

Intercept
0.5118
0.0136
37.4675
2.4904
X1
-0.0045
0.0034
-1.3275
0.1898
X2
-0.2392
0.0123
-19.3942
5.3581E-26
X3
-0.0002
0.0123
-0.0214
0.9829


Referring to the tables, if one is already outside of downtown and off campus but decides to park an additional 3 blocks from the quadrangle, the estimated average parking meter rate will: 
    a. decrease by 0.0045.
    b. decrease by 0.0135.
    c. decrease by 0.0139.
    d. decrease by 0.4979.

Q16. The following EXCEL output contains the results of a test to determine if the proportions of satisfied guests at two resorts are the same or different. 

Hypothesized Difference0
Level of Significance 0.05
Group 1
Number of Successes163
Sample Size227
Group 2
Number of Successes154
Sample Size262
Group 1 Proportion0.718061674
Group 2 Proportion0.58778626
Difference in Two Proportions 0.130275414
Average Proportion0.648261759
Test Statistic3.00875353
Two-Tailed Test
Lower Critical Value -1.959961082
Upper Critical Value 1.959961082
p-Value 0.002623357

Referring to the data above, if you want to test the claim that “Resort 1 (Group 1) has a higher proportion of satisfied guests compared to Resort 2 (Group 2),” the p-value of the test will be
    a. 0.00262
    b. 0.00262/2
    c. 2*(0.00262)
    d. 1 – (0.00262/2)

Q17. A real estate builder wishes to determine how house size (House) is influenced by family income (Income), family size (Size), and education of the head of household (School). House size is measured in hundreds of square feet, income is measured in thousands of dollars, and education is in years. The builder randomly selected 50 families and ran the µltiple regression. Microsoft Excel output is provided below:

SUMMARY OUTPUT
Regression Statistics
Multiple R
0.865
R Square
0.748
Adjusted R Square
0.726
Standard Error
5.195
Observations
50

ANOVA
df
SS
MS
F
Signif F
Regression
3605.7736
901.4434
0.0001

Residual
1214.2264
26.9828

Total
49
4820.0000


Coeff
StdError
t Stat
P-value

Intercept
-1.6335
5.8078
-0.281
0.7798
Income
0.4485
0.1137
3.9545
0.0003
Size
4.2615
0.8062
5.286
0.0001
School
-0.6517
0.4319
-1.509
0.1383


Referring to the tables, one individual in the sample had an annual income of $10,000, a family size of 1, and an education of 8 years. This individual owned a home with an area of 1,000 square feet (House = 10.00). What is the residual (in hundreds of square feet) for this data point?
    a. 8.10
    b. 5.40
    c. -5.40
    d. -8.10

Q18. A manager of a product sales group believes the number of sales made by an employee (Y) depends on how many years that employee has been with the company (X1) and how he/she scored on a business aptitude test (X2). A random sample of 8 employees provides the following: 
Employee
Y
X1
X2
1
100
10
7
2
90
3
10
3
80
8
9
4
70
5
4
5
60
5
8
6
50
7
5
7
40
1
4
8
30
1
1


Referring to the table, for these data, what is the estimated coefficient for the variable representing years an employee has been with the company, b1?
    a. 0.998
    b. 3.103
    c. 4.698
    d. 21.293

Q19. In testing for differences between the means of 2 independent populations, the null hypothesis is:
    a. H0: μ1 – μ2 = 2.
    b. H0: μ1 – μ2 = 0.
    c. H0: μ1 – μ2 > 0.
    d. H0: μ1 – μ2 [removed] F
Subject visibility
1
1380.24
1380.24
4.26
0.043
Test taker success
1
1325.16
1325.16
4.09
0.050
Interaction
1
3385.80
3385.80
10.45
0.002
Error
36
11,664.00
324.00

Total
39
17,755.20



Referring to the table, in the context of this study, interpret the statement: “Subject visibility and test taker success interact.” 
    a. The difference between the mean feedback time for visible and nonvisible subjects depends on the success of the test taker.
    b. The difference between the mean feedback time for test takers scoring in the top 20% and bottom 20% depends on the visibility of the subject.
    c. The relationship between feedback time and subject visibility depends on the success of the test taker.
    d. All of the above are correct interpretations.

Q25. A candy bar manufacturer is interested in trying to estimate how sales are influenced by the price of their product. To do this, the company randomly chooses 6 small cities and offers the candy bar at different prices. Using candy bar sales as the dependent variable, the company will conduct a simple linear regression on the data below: 
City
Price ($)
Sales
River Falls
1.30
100
Hudson
1.60
90
Ellsworth
1.80
90
Prescott
2.00
40
Rock Elm
2.40
38
Stillwater
2.90
32


Referring to the table, what is the coefficient of correlation for these data?
    a. -0.8854
    b. -0.7839
    c. 0.7839
    d. 0.8854

Q26. A ____________ is a numerical quantity computed from the data of a sample and is used in reaching a decision on whether or not to reject the null hypothesis.
    a. significance level
    b. critical value
    c. test statistic
    d. parameter

Q27. An investment specialist claims that if one holds a portfolio that moves in opposite direction to the market index like the S&P 500, then it is possible to reduce the variability of the portfolio’s return. In other words, one can create a portfolio with positive returns but less exposure to risk.

A sample of 26 years of S&P 500 index and a portfolio consisting of stocks of private prisons, which are believed to be negatively related to the S&P 500 index, is collected. A regression analysis was performed by regressing the returns of the prison stocks portfolio (Y) on the returns of S&P 500 index (X) to prove that the private prisons stock portfolio is negatively related to the S&P 500 index at a 5% level of significance. The results are given in the following EXCEL output.
Coefficients
Standard Error
T Stat
P-value

Intercept
4.866004258
0.35743609
13.61363441
8.7932E-13
S&P
-0.502513506
0.071597152
-7.01862425
2.94942E-07


Referring to the table, which of the following will be a correct conclusion?
    a. We cannot reject the null hypothesis and, therefore, conclude that there is sufficient evidence to show that the prison stock portfolio and S&P 500 index are negatively related.
    b. We can reject the null hypothesis and, therefore, conclude that there is sufficient evidence to show that the prison stock portfolio and S&P 500 index are negatively related.
    c. We cannot reject the null hypothesis and, therefore, conclude that there is not sufficient evidence to show that the prison stock portfolio and S&P 500 index are negatively related.
    d. We can reject the null hypothesis and conclude that there is not sufficient evidence to show that the prison stock portfolio and S&P 500 index are negatively related.

Q28. One criterion used to evaluate employees in the assembly section of a large factory is the number of defective pieces per 1,000 parts produced. The quality control department wants to find out whether there is a relationship between years of experience and defect rate. Since the job is repetitious, after the initial training period any improvement due to a learning effect might be offset by a loss of motivation. A defect rate is calculated for each worker in a yearly evaluation. The results for 100 workers are given in the table below. 
Years Since Training Period


[removed] 16.919 
    b. Reject H0 if chi-square > 15.507 
    c. Reject H0 if chi-square > 11.143 
    d. Reject H0 if chi-square > 9.488 

Q29. A campus researcher wanted to investigate the factors that affect visitor travel time in a complex, multilevel building on campus. Specifically, he wanted to determine whether different building signs (building maps versus wall signage) affect the total amount of time visitors require to reach their destination and whether that time depends on whether the starting location is inside or outside the building. Three subjects were assigned to each of the combinations of signs and starting locations, and travel time in seconds from beginning to destination was recorded. An Excel output of the appropriate analysis is given below: 
ANOVA
Source of Variation
SS
df
MS
F
P-value
F crit
Signs
14008.33
14008.33
0.11267
5.317645

Starting Location
12288
2.784395
0.13374
5.317645

Interaction
48
48
0.919506
5.317645

Within
35305.33
4413.167

Total
61649.67
11



Referring to the table, the within (error) degrees of freedom is
    a. 1
    b. 4
    c. 8
    d. 11

Q30. If we wish to determine whether there is evidence that the proportion of successes is higher in group 1 than in group 2, the appropriate test to use is
    a. the Z test.
    b. the chi-squared test.
    c. the W test.
    d. the X test.

Q31. A researcher randomly sampled 30 graduates of an MBA program and recorded data concerning their starting salaries. Of primary interest to the researcher was the effect of gender on starting salaries. Analysis of the mean salaries of the females and males in the sample is given below.
Size
Mean
Std Dev

Females
18
48,266.7
13,577.63
Males
12
55,000
11,741.29
Std Error = 4,764.82
Means Diff = -6,733.3
Z = -1.4528 2-tailed p value = 0.1463
T = -1.4221 2-tailed p value = 0.1574

Referring to the table, the researcher was attempting to show statistically that the female MBA graduates have a significantly lower mean starting salary than the male MBA graduates. From the analysis in the table, the correct test statistic is:
    a. 4,634.72
    b. -1.4221
    c. -1.4528
    d. -6,733.33

Q32. If we are performing a two-tailed test of whether μ = 100, the probability of detecting a shift of the mean to 105 will be ________ the probability of detecting a shift of the mean to 110.
    a. less than
    b. greater than
    c. equal to
    d. not comparable to

Q33. Parents complain that children read too few storybooks and watch too µch television nowadays. A survey of 1,000 children reveals the following information on average time spent watching TV and average time spent reading storybooks
Average time spent reading storybooks

Average time
spent watching TV
Less than
1 hour
Between
1 and 2 hours
More than
2 hours
Less than 2 hours
90
85
130
More than 2 hours
655
32
8


Referring to the table, to test whether there is any relationship between average time spent watching TV and average time spent reading storybooks, the value of the measured test statistic is:
    a. -12.59
    b. 1.61
    c. 481.49
    d. 1,368.06

Q34. A large national bank charges local companies for using their services. A bank official reported the results of a regression analysis designed to predict the bank’s charges (Y) — measured in dollars per month — for services rendered to local companies. One independent variable used to predict service charge to a company is the company’s sales revenue (X) — measured in millions of dollars. Data for 21 companies who use the bank’s services were used to fit the model: 

E(Y) = ß0 + ß1X 

The results of the simple linear regression are provided below. 

Y = -2,700+20X, syx = 65, two-tailed p value = 0.034 (for testing ß1) 

Referring to Table 13-1, interpret the p value for testing whether ß1 exceeds 0.
    a. There is sufficient evidence (at the α = 0.05) to conclude that sales revenue (X) is a useful linear predictor of service charge (Y).
    b. There is insufficient evidence (at the α = 0.10) to conclude that sales revenue (X) is a useful linear predictor of service charge (Y).
    c. Sales revenue (X) is a poor predictor of service charge (Y).
    d. For every $1 million increase in sales revenue, we expect a service charge to increase $0.034.

Q35. A study published in the American Journal of Public Health was conducted to determine whether the use of seat belts in motor vehicles depends on ethnic status in San Diego County. A sample of 792 children treated for injuries sustained from motor vehicle accidents was obtained, and each child was classified according to (1) ethnic status (Hispanic or non-Hispanic) and (2) seat belt usage (worn or not worn) during the accident. The number of children in each category is given in the table below. 
Hispanic
Non-Hispanic

Seat belts worn
31
148
Seat belts not worn
283
330


Referring to the table, which test would be used to properly analyze the data in this experiment? 
    a. chi-square test for independence in a two-way contingency table.
    b. chi-square test for equal proportions in a one-way table. 
    c. ANOVA F test for interaction in a 2 x 2 factorial design.
    d. chi-square test for a 2 x 2 factorial design. 

Q36. The Journal of Business Venturing reported on the activities of entrepreneurs during the organization creation process. As part of a designed study, a total of 71 entrepreneurs were interviewed and divided into 3 groups: those that were successful in founding a new firm (n1 = 34), those still actively trying to establish a firm (n2 = 21), and those who tried to start a new firm but eventually gave up (n3 = 16). The total number of activities undertaken (e.g., developed a business plan, sought funding, looked for facilities) by each group over a specified time period during organization creation was measured. The objective is to compare the mean number of activities of the 3 groups of entrepreneurs. Because of concerns over necessary assumption of the parametric analysis, it was decided to use a nonparametric analysis. Identify the nonparametric method that would be used to analyze the data.
    a. Wilcoxon Rank Sums Test
    b. Wilcoxon Signed Rank Test
    c. Kruskal-Wallis Rank Test for Differences in Medians
    d. One-way ANOVA F test

Q37. A researcher randomly sampled 30 graduates of an MBA program and recorded data concerning their starting salaries. Of primary interest to the researcher was the effect of gender on starting salaries. Analysis of the mean salaries of the females and males in the sample is given below.
Size
Mean
Std Dev

Females
18
48,266.7
13,577.63
Males
12
55,000
11,741.29
Std Error = 4,764.82
Means Diff = -6,733.3
Z = -1.4528 2-tailed p value = 0.1463
T = -1.4221 2-tailed p value = 0.1574

Referring to the table, the researcher was attempting to show statistically that the female MBA graduates have a significantly lower mean starting salary than the male MBA graduates. According to the test run, which of the following is an appropriate alternative hypothesis?
    a. H1: μfemales > μmales
    b. H1: μfemales < μmales
    c. H1: μfemales ≠ μmales
    d. H1: μfemales = μmales

Q38. A computer used by a 24-hour banking service is supposed to randomly assign each transaction to one of 5 memory locations. A check at the end of a day’s transactions gave the counts shown in the table to each of the 5 memory locations, along with the number of reported errors. 
Memory Location:
1
2
3
4
5
Number of Transactions:
82
100
74
92
102
Number of Reported Errors
11
12
6
9
10


The bank manager wanted to test whether the proportion of errors in transactions assigned to each of the 5 memory locations differ. Referring to the table, which test would be used to properly analyze the data in this experiment?
    a. chi-square test for independence in a two-way contingency table 
    b. chi-square test for equal proportions in a one-way table 
    c. ANOVA F test for main treatment effect
    d. Z test for the difference in two proportions

Q39. If a test of hypothesis has a Type I error probability (α) of 0.01, we mean
    a. if the null hypothesis is true, we don’t reject it 1% of the time.
    b. if the null hypothesis is true, we reject it 1% of the time.
    c. if the null hypothesis is false, we don’t reject it 1% of the time.
    d. if the null hypothesis is false, we reject it 1% of the time.

Q40. The following EXCEL output contains the results of a test to determine if the proportions of satisfied guests at two resorts are the same or different. 

Hypothesized Difference 0
Level of Significance 0.05
Group 1
Number of Successes 163
Sample Size 227
Group 2
Number of Successes 154
Sample Size 262
Group 1 Proportion 0.718061674
Group 2 Proportion 0.58778626
Difference in Two Proportions 0.130275414
Average Proportion 0.648261759
Test Statistic 3.00875353
Two-Tailed Test
Lower Critical Value -1.959961082
Upper Critical Value 1.959961082
p-Value 0.002623357


Referring to the table, if you want to test the claim that “Resort 1 (Group 1) has a higher proportion of satisfied guests compared to Resort 2 (Group 2),” the p-value of the test will be 
    a. 0.00262 
    b. 0.00262/2 
    c. 2*(0.00262) 
    d. 1 – (0.00262/2) 

 
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Strcb/581 competency 3 assessment and rubric | STRCB/581 | University of Phoenix

Copyright 2021 by University of Phoenix. All rights reserved.

STRCB/581 Competency 3 Assessment and Rubric
Course Title: Strategic Planning & Implementation

Competency Assessment Title: Strategic Plan

Total Number of Points: 100

Assignment Directions
Step 1: Develop a strategic business plan for the company that you used in Competencies 1 and 2.

Step 2: Analyze the plan to determine the probability of success, and to prevent the company from expending valuable resources on a plan that was not properly
designed. Share your strategic business plan with stakeholders.

Step 3: Create a 10- to 15-slide presentation for key stakeholders to solicit their approval of your strategic business plan. Ensure to use speaker notes to convey
the details you would give if you were presenting.

Include the following in your presentation:

• An introduction with mission and vision statements
• Core values, ethics, and social responsibility principles
• An analysis of the company’s:
• Internal environment (e.g. strengths and weaknesses related to resources, trademarks, patents, copyrights, or current processes)
• External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
• An evaluation of the internal and external environment’s impact on achieving the company strategy
• A strategic objective for the company
• Short- and long-term goals for achieving the company’s strategic plan
• Determination of methods for collecting data and measuring success of the strategic plan

Include a reference page and detailed speaker notes.

STRCB/581 Competency 3 Rubric Page 2 of 3

Copyright 2021 by University of Phoenix. All rights reserved.

Competency Assessment Rubric

Assignment/Performance
Criteria

Mastery
100%

Meets Expectations
85%

Not Met
0%

1. Introduction with mission and
vision statements

(weight 13%)

The introduction thoroughly oriented
the reader to the company’s history,
products/services provided, and
target customers and the mission
and vision statements were clearly
and concisely stated using highly
detailed language that supports the
company’s strategic direction.

The introduction partially oriented
the reader to the company’s history,
products/services provided, and
target customers and the mission
and vision statements were clearly
and concisely stated using partially
detailed language that supports the
company’s strategic direction.

The introduction minimally oriented
the reader to the company’s history,
products/services, and target
customers and the mission and vision
statements were somewhat clearly
and concisely stated, but didn’t use
enough detailed language to support
the company’s strategic direction, or
the introduction and mission and
vision statements were not included.

2. Explanation of core values, ethics,
and social responsibility principles

(weight 12%)

The explanation of the core values,
ethics, and social responsibility
principles was fully developed and
thoroughly provided insight into the
connections between the company’s
core values, ethics, and social
responsibility principles, and its
strategic direction.

The explanation of the core
values, ethics, and social
responsibility principles was
partially developed and partially
provided insight into the
connections between the
company’s core values, ethics,
and social responsibility
principles, and its strategic
direction.

The explanation of the core values,
ethics, and social responsibility
principles was somewhat developed
and somewhat provided insight into
the connections between the
company’s core values, ethics, and
social responsibility principles, and
its strategic direction. Or there was
no explanation of the core values,
ethics, and social responsibility
principles.

3. Analysis of company’s internal
and external environment

(weight 20%)

The analysis was thoroughly
developed and thoroughly provided
insight into the connections between
the company’s internal environment
strengths and weaknesses and
external environment opportunities
and threats and its strategic
direction.

The analysis was partially
developed and partially provided
insight into the connections
between the company’s internal
environment strengths and
weaknesses and external
environment opportunities and
threats and its strategic direction.

The analysis was somewhat
developed and somewhat provided
insight into the connections between
the company’s internal environment
strengths and weaknesses and
external environment opportunities
and threats and its strategic direction,
or there was no analysis.

4. Evaluation of internal and
external environment’s impact on
achieving the company’s strategic

plan
(weight 20%)

The evaluation was thoroughly
developed and thoroughly provided
insight into the internal and external
environment’s impact on achieving
the company’s strategic plan.

The evaluation was partially
developed and partially provided
insight into the internal and external
environment’s impact on achieving
the company’s strategic plan.

The evaluation was somewhat
developed and somewhat provided
insight into the internal and external
environment’s impact on achieving
the company’s strategic plan, or there
was no evaluation.

STRCB/581 Competency 3 Rubric Page 3 of 3

Copyright 2021 by University of Phoenix. All rights reserved.

Assignment/Performance
Criteria

Mastery
100%

Meets Expectations
85%

Not Met
0%

5. Strategic objective

(weight 10%)
The strategic objective was
thoroughly developed and fully
supported the strategic direction of
the company.

The strategic objective was
partially developed and partially
supported the strategic direction
of the company.

The strategic objective was
somewhat developed and
somewhat supported the strategic
direction of the company, or there
was no strategic objective.

6. Short and long-term goals for
achieving the company’s strategic

plan
(weight 15%)

The short- and long-term goals were
thoroughly developed, thoroughly
provided insight for achieving the
company’s strategic plan, and all
goals were specific, measurable,
attainable, relevant, and timely.

The short- and long-term goals were
partially developed, partially
provided insight for achieving the
company’s strategic plan, and most
goals were specific, measurable,
attainable, relevant, and/or timely.

The short- and long-term goals were
somewhat developed, somewhat
provided insight for achieving the
company’s strategic plan, and some
goals were specific, measurable,
attainable, relevant, and/or timely, or
the short- and long-term goals are not
included.

7. Metrics for measuring success of
strategic plan

(weight 10%)

The methods for collecting data and
measuring success of the strategic
plan was thoroughly explained,
included specific examples for each
type of data, and thoroughly
explained how it will be measured.

.

The methods for collecting data
and measuring success of the
strategic plan was partially
explained, included specific
examples for most types of data,
and partially explained how it will be
measured.

The methods for collecting data and
measuring success of the strategic
plan was somewhat explained,
included specific examples for some
types, somewhat explained how it will
be measured, or the methods for
collecting data and measuring
success of the strategic plan were not
included.

  • Assignment Directions
  • Competency Assessment Rubric
 
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Discussion post Reply

Hello class,

Interprofessional collaboration is vital in nursing for exceptional patient care. It involves nurses teaming up with other experts, leading to better results and organizational success. This teamwork improves communication, trust, and problem-solving across disciplines. By embracing collaboration, nurses can become healthcare leaders and patient advocates, working with various professionals for excellent care. This approach even leads to recognitions such as Magnet designation (Zidek & Medland, 2020). In a changing healthcare world, interprofessional teamwork helps nurses create effective care for patients, families, and communities. “Nursing’s focus on the healthcare consumer is enhanced by interprofessional collaboration, sharing knowledge, scientific discovery, integrative healthcare approaches, and social justice” (American Nurses Association, 2021).

I am the Program Manager/ Coordinator of an outpatient Treatment Resistant Depression (TRD) and Interventional Psychiatry Clinic. My facility and team often need to assist in the seamless transition of inpatients who are receiving ECT, to continuing treatments in the ambulatory setting. 

As the program manager/ coordinator, I am notified by the inpatients social worker and/or provider of the patient’s post-discharge treatment plan. I verify that the patient will have transportation to and from ECT treatments, and a responsible adult who will stay with them for 24 hours after the procedure. I will verify outpatient benefits to determine if pre-certification is required for outpatient ECT, and submit any necessary documentation to the insurance company if so. I then coordinate with the PACU/OR staff to ensure the patient’s upcoming treatments are changed to ambulatory and obtain an arrival time for their first ambulatory ECT treatment. Finally, I schedule a post-acute ECT follow-up with one of our outpatient interventional psychiatrists after the last scheduled treatment. 

I find some gaps in the inpatient to outpatient transition of care, are that the education given to inpatients and their families is subpar, despite our best efforts. Patients often come to their first outpatient ECT treatment having not been NPO, or planning to call an Uber to take them home. In these cases, patients are sent home and their treatment is interrupted. It is also not unusual for patients to have been discharged, and the unit forgets to communicate with us. In these cases, procedures are not changed to ambulatory and patients don’t get arrival time calls from the PACU/OR, benefits are not verified, and pre-certs are not completed. This can cause significant delays and/or interruptions in treatment. I am constantly working on improving the communication and relationships between various levels of care, so I am hopeful to resolve these gaps. 

( Natalie)

References: 

American Nurses Association. (2021). Nursing: Scope and Standards of Practice (4th ed.). American Nurses Association.

Zidek, S., MSN, RN, & Medland, J., PhD, RN. (2020). Interprofessional collaboration: A model for nurse executives to follow to support magnet® designation. The Journal of Nursing Administration, 50(10), E8–E11. 
https://doi.org/doi: 10.1097/NNA.00000000000009
Links to an external site.

 
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Question 2 and 3 | Operations Management homework help

awnser the following questions 250 each with references: 

2) Apply the theory of place to your favorite sport venue (use yankee stadium). In your initial  post, which of these elements would be most important to you as the  consumer? Which of these elements would be most important to you as a  sport management professional?

3) Select an organization that has changed its prices for its product or  service. Research the topic and discuss the following questions:

  • What caused the organization to change its prices? Was dynamic pricing used?
  • What were the results of the price change?
  • How might the concept of value versus price play into the organization’s decision to adjust its pricing?
 
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disc11 | Biology homework help

This is a graded discussion: 30 points possible

due –

Discussion 11: Bacterial Evolution
6 6

Directions: Consider that bacteria are able to evolve faster than animals.

One contributing factor in the faster evolution of bacteria is that they

reproduce much faster than animals. Think about some other reasons for

this fast evolution rate. Consider also that bacteria have a higher rate of

mutation. Given what you know about mutations in general, why would this

contribute to an overall faster evolution rate? In your answer, feel free to

contribute your own scientifically-based thoughts as well as any science-

based research you may encounter.

Submission: After you have posted your initial post, read and respond to

two or more of your classmates’ posts. Be sure to make substantive and

constructive comments (just posting “nice post” doesn’t count). For

example, add something from your own experience, something you’ve read

or seen. If the situation calls for it, feel free to state an opinion, but be sure

to state any points with which you agree and/or those with which you

disagree, as well as your reasons for agreeing or disagreeing.

Grading: This discussion is worth 30 points and will be graded using

the Discussion Rubric. Pease use it as a guide toward successful completion

of this assignment. 

8/11/23, 6:38 PM
Page 1 of 7

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Robin Patterson (https://canvas.fscj.edu/courses/71848/users/148704)

Wednesday

Bacteria can evolve much faster than plants and animals because they

grow much faster and some bacteria’s can reproduce or double in as

little as 4 to 20 minutes which allows for faster adaptation. Due to this

rapid reproduction hey have larger population sizes that offer more

opportunities for mutations allowing them to dominate. The evolutionary

excess in bacteria relies on constant mutation rates which in turn

maximizes the adaptability to the constantly changing environmental

conditions. 

(https://canvas.fscj.edu/courses/71848/users/129249)

Beyonce Miranda-Gomez (She/Her)
(https://canvas.fscj.edu/courses/71848/users/129249)

Yesterday

8/11/23, 6:38 PM
Page 2 of 7

 Reply

Hello Robin, I enjoyed reading your short but informative post! I also

found myself having difficulty saying more but as I read your post I

definitely think that I could have done a lot more research. I enjoyed

learning about the time frame bacteria actually reproduces.

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Brooklyn Rossi (https://canvas.fscj.edu/courses/71848/users/24335)

Yesterday

8/11/23, 6:38 PM
Page 3 of 7

One reason for bacteria’s faster rate of evolution can be attributed to

their ability to mutate and exchange genetic mutation. Because bacteria

is asexual, using binary fission, they do get a mix of different traits to

reproduce. Their offspring are clones. In order to adapt and maintain the

level of fitness needed for survival, bacteria needs a means to still have

genetic diversity. Bacteria developed a way to get that diversity though

transformation, transduction and conjugation that allows them to be

transferred genetic information and mutate. Instead of having to

basically breed for these desirable traits, it can gain new traits by picking

up DNA, a virus leaving DNA behind in the cell, and plasmid DNA

transfer. This means the bacteria does not need to wait for the mutation

and evolution to occur over generations to slowly develop. It occurs in

the cell then is replicated when they reproduce. Combine this with

bacteria’s extremely rapid reproduction, and you have a whole slew of

bacteria with this mutation.

 

“Conjugation, Transformation & Transduction | Bacteria

(Article).” Khan Academy, www.khanacademy.org/science/ap-

biology/gene-expression-and-regulation/mutations-

ap/a/genetic-variation-in-

prokaryotes#:~:text=Key%20points%3A,through%20a%20tube

%20between%20cells (http://www.khanacademy.org/science/ap-

biology/gene-expression-and-regulation/mutations-ap/a/genetic-

variation-in-

prokaryotes#:~:text=Key%20points%3A,through%20a%20tube%20bet

ween%20cells) . Accessed 10 Aug. 2023. 

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Beyonce Miranda-Gomez (She/Her)

8/11/23, 6:38 PM
Page 4 of 7

 Reply

(https://canvas.fscj.edu/courses/71848/users/129249)

Yesterday

Hello Bonnie! I appreciate how you went in depth with your points.

Explaining how and why bacteria mutate. I found your post very

informing and overall alluring! Makes me want to do more research to

learn the reasons why such things happen

(https://canvas.fscj.edu/courses/71848/users/129249)

Beyonce Miranda-Gomez (She/Her)
(https://canvas.fscj.edu/courses/71848/users/129249)

Yesterday

8/11/23, 6:38 PM
Page 5 of 7

Bacteria first appeared more than 3 billion years ago and they have

lasted this long because of their high evolution rate. It is fascinating how

their overall ability to survive is set up perfectly for them. There are many

contributors for their ability to evolve faster than animals and other living

organisms. According to my research, one of the main contributors is

their population. Since there are so many forms of bacteria and so many

of them together, they exchange genetic informations faster and

mutate/evolve faster. Genetically, they also have the ability and skill of

controlling RNA, which involved gene expression and protein synthesis.

Bacteria generally just grows really fast, and in that growth there is

evolution. 

Overall, they all have the “ABC’S” of survival, which is why they have

survived for so long. 

(https://canvas.fscj.edu/courses/71848/users/148704)

Robin Patterson
(https://canvas.fscj.edu/courses/71848/users/148704)

4:26pm

Hi Beyonce,

No matter how hard I try I cannot grasp time frames such as 3 billion

years ago. I know there is science behind the data it just blows my

mind to think organisms existed that long ago. Bacteria as you stated

has everything it needs to survive and is apparently doing very well

with all of the various strands of bacteria that exist today such as

campylobacter, E. coli., and salmonella just to name a few. I

appreciated your explanation of RNA which I struggled with

understanding.

8/11/23, 6:38 PM
Page 6 of 7

 Reply

8/11/23, 6:38 PM
Page 7 of 7

 
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Read description (group counseling) week 7 discussion 1 response

Respond to  2 students discussion using the rise Model

Due Sunday August 13, 2023

Must Read Everything: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here’s an example of how the response should look. Please don’t copy it. The response to the classmate need to be just like this. 

Example Response (Response Needs to be writin just like the response below No copying)

RISE Feedback:

REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs. 

INQUIRE: Can you further explain what “closing-the-gap action plans” are?

SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?

References

Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

Below are the two classmate discussion post that you will need to respond to

************************************************************************************************************************

Classmate Response 1- Ashley

What do you think were the most important elements of the intervention?

The most important elements of the group intervention were;

  • The intern, Victor co-led the group; he could relate to the students differently since he was male, African American, and lost one of his father figures around the same age. He contributed to providing a safe space for the students.
  • Students learn the steps of grief to find a sense of normalcy and understand the emotions they feel are “normal” during grief.
  • Setting the ground rules and norms of the group regarding confidentiality, respect, and conflict resolution to ensure the safety, care, and comfort of those participating.
  • Guidance of the facilitators so students didn’t feel pressured to speak when they weren’t ready and were still processing their emotions, such as when Antonio was reluctant to participate.  
  • The Memorial folder – as it was a “safe space to hold their memories, their poetry, their paintings, and pain.” (Sells, p.315) During grief, I find that a tangible creative activity is a helpful tool to sort through emotions and express yourself.
  • The “Pats on the Back” activity allowed each group member to celebrate each other and the effort they put into the group.

Reference

Corey, G., Schneider Corey, M, & Haynes, R. (2014). Groups in action: Evolution and challenges. (2nd ed.). Belmont, CA: Cengage Learning.

************************************************************************************************************************

Classmate Response 2- Anabel

  • What do you think were the most important elements of the intervention? Why?

I feel that one of the most important elements of the interventions was that the leaders of the group had discussed the plan of action prior to the first session with the boys.  They had a clear idea of whom would discuss what and when.  Ms. Sells and Victor also as leaders of the group helped create a safe and trusting environment for the boys to feel they could talk about their experiences with loss.  They would ask the right questions and assist the students to participate by encouraging them to share.  Ms. Sells in her book has found that all the students need from a facilitator is to listen to them (Sells, 2012 pg. 286).  At the beginning of the first session, one important element of effective intervention in the group was to set the norms of the group.  Victor made sure to welcome the boys and stated how happy they were there to be with them.  He thanked them for being a part of the grief group. He made sure that the boys knew that to build a safe space and for everyone to feel comfortable, respected and listened to, rules needed to be discussed (Sells, 2012, pg. 317).   As Corey et al., (2014), states it is essential to have a clear idea of what your roles are and what functions in the group so it can be communicated to the members.  It is also important to have a clear idea of the type of group that is being designed.  Ms. Sells and Victor were very clear on their roles in the grief group, and they also discussed various scenarios to be prepared in case they ran into some of the behaviors in the group and know ahead of time of what action to take.  As facilitators, Victor and Sells activated emotions in the children with activities that were age appropriate.  One of the most impactful interventions was when Ms. Sells read the little booklet entitled things I have learned about loss.  In the reading of this book introduced the stages of grief to the students.  It gave the leaders the opportunity to ask the students to think about the stages.  They were able to remember the stages which were shock or denial, anger or rage, guilt or regret, depression or sadness, and finally, hope and acceptance.  It was important to explain to them that not everyone goes through all the stages and can also go through it and not in order.(Sells, 2012).  Having the students know what to expect when dealing with grief will help them feel that what they are going through is normal and they will know what to expect.  They will be able to identify what they are going through as part of dealing with grief.  Having the boys use art therapy to learn about their emotions and how to identify them helps support kids to cope with grief.  It is not easy to lose a loved one at a young age. 

According to Gabriella Lancia, (2022), For children, losing someone they love can be even more difficult because they are not only trying to process the loss themselves but are also watching other loved ones grieve.  If children are very young when they lose a loved one, they may also experience the loss many times over as they go into adulthood and experience milestones without the person. Therefore, children should learn how to cope with the loss of their loved one as soon as possible.  Another vital component of helping children develop coping skills to assist with grief is through developing an emotional vocabulary. Helping children develop an emotional vocabulary will help them name and describe different feelings.  Ms. Sells and Victor did an excellent job helping to foster the vocabulary that helped the boys identify how they were feeling after losing their loved one.  Furthermore, Lancia recommends that It is important to show children that emotions are more than just being happy, sad, or mad and help them understand that there are different, more complex variations of these emotions. Lancia suggests children who are struggling to express their emotions verbally encourage them to draw pictures of their memories of the individual who was lost. To Create a scrapbook or memory book with pictures of the deceased individual to look back on when they feel sad. 

Another coping skill is to write in a journal as an outlet to express their thoughts and feelings.  Maybe they can express their feelings by writing poems or stories about their loved ones.  Sells and Victor did just that with the boys they did a memorial folder and drew drawings and did paintings and wrote about their drawings. They, as facilitators demonstrated, cared and empathized with their feelings. This helped to have the boys feel they could trust and share with all the members of the group.  All the members of the group were sharing and participating in the activities.  They respected and listened to each other.  The leader of the group made sure all the boys were held accountable when they were not listening or participating in sharing.  They did give them an option to pass but then they would encourage them to share.  In my experience with groups, students feel many times they can go without sharing because they feel that nobody cares about their feelings or what they have to say.  I intervene just like Victor and Ms. Sells by asking them if they would like to share because I notice that something is on their mind.  There is no right or wrong answer.  I go around the group and ask a question that will encourage everyone to share.  For example, what is your favorite color?  Or I will ask how everyone is feeling sad raise your hand, who is feeling happy, or excited raise your quiet hand.  Then I ask who would like to go first to share why they feel the way they do.  I like to make sure that everyone gets the opportunity to share.

References

Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges. Brooks Cole.

Gabriella Lancia, Ph. D. (2022, September 8). Helping kids cope with grief: 6+ tips to support children. PositivePsychology.com. https://positivepsychology.com/grief-for-children/Links to an external site.

Sells, J. E. (2012). Lost and found: Healing troubled teens in troubled Times. Siren Swan Press.

 
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Education g saunders assignment 2

 

Stress in America: Leveraging Employee Mental Health & Wellness Programs for a Better Workplace

Although  interest in employee mental health and wellness programs is not new, it  has come to dominate the organizational landscape just recently due to  the COVID-19 pandemic. In fact, at no time in the last century has  interest in employee mental health and wellness programs been so  important, not just for employees as individuals, but also in relation  to the lens through which we, as employees, see ourselves, along with  our families, friends, and co-workers.

For  this assignment, you are tasked with researching what changes employers  are making to their employee benefit plan policies and programs  to  call attention to the need for employees to be proactive rather than  reactive in relation to mental health and wellness issues. In order to  be successful with this assignment, you must answer the following  questions.

1. From an employer’s perspective, what are the  advantages of establishing an employee mental health & wellness  program? Support your comments with specific research.

2. From an employee’s  perspective, what are the advantages of utilizing a comprehensive,  confidential mental health and wellness program designed to be proactive  in the early detection of potential problems related to mental health  and wellbeing (examples: stress, burnout, substance abuse, financial  problems, etc.).

3. From a return-on-investment (ROI) perspective, how might an organization  measure the effectiveness of its confidential employee mental health  & wellness program? In this section, include three (3) or more key  performance indicators (KPIs) that, in your opinion, could be used to  determine program success.

 
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