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Life Course Analysis
For this paper, apply psychosocial and developmental theory to describe the life course of Lynn Johnson from the UK documentary series Seven-Up.

Each subject is filmed at different life stages from age 7 until age 56. Utilize the film, Essentials of Human Behavior textbook by Elizabeth D.

Hutchinson along with 4 outsides sources to provide the theoretical lens for each section of the paper.

The paper should be sorted and titled as the following six sections:
Introduction (one paragraph) :Provide overall introduction to subject and your objectives for the analysis.
Middle Childhood (1.5-2 pages)
Adolescence(2-2.5 pages)
Young Adulthood (2-2.5 pages)
Middle Adulthood (2.5-3 pages)
Conclusion(1-2 paragraphs) wrap up final thoughts about the subject and discuss your own learning experience because of this writing analysis.

Each life stage section must describe the following:
a. Selected Theory for that life stage as it pertains to the generalized population; cite theory reference pertaining to that developmental

stage at least once.
b. The subject’s perceptions of his/her life at that stage, based upon his/her statements in the film. Also include your own perceptions of the

subject’s life situations at that stage, using both verbal and non-verbal cues taken from the film.
c. Your analysis of whether the selected theory for the chosen subject at that life stage applies, utilizing personal commentary to discuss

successes and limitations of theory as it pertains to the subject in the life stage.
d. Describe the primary issue at that life stage you think the subject would benefit from working on in counseling, based upon your assessment

of how they presented verbally and/or physically during the interview(s) conducted during that life stage.

Each life stage must contain content pertaining to above.

Personal Notes on film to include in the paper: Lynn Johnson struggled with an illness her whole life, I had a kidney transplant i’ve dealt with

illness my entire life and related to Lynn’s frustrations through out the course of interviewing as she was asked on several occasions about it.

Lynn Johnson died in 2013 and should be included.

Question 1                                                                                                                                    

Consider the following set of processes, with the length of the CPU burst given in milliseconds:

Process	Arrival Time	Priority	Burst Time
	0	3	10
	1	1	1
	2	2	2
	4	1	3
	8	4	4

 

The processes are assumed to be arrived in the order, , , ,

1. Draw Gantt charts that illustrate the execution for these processes using the following scheduling algorithms:
2. FCFS
3. SJF (Preemptive and Non-Preemptive)

• SRTN (Preemptive and Non-Preemptive)

1. Priority (Preemptive and Non-Preemptive)
2. RR (quantum = 1)

 

1. What is the turn-around time of each process for each of the scheduling algorithms in part(a)?

 

1. FCFS<< P₁=X_, P₂=X, P₃=X ……>>
2. SJF (Preemptive and Non-Preemptive)<<Preemptive: P₁=X_, P₂=X, P₃=X ……, Non-Preemptive: P₁=X_, P₂=X, P₃=X……. >>

• SRTN (Preemptive and Non-Preemptive)<< Preemptive: P₁=X_, P₂=X, P₃=X ……, Non-Preemptive: P₁=X_, P₂=X, P₃=X……. >>

1. Priority (Preemptive and Non-Preemptive)<< Preemptive: P₁=X_, P₂=X, P₃=X ……, Non-Preemptive: P₁=X_, P₂=X, P₃=X……. >>
2. RR (quantum = 1)

 

 

1. What is the waiting timeof each process for each of the scheduling algorithms in part(a)?
2. FCFS << P₁=X_, P₂=X, P₃=X ……>>
3. SJF (Preemptive and Non-Preemptive) << Preemptive: P₁=X_, P₂=X, P₃=X ……, Non-Preemptive: P₁=X_, P₂=X, P₃=X……. >>

• SRTN (Preemptive and Non-Preemptive) << Preemptive: P₁=X_, P₂=X, P₃=X ……, Non-Preemptive: P₁=X_, P₂=X, P₃=X……. >>

1. Priority (Preemptive and Non-Preemptive) << Preemptive: P₁=X_, P₂=X, P₃=X ……, Non-Preemptive: P₁=X_, P₂=X, P₃=X……. >>
2. RR (quantum = 1)

 

 

1. Which of these algorithms results in the minimum average waiting time?

 

Note: To show calculation.

1. FCFS
2. SJF (Preemptive and Non-Preemptive)

• SRTN (Preemptive and Non-Preemptive)

1. Priority (Preemptive and Non-Preemptive)
2. RR (quantum = 1)

 

Question 2                                                                                                                                    

Research on the Web regarding the scheduling mechanisms provided by the Windows XP and Linux operating systems. Consolidate your findings into an essay of 1000 to 1300 words.

 

Note:

1. The answer to the second question must be in an essay format divided into paragraphs.
2. Provide reference listing in IEEE reference format.
3. Refer to “Operating System Concepts – 9th Edition”(Attached) for Question2

 

ABC credit union is a small financial services co-operative. Its members save with it and it
lends out these savings to other members. It aims to make enough income from loan
interest to run the organisation and pay its members a dividend on their savings.
Clearly, a key issue is ensuring that its loans are repaid in full. To that end, it is important
that it understands the risk factors that make a loan more likely to go into default. It has
supplied data on its previous loans, in the attached Excel file, and would like you to identify
the factors that increase the risk of a default. It is particularly interested in the impact of
the affordability of loan repayments on the likelihood of default
More specifically, you should:
1. Use logistic regression to identify the impact of affordability on the likelihood of
default (note that the credit union has not supplied information about members’
income directly, but instead has supplied a measure of deprivation of the local area
in which the member lives, that you must use as a proxy);
2. Use logistic regression more generally to identify the impact of each of the factors
included in the data on the likelihood of default;
3. Develop a model that will predict the likelihood of a default for specific members;
and
4. Use the model to give your best estimate of the likelihood of default for:
a. A 23 year old man borrowing £2,000 at 12.7% annual percentage rate (APR),
repaying monthly over 3 years, if the man has been a member for 2 years and
lives in a deprived area (say IMD = 50).
b. A 49 year old woman borrowing £500 at 26.8% APR, repaying weekly over a
year, if she has been a member for 10 years and lives in an affluent area (say
IMD = 6).
5. Write a report on what you have done, including recommendations on how the
credit union can reduce its level of bad debt. Include your spreadsheet with your
report and explain how it can be use it to predict bad debt in a particular case.
Notes on the data
These are real data, so you may expect to find some problems (missing or implausible
values, for example, or the data not in the format you need) and will need to decide how to
deal with this. You will have to make assumptions and your report should be clear what
these are.
The data may be interpreted as follows:
Loan Number Self-explanatory
Member Status A flag: A = active adult member; B = bad debtor; L = former
member who has now left; Z = dormant member (no
outstanding loan and no transactions on any account for at
least a year).
DOB Date of Birth.
DOJ Date the member joined the credit union..
Sex Male (M) or Female (F).
IMD Index of Multiple Deprivation: A measure of the level of
deprivation of a neighbourhood, higher numbers being
more deprived. This is a proxy for the likely affluence of
the member.
Date Loan Granted Self-explanatory.
Balance Pre Last Loan The balance of the member’s loan account before the last
loan was granted. This will be non-zero if the member was
granted another loan before the previous one was fully
repaid (a top up loan).
Last Loan Value The amount of the last loan.
Repayment Frequency The frequency of repayments: weekly (W), fortnightly (F)
or monthly (M).
Repayment Amount The amount repaid (including interest) at each repayment.
Repayment Term Number of scheduled repayments.
Days In Arrears The number of days since the last payment was due. Note
that loans that have been written off (member status ‘B’)
will not be shown as in arrears but are still bad debts.
Arrears Value The amount by which payments are overdue.
Balance The current loan balance.
Rate (%) The interest rate. Note this is given as simple interest (so
24% is equivalent to 2% a month, which is what the credit
union charges), whereas the interest charged is compound
(so 2% a month is 26.8% as an APR). Look up APR if you
are not sure what this means There is, of course, an exact
relationship between the loan amount, the loan duration,
the repayment frequency, the repayment amount and the
interest rate, so if any 4 of these are know the 5th can be
calculated. Usually, the loan amount, duration, interest
rate and repayment frequency are agreed between the
credit union and the member, and the repayment amount
calculated. Occasionally, the repayment amount may be
agreed and the duration calculated.
You will note that there is no indicator for a bad debt, so you will need to create one. A loan
of any member with Status ‘B’ has been written off by the credit union and is, therefore, a
bad debt. A loan one or more days in arrears is also technically in default but there are all
sorts of reasons why this can happen for perfectly innocent reasons. Usually, the credit
union does not consider loans to be in default until they are 90 days or more in arrears, so
these too can be treated as a bad debt.

1. Find an article or story (no older than 1/1/2016) that is relevant to the chapter. For example, if you choose to submit homework for a chapter 13, Managing Diversity, you could find an article about any topic from the chapter.
2. The article or story can be from any publication, magazine, newspaper, website, etc.
3. For each homework, submit a document which includes:
a. Title, date, source & a short summary, perhaps 2 or 3 sentences or bullet points, of the article/story
b. A brief explanation of how the article relates to material learned from the class, and the chapter to which it relates. The key to earning homework credit is to clearly demonstrate an understanding of a concept from the textbook and show it being applied in a real world situation.

Here’s an example:

Subject: Homework Part 4: Organizing, Chapter 13 – Managing Diversity

The fascinating article I read was about the importance of diversity in the workplace and trends driving workplace diversity. The third trend described in the article describes Deloitte’s research on how the definition of diversity has changed. It discusses how the lack of “diversity of thought” can lead to something called “expert overconfidence,” and provides an example of a company’s product failure that was caused by too much blind agreement internally.

This relates back to chapter 13 which discusses the benefits of workplace diversity. The book, just like the article, discusses how teams with diverse backgrounds bring different perspectives to a discussion and to problem-solving, resulting in more creative ideas and solutions.

Article: “Five Trends Driving Workplace Diversity in 2015″
http://www.forbes.com/sites/work-in-progress/2015/02/03/20768/#2c97fccb34c9”
Forbes (online), Feb 3, 2015

A natural disaster has occurred across the state. Disastrous conditions affect everyone. There will be no power, running water or any

assistance until further notice. Fortunately, you are a franchised mega storeowner and right before the disastrous storm a large order of

supplies had arrived to your store. You have the ability to help the wounded, hydrate and feed a couple thousand individuals for upwards

of two weeks. The problem is there is no power to run any of the cash registers and no accessibility to cash by any individual due to the

extreme damage caused by the storm. As the owner of this large and very successful business, you have made the decision to give away all

inventories in the store until the shelves are clear. Although, the franchisee owner has given an order that all doors must be shut ASAP,

or you will be responsible in paying a $10,000.00 fine with future penalties to follow. You know that insurance will cover all losses from

products given away. What is your ultimate decision? Do you give away everything becoming a local hero; pay the fine while helping

everyone who is in desperate need or do you shut the doors as you have been advised? Depending on your decision to this dilemma, what kind

of benefits or criticisms will unfold with your choice?

We have seen how lots of different organisms deal with the problem of how to reproduce.
•Pick two different organisms (any kind you want) and describe how each one answers the question of “Why (or Why Not) Sex?”. Be sure to

describe how the organisms reproduce and how (or if) this affects the genetic diversity of the organisms and how you think this could

impact their long-term survival.

Little Phil, who received a shot from the nurse the last time he was at the clinic, begins to cry when the

nurse walks out and calls his name. Provide a rationale for his behavior based on classical

conditioning principles. Answer: The nurse gave Phil his last shot (on unconditioned stimulus) which
automatically caused him pain and distress (an unconditioned response). Phil now associates that

pain with the nurse (a conditioned stimulus) and begins to cry when he sees her (a conditioned

response).

 

Discussion: Organizational Structures and Leadership
In most health care settings, it is unlikely that you would hear the terms “ad hoc” or “matrix” as you walk down the hallway. Although it is helpful for

any organization to delineate pathways of responsibility and authority in an organizational chart, the lived experience of these structures is most

apparent through the inquiries and behaviors people share everyday.

In your own workplace, you may find yourself wondering, who should I turn to when I have a practice

dilemma? or Where can I go to learn more about this issue? These questions speak to the intricacies of formal and informal organizational structure and

leadership.
To prepare:
• Review the information presented in Chapter 12 of the course text. Focus on the information about formal versus informal structure as well as

the types of organizational structures.
• Consider the overall structure or hierarchy of your organization or one with which you are familiar. Which organizational structure best

describes your organization—line (or bureaucratic), ad hoc, matrix, service line, or flat?
•
•
• Note: It is possible to have a combination of structures in one organization. Is decision making centralized or decentralized in this

organization?
• What is the role of committees, task forces, and councils in the organization, and who is invited to join? Consider how this relates to formal

and informal leadership.
• Reflect on how decisions are made within a specific department or unit. Which stakeholders provide input or influence the decision-making

process? Assess this in terms of formal and informal leadership.
• To support your analysis, consider your own experiences and investigate these matters by speaking with others at the organization and reviewing

available documents. Be sure to consider how the concepts of formal and informal structure and leadership relate to one another and are demonstrated in

the organization and in the particular department or unit.

Post a depiction of your organization’s formal structure, indicating whether it is best described as line, ad hoc, matrix, service line, flat, or a

combination. Describe how decisions are made within the organization and within one department or unit in particular, noting relevant attributes of

centralized/decentralized decision making. Explain the influence of formal and informal leadership on decision making within this department or unit.

 

Discussion_Rubric

• Grid View
• List View
Show Descriptions
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for

the module and current credible sources.–
Outstanding Performance 44 (44%) – 44 (44%)
Excellent Performance 40 (40%) – 43 (43%)
Competent Performance 35 (35%) – 39 (39%)
Proficient Performance 31 (31%) – 34 (34%)
Room for Improvement 0 (0%) – 30 (30%)
Main Posting:
Writing–
Outstanding Performance 6 (6%) – 6 (6%)
Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)
Competent Performance 5 (5%) – 5 (5%)
Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)
Room for Improvement 0 (0%) – 4 (4%)
Main Posting:
Timely and full participation–
Outstanding Performance 10 (10%) – 10 (10%)
Excellent Performance 0 (0%) – 0 (0%)
Competent Performance 0 (0%) – 0 (0%)
Proficient Performance 0 (0%) – 0 (0%)
Room for Improvement 0 (0%) – 0 (0%)
First Response:

Post to colleague’s main post that is reflective and justified with credible sources.–
Outstanding Performance 9 (9%) – 9 (9%)
Excellent Performance 8.5 (8.5%) – 8.5 (8.5%)
Competent Performance 7.5 (7.5%) – 8 (8%)
Proficient Performance 6.5 (6.5%) – 7 (7%)
Room for Improvement 0 (0%) – 6 (6%)
First Response:
Writing–
Outstanding Performance 6 (6%) – 6 (6%)
Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)
Competent Performance 5 (5%) – 5 (5%)
Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)
Room for Improvement 0 (0%) – 4 (4%)
First Response:
Timely and full participation–
Outstanding Performance 5 (5%) – 5 (5%)
Excellent Performance 0 (0%) – 0 (0%)
Competent Performance 0 (0%) – 0 (0%)
Proficient Performance 0 (0%) – 0 (0%)
Room for Improvement 0 (0%) – 0 (0%)
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.–
Outstanding Performance 9 (9%) – 9 (9%)
Excellent Performance 8.5 (8.5%) – 8.5 (8.5%)
Competent Performance 7.5 (7.5%) – 8 (8%)
Proficient Performance 6.5 (6.5%) – 7 (7%)
Room for Improvement 0 (0%) – 6 (6%)
Second Response:
Writing–
Outstanding Performance 6 (6%) – 6 (6%)
Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)
Competent Performance 5 (5%) – 5 (5%)
Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)
Room for Improvement 0 (0%) – 4 (4%)
Second Response:
Timely and full participation–
Outstanding Performance 5 (5%) – 5 (5%)
Excellent Performance 0 (0%) – 0 (0%)
Competent Performance 0 (0%) – 0 (0%)
Proficient Performance 0 (0%) – 0 (0%)
Room for Improvement 0 (0%) – 0 (0%)
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of

your Syllabus.
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA:

Lippincott, Williams & Wilkins.
• Chapter 2, “Classical Views of Leadership and Management”

The information introduced through this chapter relates to this week’s Discussion, and will also be referred to in future weeks of the course.

• Chapter 3, “Twenty-First Century Thinking About Leadership and Management”

This chapter examines new thinking about leadership and management and how this may influence the future of nursing.

• Review Chapter 12, “Organizational Structure”
Allmark, P., Baxter, S., Goyder, E., Guillaume, L. & Crofton-Martin, G. (2013), Assessing the health benefits of advice services: Using research

evidence and logic model methods to explore complex pathways. Health & Social Care in the Community, 21, 59–68. doi:10.1111/j.1365-2524.2012.01087.x

This manuscript examines causal pathways between the provision of advice services and improvements in health. It may also be useful to commissioners and

practitioners in making decisions regarding development and commissioning of advice services.
Downey, M., Parslow, S., & Smart, M. (2011). The hidden treasure in nursing leadership: Informal leaders. Journal of Nursing Management, 19(4), 517–521.
Retrieved from the Walden Library databases.

Informal leaders can have a strong impact in the workplace. This article explores the value informal leaders can provide.
Stetler, C. B., Ritchie, J. A., Rycroft-Malone, J., & Charns, M. P. (2014). Leadership for evidence-based practice: strategic and functional behaviors

for institutionalizing EBP. Worldviews on Evidence-Based Nursing, 11(4), 219–226. doi:10.1111/wvn.12044
Retrieved from the Walden Library databases.

 

 

 

Question 1

Using yield data from the Reserve Bank ofAustralia website, calculate the prices of 1 , 3 and 6 month bank-accepted bills. The

price you calculate should be for 28 July 2017. Show all workingsfor your calculations.

Remember to reference your data sources.

10

marks

Question 2

You are considering the purchase one Cochlear Ltd share on 1 July 2016.

a) Use the Yahoo? Finance website to

find the beta for Cochlear.

b) You will need a proxy for return on the market. To get this, calculate the return on the ASX 200

index for the period from 1 July 2016 to 29 June 2017. Use the Yahoo? Finance website to collect the ASX 200 data.

c) You will need

a proxy for the risk free rate. Use the RBAwebsite to find the return on a two year Government Bond on 1 July 2016.

d) Calculate

the discount rate for your Cochlear share. Show your workings.

e) Use the ASX website to identifythe payment date and amounts of

the most recent two dividends.

f) You expectthat dividends during fi/our holding period will be the same asthose you have received

since you purchased the share. You wi sell the share on 1 July 2018 and expectto receive $180 (ignore transaction costs). Using the
discount rate you calculated earlier, what price would you have been willing to pay for your share? Show all workingsfor your
calculations.

g) Use the Yahoo? Finance website to find the market price for your Cochlear share at close oftrading on 1 July 2016.

Compare this with your calculated price for a share and decide if you would purchase the share on 1 July 2016 or not. Show all workingsfor
your calculations.

h) Using a PIE multiple of 38 and the most recent annual earnings per share for Cochlear, calculate the price of

your Cochlear share. Use the ‘announcements’ section of the ASX website to locate the most recent annual report for Cochlear. Show all
workings for your calculations.

Remember to reference your data sources where you present the data.

20 marks

After completing this week’s Practicum Experience,1. reflect on a patient with a known history of asthma.2. Explain potential predisposing

genetic and environmental factors associated with asthma. previous clinical experiences.

Male pt 42 hx of asthma difficulty breathing
C/O shortness of breath and cough V/S 142/62 69,rep 22, sat 94% lung sounds done tactle fremitus done patient had developed pneumonia ,

patent was given a breathing treatment (look up drug ) Rocephen 1 gram IV and dexamethasone 10mg IM and tordaol 60mg IM and sent home with

prescription of azithromycin 500 mg first single dose than 250mg by mouth the next day for the next five days

patient is not a smoker and has no other health issues.