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Individual: Application Support for Microsoft® Outlook®
Based on your learning team discussions, use Microsoft® Outlook® to draft responses to all four questions.
Include a response of at least 150 words for each question in a new message within Outlook®.
• Question 1: I am thinking about purchasing and using Microsoft® Outlook® for my small business. Can you provide some insight and information as to how this can help me be more productive?

• Question 2: I have been trying to figure out how to organize my messages more efficiently. I just keep them in the inbox for now, but there are way too many and I can’t find older messages when I need to. Can you provide advice or tips on how to more appropriately organize my inbox?

• Question 3: When I start Outlook® every day it takes so long to load. It goes through “Enabling Add-Ins” for at least 20 different programs. I can’t figure out how to get rid of some of these Add-Ins. Can you let me know? Also, can you think of anything else that might help speed up my Outlook®?

 

• Question 4: At least twice per day, Outlook® crashes at random times and I have to close/re-open it. Do you know what might be causing this or what I should check?
Place an appropriate subject in the e-mails.
Save each response as a separate e-mail in Outlook® Message Format.

Patient safety is of utmost importance. While you are completing an admission, you notice a number of unusual bruises and several abrasions on the patient. After reviewing the module resources, consider how you would approach the topic with the patient. What barriers prohibit the patient from opening up regarding the abuse, and how can you address these barriers through the assessment process? What is your responsibility if you suspect abuse in Massachusetts as a mandated reporter?

Health Plan	Premium, Individual	Premium, Family
Aetna Health	$4,555	$11,428
MetroPlus	$4,267	$10,540
Empire	$4,217	$10,767
Oxford	$6,029	$13,417

Consider the four health plans below with an eye to choosing one to offer to the company’s employees. Assume that the health plans and their annual per employee premiums are as follows:

 

The employer will pay 80% of the premium for individual coverage, and the employee will pay the remaining 20% as well as the entire additional premium for family coverage. (The premiums listed above, while realistic in magnitude, are hypothetical and computed solely for the purpose of this project.) All of the plans are managed care plans. Assume that the benefit package is the same across all plans, so there is no difference between them in what services are covered.

 

In addition to the above data, click here (https://www.health.ny.gov/health_care/managed_care/reports/quality_performance_improvement.htm#link3) to access the latest report for ‘Health Plan Comparison in New York State’. Review the online report and incorporate relevant information into your evaluation.

 

You can view the various categories of measures on which health plans are rated (e.g., Access to Care, Adult Living with Illness, etc.). Click each link for a summary chart that presents the performance (usually as a percentage score) of each plan in the group on the relevant measures and how each plan compares to regional and statewide scores.

 

Submit a 2-page analysis in a Microsoft Word document that outlines the plan you selected and why. Generally, you would select the plan with the highest score, but if you chose a plan with a lower score, explain why. Include the following elements in your analysis:

 

Explain which factors (e.g., price and/or performance measures) were most important to your choice of plan and how you derived the weights for each factor you used.

Indicate, on a scale of 1 to 10, how comfortable or confident you are that you made the right choice, with 10 being most confident.

Part II

 

You need to use the multiattribute utility (MAU) technique to respond to the following questions. Although the technique can be performed with pencil and paper, it is recommended you use a Microsoft Excel to do the various calculations involved.

 

Click the following links to access the information on using the MAU technique:

 

MAU Model – http://vizedhtmlcontent.next.ecollege.com/pub/content/4f665a32-d66b-4e62-bfdc-a7bb56e16fb9/SU_HCM3002_W4_A2_MAU_model.pdf

MAU Example (open up excel attachment)

Compare your level of confidence at the time you completed Part I to your confidence level for Part II, when you used this decision aid.

Was it helpful? What were its advantages and disadvantages?

Did it make the decision harder to make or easier to justify?

 

Support your responses with examples.

 

Cite any sources in APA format.

 

Submission Details

 

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The Questions
• The exam has six questions to be answered and submitted separately, dealing with Strategy, Marketing, Operations Management, Managerial Economics and Quantitative Analysis, Finance, and Human Resource Management.
• Read the case, all of the questions, and any specific instructions that accompany them. The requirements of the question will usually determine the general structure of your essay.
• Sort question requirements into major and minor points.
• Determine if there are clues to the type of analysis or presentation to be used and whether you are required to give a recommendation or conclusion.
Case Information
• One case is used for the exam, and all questions are based on this case.
• Organize the case information. First read the case and immediately start answering questions. This is inadvisable. Organize the information according to the functional areas – Strategy, Human Resource, Marketing, Finance, Operations and Managerial Economics.
• Rely on data that is in the case even if you know what happened later or elsewhere. Unless otherwise noted, assume you are writing at about the same time as the events in the case occur.
• Finding more information about the organization in the case usually is not productive unless specifically requested in an exam question. Outside references may be used to make reasonable assumptions about the general business environment.
• Find a focus or filter for analyzing the relevant material from the case. For instance, are chains of causality evident? Can points of view be contrasted and compared? Are there trends, gaps, or blind spots?
Course Methods and Frameworks
• Identify what concepts and theories from your textbook(s), courseware, and discussions can be brought to bear on the particular question.
• Select methods or frameworks with which to organize your case data.
• Limit yourself to material from the specific course the question is based upon.
Organization and Presentation
• Review the information below:
 Remember that exceeding the 1,000-word limit by more than 5% will result in a penalty. The marker/evaluator will delete the excess words from the end of the document and will then evaluate the assignment. For example, if the “Recommendations” section is deleted, no marks will be given for “Recommendations.”
 A cover sheet, executive summary, table of contents, and bibliography are not required, but a list of references is required
 Presentations in tables or any other format placed in the main part of the paper are included in the word count.
 Appendices are not included in the word count, but it is important that they are used appropriately and in a limited way. The markers will not peruse the appendices to find important answers. For instance, having a table detailing calculations in an appendix is fine as long as the important points are distilled and included in the main body of the response. If there is an error, these details help the coach to see whether the error was a conceptual error or a simple calculation or typing error.
 Likewise, endnotes and footnotes are not included in the word count. Like appendices, they should not provide critical content information, but only non-essential information that may be referenced by the reader.
 While the percentages for each part and sub-question are a guide, how you want to divide the work limit among the various parts of a question is up to you, unless otherwise specified in the exam question.
 Where point form or bulleted lists are used, make sure that these adequately communicate your thoughts.
 Save your answers for each question of the exam in separate MS Word documents using the following file name format: Q#.docx (where Q# refers to the question number). For example, your answer to Question 1—Strategy would be saved as Q1.docx.

• It is helpful to prepare an outline of your answer, using the parts and sub-questions to create headings and sub-headings in the outline. List the major points of your answer to each part or sub-question along with notes on the sources you wish to cite from your course materials and relevant parts of the case. This outline can keep you on track when you begin writing your answer so that key points are not missed and minor points do not derail your thought process. Noting your sources helps you check that you have the correct facts and figures from the case, that you are drawing on the relevant concepts and theories from your course materials, and that you have referenced your sources properly.
• Use the précis style when writing your answers:
 Keep introductions and conclusions short.
 Clearly state any assumptions.
 Make each paragraph one complete unit of thought. The first sentence of each paragraph should state what it is about. Break up long paragraphs.
 Avoid copying long passages into your essay. Incorporate them by reference.
 Use the active voice (good resources are Strunk’s The Elements of Style [4th ed.] referred to in your MBAO Study Guide or your Prentice Hall Reference Guide for Canadian Writers).
 Use grammar and spell checkers as necessary. Review and edit your work as needed.
• Check your citations for correct APA format and prepare a Reference list (for only those sources you actually cited, a bibliography is not needed).
Ways to Increase Your Mark
• Each question must be awarded a 70% grade to be considered a pass. Students are allowed only one sub-70% mark to successfully pass the exam. It is acceptable to submit only five answers. Any answer not submitted will be treated as a fail.
• Based on marker feedback, papers receiving lower marks typically have the following problems:
 Do not display a logical thought process that proceeds from statement of the issue to presentation and analysis of relevant data and then to a firm conclusion.
 Fail to differentiate between highly important and less important issues. As a result, too many objectives are addressed. Read the question carefully to understand what is being asked.
 Indicate that students have difficulty reading or following instructions – for example, adhering to word limits or using appropriate font and font size.

Spinach E. coli Injury Lawsuit

In your Discussion this week, you will explore the Internet to see what real complaints look like. The plaintiffs in this complaint are represented by a large law firm, but it is reasonable to assume that most of the drafting and pre-complaint investigation was done by a paralegal, just like you. Read the story and complaints and post your thoughts on the causes of action and possible defenses to the claims.

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Developing Alliances in Social Work Practice
Have you ever heard the term or saying “straight but not narrow”? This is an example of a statement of being an ally—recognizing one’s unique position of

privilege yet standing with others who are oppressed. By taking this course, you have started the process of becoming an ally. Evan and Washington (2013)

identify the steps toward being an ally, which include being supportive of those who are unlike you, learning about other cultures, becoming aware of the

oppression and marginalization, and becoming aware of one’s own privilege. Getting involved in issues is part of that process. You will consider how to

become an ally this week.

To prepare: Review “Working With Survivors of Human Trafficking: The Case of Veronica.” Think about how one might become an ally to victims of human

trafficking . Then go to a website that addresses human trafficking either internationally or domestically.

By Day 3

Post a brief description of the website you visited. Explain how you might support Veronica and other human trafficking victims incorporating the

information you have found. Explain how you can begin to increase your awareness of this issue and teach others about human trafficking victims. Describe

opportunities to get involved and become an ally to those who have been trafficked. Identify steps you can take to begin to support this group.

Working With Survivors of Human Trafficking: The Case of Veronica
Veronica is a 13-year-old, heterosexual, Hispanic female. She attends high school and is in the ninth grade. She currently lives in an apartment with her

biological mother and her sister, age 9. She came to this country 7 months ago from Guatemala. Veronica is a sex trafficking survivor and was referred to

me for individual therapy by a human trafficking agency in the United States.
Veronica’s biological mother and father separated when Veronica was 3 years old. She lived with her maternal aunt and biological mother until she was 6

years old, and her mother left Guatemala to come to the United States. At that time, Veronica stayed in the care of her maternal aunt and kept in touch

with her biological mother via phone and through the visits that her mother made to Guatemala. Veronica would visit with her father, who lived nearby, on

occasion, although she stated they did not have much of a connection. When Veronica was 12 years old, her maternal aunt forced her into prostitution, using

the money from the sex acts as her main source of income. Veronica reported that her maternal aunt began treating her “like a slave” and would make her

smoke an unknown substance before obligating her to perform sexual acts on countless men for money. This took place for close to a year before Veronica was

able to sneak a phone call to her mother and explain what had been happening to her. Her mother quickly arranged for Veronica to be picked up by a “coyote”

(a person who smuggles people into the United States). The coyote successfully smuggled Veronica into the United States within 2 months of that phone call.

However, while crossing the border from Mexico to the United States, Veronica once again became the victim of sex trafficking crimes. The coyote was also a

pimp who arranged for men crossing the border in the same truck as Veronica to engage in sexual acts with her for which the coyote collected money. U.S.

immigration officers caught most of the people traveling in the truck, including Veronica, and placed them in a detention center. However, the coyote got

away. Three weeks after Veronica was detained, after much questioning and investigation, she was reunited with her mother.
I met with Veronica weekly for individual therapy in my role as a social worker at an agency serving individuals who have experienced human trafficking.

Veronica reported having occasional flashbacks and fear that “it will all happen again,” and she was diagnosed with post-traumatic stress disorder (PTSD).

The goals agreed upon in therapy included building Veronica’s support system, building her self-esteem, and managing her symptoms of trauma. Building

rapport with Veronica in therapy took several weeks as she reported not trusting anyone and not wanting to think about what happened to her. After about 9

weeks of relationship building and safety planning, I was able to engage her through education on the dynamics of human trafficking. She reported that it

was especially hard for her to trust men and that she often had a hard time speaking up. I worked with her on these issues by teaching her how to be more

assertive and by modeling assertive behaviors. We worked on self-affirmations to help build her self-esteem. Because Veronica is very self-conscious,

practicing self-affirmations was challenging for her. I often utilized a trauma-informed curriculum for adolescents called S.E.L.F. (Safety, Emotions,

Loss, and Future) to facilitate healing and trauma reduction. Veronica reported that grounding techniques taught via this curriculum helped take her out of

her thoughts and bring her back to the present moment. Some of the grounding techniques she continues to engage in on a daily basis include tapping her

feet, stretching, writing, walking, and washing her face when she feels she is becoming numb or getting lost in thoughts of what happened to her.
Veronica has demonstrated great resiliency. She is attending a church close to her home and reports having faith in God. She recently enrolled in swimming

and volleyball and has made several friends in the community. I continue to meet with Veronica on a weekly basis and will be stepping down with her to

biweekly sessions now that she is stable and connected to her community. Because Veronica does not speak English and is a child, there are no support

groups available in her area for human trafficking survivors. I am presently working on connecting her with a mentor.
Veronica is currently working with the human trafficking agency that referred her, Immigrations and Customs Enforcement (ICE), and an attorney to obtain a

visa specific to human trafficking (T-Visa). A T-Visa grants survivors of human trafficking a visa in the United States. In 2000, Congress passed the

Victims of Trafficking and Violence Protection Act (VTVPA), which strengthens the ability of law enforcement agencies to investigate and prosecute human

trafficking and also offers protection to victims via a T-Visa. The T-Visa is for those who are or have been victims of human trafficking. It protects

victims of human trafficking and allows victims to remain in the United States to assist in an investigation or prosecution of human trafficking.
Veronica’s mother is also attending weekly individual therapy. She has been working through the heavy guilt and trauma of this experience. Veronica and her

mother continue to heal, and with each passing day, they grow stronger.

 

 

 

Do you think that any of the tumor suppression, appotosis, or cell adhesion proteins could have a role in the treatment of cancer and in what ways do you think it could be used if there is a role for it?

 

 

Toulmin Model Argument about the Environment
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3).

In Module/Week 8, you will write a 1,200-word (4–5-page) essay using the Toulmin model argument in response to 1 of the following prompts:
• What specific action(s) should Christians take regarding the environment and its preservation or restoration?
• Is Berry correct in his view that single-issue movements (such as soil conservation or clean water) inevitably fail (Muller and Wiener 331)? You will need to give some specific, documented examples of success or failure.

Follow the writing processes guidelines: gather all of your information, plan the direction of your essay, and organize your ideas by developing a 1-page thesis statement and outline for your essay. Format the thesis statement and the outline into a single Microsoft Word document using current MLA, APA, or Turabian style (whichever corresponds to your degree program). Submit the thesis, outline, and draft.

For this assignment, be sure to:
• Follow the appropriate formatting style for your degree program (current MLA, APA, or Turabian).
• Use at least 5 external sources (including relevant readings in your textbook and/or any other sources you might find).
• Use a combination of quotes, summaries, and paraphrases.
• Use signal phrases and proper in-text citations.
• Include a references/works cited page, which lists all sources you used, including any images. Note: Any images you might use in your essay to support your argument must not take up more than one-third of a page (with 1-inch margins), and they will not contribute to the total page count for the assignment.
• Conduct your own research. Some website resources are listed in the Reading and Study folder; however, they are just a start.
• Use the grading rubric, the Outline Suggestions document, and the proofreading checklist (provided below) to revise your essay.
• Include your thesis statement and outline on a separate page at the end of the document.
• Type your degree program and which style of writing you are using (current MLA, APA, or Turabian) on the title page of your so that your instructor can grade your essay accordingly.

Fully cite all quotations, summaries, paraphrases, and images. If you fail to give credit for outside material, it will be regarded as plagiarism and will result in a “0” on your essay and possibly course failure.

Include a title page, the essay itself, a works cited/references page of any primary or secondary texts cited in the essay, and the thesis/outline page. Do not forget to write your degree program and whether you are using current MLA, APA, or Turabian on the title page and in the “Submission Title” field when submitting your paper.

Proofreading Checklist
Part 1:
Read through your paper and check the appropriate boxes on the chart below. If any area of your paper needs revision, make sure you correct it before submitting your essay. One of the best ways to proofread your writing is to read it backward to forward, sentence-by-sentence. This helps you to see words and ideas that you may have missed. Another very successful tool for proofreading is to read your work out loud to someone else. Individuals often think that handing their paper to someone and asking them to read it is the same thing, but it is not. Instead, ask someone to listen while you read your own words. You will immediately hear what you missed or will want to improve in your writing.
Feature Successful Needs Revision
x
1. Clearly shows my opinion
2. Tells a story that reflects my opinion
3. Contains pathos (emotional) appeals
4. Contains ethos (values/belief) appeals
5. Contains logos (factual) appeals
6. Title reflects my issue and opinion.
7. Contains appropriate header for my discipline (MLA, APA, Turabian)
8. If using current APA format, contains properly formatted title and abstract pages
9. Double-spaced
10. Margins are 1-inch wide on all sides.
11. Font is 12-point Times New Roman.
12. References/Works cited page includes all sources used for this essay.
13. Checked the spelling

 

 

Sick Role Memoir
Being sick is a universal human experience. Think about a time when you, a family member, or a close friend was sick. Write a personal memoir along the

lines of Alice Trillin’s “Of Dragons and Garden Peas.” What was it like to be ill, or to deal with the illness of someone close to you? Did you

experience any socialization into the “Land of the Sick People”? How so? Were there any special rituals or talismans associated with illness? Consider

whether you fulfilled the sick role as envisioned by Talcott Parsons. If so, in what ways? How did you deviate from Parsons’ model? DISCUSS BOTH

TRILLIN’S ARTICLE & THE FOUR COMPONENTS OF PARSONS’ SICK ROLE IN YOUR PAPER.

 

Each student will be required to turn in their own individual mid-term
paper. The mid-term project will constitute 30% of the student’s final
grade for the course. (30 points).

Topics: Discuss your exposure to climate issues either in your country or in your business
or with your friends. What arguments would you use to convince skeptics that this issue
should be taken seriously? How do climate issues impact your country or your business?
Type of Papers: Papers may be literature-based (summarizing, synthesizing, and
discussing several sources and/or viewpoints on a particular topic) or investigation-based
(asking and addressing a question that may require acquiring data).

Others:

Length: The paper should have zooo~3ooo words for undergraduate students, 3ooo~4ooo
words For graduate students, and double spaced (standard Font size and margins). Papers
should include an abstract, body, summary, conclusion, and references, though the
specific sections may vary with the paper.

Writing: Papers should be well-written, thoroughly edited, and Free of spelling and
grammar mistakes.

Sources: All sources must be appropriately cited. Plagiarism of any kind will not be
tolerated and may result in a Failing grade.