Improving intergroup relationships in Johnson & Johnson drug evaluation department

 

Improving intergroup relationships in Johnson & Johnson drug evaluation department
This summary must be 300-400 words that captures the essence of what the problem was and what was done, and a observation on the effectiveness of the OD process. The material from class to this point will be used, and properly cited, as a basis for the observations. Also answer questions. -What are the core issues -What was done to address these issues -How successful was the action taken. -What else could have been done.

In the initial write up make sure to reference the text at least two times. Use the the files previously provided. Case study is 11.2 Improving intergroup relationships in Johnson & Johnson drug evaluation department pg. 307 Chapter 11. Organization processes Approaches.

 

English

Write a 100-word summary of the major points included in the research proposal. This should include the
topic, the problem, the importance of the study for you and the community, and the proposed methods.
Finally, a mention of what gap your research will fill in the existing literature is needed. Use one welldeveloped
paragraph, which is unified, coherent, concise, and able to stand alone. An abstract strictly
follows the chronology of the report, and provides logical connections between the materials, but adds no
new information.

Bill of Rights

The U.S. Supreme Court has, through the due process clause of the Fourteenth Amendment, incorporated many of the protections and prohibitions

contained in the Bill of Rights. By doing so, the Supreme Court has required that state and local governments obey those portions of the Bill

of Rights that have been incorporated. Consider the following:
•Previously in Chapter 2 of the textbook, you learned about the doctrine of Selective Incorporation of the Bill of Rights, which outlines the

rights contained in the Bill of Rights that pertain to the state governments via the Fourteenth amendment. When a trial is occurring, the

defendant can exercise his or her rights and also argue the violation of his or her rights during due process and prior to his or her arrest.

Explain how these rights and due process can be the basis for an appeal of a criminal trial, as shown in your reading assignment for this

lesson.
•To which court can the verdict from a state trial be appealed? (Use your state as an example.) To which court can the verdict from a federal

trial court be appealed? (Again, use your state as an example.) (25%)
•Which court in the nation is the highest and its decisions cannot be appealed to any other court? Does this court have original jurisdiction

over any criminal actions? (25%)
•Please provide APA citations and references. (5%)

Case Study Analysis

Select Case Study 3.5, 3.7, 3.8, or 3.9 in “For Cultural Competence: Knowledge, Skills and Dispositions needed to Embrace Diversity.”

Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the

teacher’s responses.

In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study:
•Collective orientation (promoting needs of the group versus promoting needs of the individual)
•Time orientation
•Respect for authority
•Perceptions and value of education
•Priority of family
•Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)
•Value of work/Work ethic
•Peer pressure
•Assimilation dilemma: adaptation versus preservation

In addition, include specific advice to the teacher in your case study to help him or her respond more appropriately to the student/family.

Use at least 2-3 scholarly sources (other than the assigned readings) to justify your responses.

http://www.doe.virginia.gov/special_ed/tech_asst_prof_dev/self_assessment/disproportionality/cultural_competence_manual.pdf

CSR Strategy

CSR Strategy

Write a recommendation report, focusing on the following points:
– DO NOT WRITE IN APA STYLE: that`s not an academic work – but a seminar work. Do not use academic language
– Write a report of 2500 words (ca 5-6 pages)
– Choose any Company (do not use its name) and write a management recommendation for the board of directors about whether and why that company should introduce a new CSR strategy (ex. Deutsche Bank)

benchmark comprehensive assessment plan

Details:

For this benchmark assignment, based on data gathered from your class profile, and in working with your mentor teacher, select a strand, cluster, and set of standards appropriate for the grade level and content area of your practicum placement.  From this information, you will create an original, comprehensive assessment plan. 

Part 1: Assessment Plan Summary

In creating the assessment plan, include an introduction that provides a 250-500 word summary of a 3-5 day unit of study to contextualize your assessments. Your summary should include:

  1. Learning targets/objectives that are aligned with your standards and consistent with the unit of study that you have summarized.
  2. Instructional strategies that are appropriate and effective in promoting student achievement of the learning objective.
  3. Targeted reasoning skills to be measured that are aligned with your standards and consistent with the unit of study that you have summarized.
  4. The different ways a student can demonstrate knowledge and skill attainment.
  5. The needed tools and resources to develop these skills in the content area.
  6. Academic language for the unit of study, including key vocabulary, form, and function.
  7. Potential use of technology to support assessment, in the form of engagement and addressing student needs.

Part 2: Assessments

Consistent and aligned with these items, create one pre-assessment you would use for this unit. Your pre-assessment should assess:

  1. Prior student knowledge.
  2. Student interest.

Create three formative assessments that would appear in this unit. Your formative assessments must be:

  1. Aligned to the standards and objectives listed in the unit.
  2. Minimize bias and document learning.
  3. Differentiated for the populations described in your class profile.

Create one summative assessment that consists of:

  1. Specific directions for the student.
  2. Three short-answer response items that require the use of varied targeted thinking skills.
  3. At least 15 multiple-choice questions assessing reasoning by focusing on a variety of particular reasoning skills or reasoning tasks.
  4. One restricted response essay item that clearly identifies the tasks to be performed.
  5. Modified short answer response and multiple choice items for students on IEPs.
  6. An analytic scoring guide for the restricted response essay item that describes the criteria and features to be scored.
  7. An answer key that includes answers for the short responses, multiple choice items with explanations for each option, and a sample answer for the extended response essay.

Part 3: Conclusion

In finalizing your assessment plan, include a conclusion that provides a 250-500 word rationale for the original assessments you created. Discuss how the pre-assessment data would help you to plan for instruction.

Discuss the feedback you received from your mentor teacher on your assessment plan. Explain how you used the information from the class profile you created and describe how the assessments are aligned to the objectives and differentiated for the population of students represented in the class profile. Discuss how you could provide feedback to your students based on the assessment data you would get if you executed this plan.

Indicate the professional collaboration needed to ensure the delivery of an effective learning experience, based on the unit plan.

Submit your class profile, introduction, three formative assessments, one summative assessment, and conclusion to your instructor as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

 

Rubric

Benchmark – Comprehensive Assessment Plan 

  1
No Submission
0.00%
2
Insufficient
69.00%
3
Approaching
74.00%
4
Acceptable
87.00%
5
Targett
100.00%
100.0 %Criteria  
15.0 %Formative and Summative Assessment [COE 3.1 ; InTASC 6(a), 6(b)] Not addressed. The unit plan provides incomplete formative and summative assessments. Assessment details are insufficient. The introductory summary vaguely addresses the assessments created. The unit plan begins to provide complete formative and summative assessments. Assessment details are included. The introductory summary vaguely addresses the assessments created. The unit plan provides complete formative and summative assessments. Assessment details correspond with the unit plan. The introductory summary addresses the assessments created. The unit plan includes formative and summative assessments that are relevant to the unit plan, appropriate for the grade level and content area, and consists of all requirements outlined in the assignment instructions. Assessment details are clear, concise, and meaningful, corresponding with the unit plan. Measures to minimize bias are apparent. Assessments are insightful and effectively function to support, verify, and document learning. The introductory summary effectively contextualizes the multiple assessments and the targeted skills to be measured.  
15.0 %Instructional Planning [COE 3.2; InTASC 7(d)] Not addressed. The unit plan provides insufficient details on the plan for instruction. The use of available formative and summative assessment data is vaguely represented. The conclusion does not provide an applicable rationale for the creation of the assessments. The unit plan provides insufficient details on the plan for instruction. The use of available formative and summative assessment data is vaguely represented. The conclusion does not provide an applicable rationale for the creation of the assessments The unit plan provides details on the plan for instruction. The use of available formative and summative assessment data is represented. The conclusion provides an applicable rationale for the creation of the assessments. The unit plan clearly and appropriately represents a plan for instruction that is based on available formative and summative assessment data. Sound instructional considerations are made regarding prior student knowledge and interest. The unit plan includes all elements in complete form. The conclusion provides a thoughtful rationale on the assessments created, the data that informed them, and the feedback received from the mentor teacher.  
15.0 %Data-driven Feedback [COE 3.3; InTASC 6(d), 6(g)] Not addressed. The use of assessment data to provide feedback is vaguely addressed within the conclusion. The use of assessment data begins to provide feedback within the conclusion. The use of assessment data to provide feedback is addressed within the conclusion. The conclusion provides a thoughtful rationale on the use of feedback, based on assessment data.  
15.0 %Learning Experiences and Assessments [COE 3.4; InTASC 6(b), 7(a)] Not addressed. The unit plan includes learning experiences and assessments that are not fully developed, or lack significant detail. The conclusion ambiguously addresses the use of data in designing and delivering differentiated instruction. The unit plan begins to include learning experiences and assessments. The conclusion begins to address the use of data in designing and delivering differentiated instruction. The unit plan includes learning experiences and assessments that are developed. The conclusion addresses the use of data in designing and delivering differentiated instruction. The unit plan includes learning experiences and assessments aligned with standards and identified objectives. Learning experiences are both relevant and appropriate to students in selected grade level and area of instruction. Academic language of the unit of study is sufficiently addressed and identified. The conclusion explains the use of available data in the development of assessments that allow for differentiated instruction, while maintaining alignment to objectives.  
15.0 %Strategies, Sequencing, and Demonstration of Knowledge and Skill [COE 3.5; InTASC 7(c), 8(a)] Not addressed. The unit plan vaguely addresses the use of instructional strategies. Scarce details on intended sequencing of learning experiences and assessments are present. The introductory summary insufficiently explains the use of strategies in the promotion of student achievement. The unit plan begins to address the use of instructional strategies. Some details on intended sequencing of learning experiences and assessments are present. The introductory summary begins to explain the use of strategies in the promotion of student achievement. The unit plan addresses the use of instructional strategies. Details on intended sequencing of learning experiences and assessments are present. The introductory summary explains the use of strategies in the promotion of student achievement. The unit plan includes the use of instructional strategies that are appropriate for the grade level and area of instruction. The sequencing of learning experiences within the plan is suitable and purposeful. The unit plan provides the student with multiple ways to demonstrate knowledge and skill. The introductory summary effectively contextualizes the use of instructional strategies to promote student achievement, and multiple demonstrations of knowledge and skill.  
10.0 %Collaborative Plan, Design, and Delivery [COE 3.6; InTASC 2(f), 7(e), 9(c), 10(a), 10(b)] Not addressed. The conclusion vaguely addresses professional collaboration. Details and support are scarce or irrelevant. The conclusion begins to address professional collaboration. Details and support are irrelevant. The conclusion addresses professional collaboration. Details and support are relevant. indicates the necessary professional collaboration for the design and delivery of an effective learning experience, as intended in the unit plan. Details and support are suitable, sophisticated, and immediately apparent.  
5.0 %Use of Technology [COE 3.7; InTASC 8(g)] Not addressed. The unit plan vaguely addresses the use of technology in learning experiences. Details are scarce or irrelevant. The unit plan begins to address the use of technology in learning experiences. Details are irrelevant. The unit plan addresses the use of technology in learning experiences. Details are relevant. The unit plan includes the use of varied technology, tools, and resources to facilitate the learning experience within the content area. Details are suitable and insightful.  
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language.  
5.0 %Research Citations (in-text citations for paraphrasing and direct quotes and reference page listing and formatting are appropriate to assignment and style) Not addressed. Reference page is present. Citations are used inconsistently. Reference page lists sources used in the paper. Sources are documented appropriately, although some errors may be present. Reference page is inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.  
100 %Total Weightage    

 

Structural Violence Paper

Instructions
Description:
In this 4-page paper (not including the “Title Page” and the “Bibliography”), students are
required to first provide a detailed definition and description of “structural violence,” as
developed by medical anthropologist Paul Farmer, and then apply the concept to an event/
situation/circumstance in a cultural context somewhere outside of the United States. Students
should use the articles authored by Paul Farmer (posted on BbL) to define and describe structural
violence in the first two pages of the paper. The second-half of the paper will focus on an
example of structural violence in a foreign country (not the USA). Students should find this
“example of structural violence” in a publication from one of the following news sources: The
New York Times, The Wall Street Journal, The Washington Post, NPR, PBS News Hour, The
BBC, USA Today, The Economist, CNN, Fox News. Follow the “paper structure” guidelines
below and use the headings and subheadings provided. See syllabus and BbL for due date and
submission. Make sure you upload one copy your paper to BbL and email a second copy to your
GA for the course (NOT your TA – see syllabus for your GA’s email address).
Paper = 10 points (10% of course grade).
• 1-inch margins, 12 pt. font, double spaced
• The paper should include no more than four quotes. Each quote should NOT be more than
a single sentence. Quotes MUST be cited with author’s name, date, and page number (see
“citation and bibliography information” on BbL).
• Students must use one of the 10 news sources provided above. Keep in mind that the news
article you find will most likely NOT use the term “structural violence.” This is okay, YOU
should demonstrate how/why the news story is discussing an example of structural
violence.
• Make sure your paper cites sources correctly (in the text) and includes a bibliography at the
end.
• See the “Writing Advice” link on BbL to learn about “Developing a Thesis in your Paper”
and “How to Make a Claim.”
• Students wanting to present this paper to the class for extra credit must notify the instructor
in-person at least seven days before the paper is due (see syllabus). He will provide
presentation instructions at that time.Ant 102 Spring 2018
Paper Structure:
I. Title Page: “(The title of your paper)” – This is a separate page that does not count as one of
the four pages required.
[Part 1 = 2 pages]
II. Heading: “Introduction” – Explain the scope and aims of the paper (i.e. to provide a
definition of structural violence and then apply to a specific context). Present a thesis
statement in regard to structural violence (See “Writing Advice” link on BbL).
III. Heading: “Structural Violence” – Broadly define and describe structural violence and
introduce the “support” you plan to provide (i.e. demonstrate the aspects/components of
structure violence to demonstrate what means as developed by Paul Farmer).
• Subheading: [aspect/support paragraph #1] – Title this section/subheading as you think
appropriate (something like “Social Inequality,” for example).
• Subheading : [aspect/support paragraph #2] – Title as appropriate.
• Subheading: [aspect/support paragraph #3] – Title as appropriate.
[Part 2 = 2 pages]
IV. Heading: “Structural Violence in ……” or “Structural Violence Among….” – Briefly
introduce the social, cultural, political, and economic context of the place/people/
circumstance you plan to explore using terms and concepts learned in the course
(sociocultural characteristics such as religion, social organization, economy, etc. – you might
need outside sources to find this info). Provide a “Thesis Statement,” that clearly connects
structural violence to the socio-cultural context you plan to explore through an analysis of
the information presented in the news article.
• Subheading: [aspect/support paragraph #1] – Title this section/subheading as you think
appropriate.
• Subheading : [aspect/support paragraph #2] – Title as appropriate.
• Subheading: [aspect/support paragraph #3] – Title as appropriate, but also frame this
paragraph as a conclusion.Ant 102 Spring 2018
Grading Rubric:
Part 1 – First Two Pages (5 points possible)
• Minus one point for more than three examples of improper grammar and spelling
• Minus one point for inaccurate or incomplete definition of structural violence
• Minus one point for insufficient or incorrect thesis statement.
• Minus one point for inadequate or incorrect “support” of thesis/claim
• Minus one for inadequate or incorrect “support” of thesis/claim
Part 2 – Second Two Pages (5 points possible)
• Minus one point for an unclear thesis statement that connects structural violence to the
cultural context you are exploring (i.e. “why” this is an example of SV)
• Minus one point for inaccurate or incomplete description of the cultural context of
structural violence using terms and concepts learned in the course (people, place, etc.).
• Minus one point for inadequate or incorrect “support” of thesis/claim
• Minus one for inadequate or incorrect “support” of thesis/claim
• Minus one point for incomplete bibliography and/or in-text citations

Education Assignment 8

Read chapters 9 and 10 and answer the the following question:

1. How can a “researcher acting as an instrument” in a qualitative study best ensure the trustworthiness of the data analysis and the

conclusions?

2. Go to Documents and review the forms under “Current Graduate Student”. Please explain the purpose of each form listed in the columns.

Writetwo page double spaced and references list. Follow APA format

Turnitin – 15% of citation is acceptable. Above 15% will lower the score.

Lynn Lament – Mood Disorder

 

Lynn Lament – Mood Disorder

Lynn Lament
Identifying information: 49-year-old Asian-American female
Setting: Outpatient mental health clinic.
Chief Complaint/Reason for visit: “I can barely stand going into public anymore, not even to go shopping. My heart condition makes it hard for me.”
History of Present Illness: LL presents to the clinic today at the urging of her PCP for evaluation of her anxiety, racing heart, feelings of impending

doom for the past six months. LL reports that last March, she started to experience episodes of racing heart, tunnel vision, a sense “that I am in a

dream”, and shortness of breath, lasting 5-10 minutes. LL reports being “really worried that I have a heart condition, and no one is diagnosing it

correctly”. She endorses increased “fretting and worrying about the state of the world”.Her symptoms started, she said, after a shooting last Fall at

her local mall, where she often walks with friends in the morning. The incident involved an employee at the mall being shot and killed by an abusive

former spouse, who also shot and injured a bystander, before turning the gun on himself, she says. “It was just so random. One minute that man was

shopping at the mall, the next he was in the ICU after some lunatic there to shoot his wife just decided to shoot him too” Soon after, she had her

first panic attack, she reports. She acknowledges her increased anxiety, but “I also think there is something physically wrong with my heart, too. I

just want to stay home so nothing taxes my heart too much. I worry I will drop dead before they figure out what is wrong with me.” LL reports having

the “heart episodes” 2-4 times per week. She also reports generalized worry about “a lot of things”, but notes the episodes can occur even when she is

not feeling anxious, she says. Reliving factors are staying at home, doing yoga in her living room, and talking to friends. She feels worse when she

watches the news, or has to go to the store or public places.
Past Psych Hx: LL denies previous psychiatric diagnosis, medications, or treatment. She denies any previous psychiatric hospitalizations. She reports,

“I have always been ‘high strung’ “. She reports that in the past 20 years, she has had two periods where she was as worried as she is now – age 18 at

college she was “really anxious” about there being a nuclear war, to the point where she had to drop out of a class on history of the Cold War because

the content was making her “think all the time that any minute the missiles were going to start flying”. She reports another episode when her son was a

newborn of losing weight, poor sleep due to worrying that “something bad” would happen to him. Both episodes resolved “eventually” she reports, with no

treatment. She reports friends and family have always teased her about “being neurotic”.
Past Medical Hx: LL reports hypothyroid, dx at age 36, well controlled with Synthroid. LL reports current undiagnosed “heart condition”, evaluated by

her PCP 4 months ago. PCP did cardiac workup, including blood tests for cardiac markers, EKG, and stress test, all were WNL. LL reports PCP told her

heart symptoms “were probably anxiety”, but she says she doubts that diagnosis because “anxiety doesn’t make you almost faint”. She has requested a

referral to a cardiologist, consult pending, she says.
Family/Social Hx: LL is divorced, with two adult sons. She reports she was married at age 22, and the couple divorced 3 years ago, after 23 years of

marriage. She reports a “decent” relationship with her former husband. LL is the youngest of three children. She was raised by both parents, and

reports a “good” childhood. Her mother died from an M.I. at age 53, and her father died from lung cancer at age 72. She reports the rest of her family

is“all healthy”. She is close to her siblings.
Family Psychiatric Hx: LL reports her oldest son takes medication for anxiety, and depression. She reports her father was a “worrier”, but says he

never had any diagnosis or treatment for mental health issues.
Substance Use Hx: Occasional glass of wine, or margarita, no more often than twice a month, and no more than two drinks at a time. Denies current, or

history of tobacco, or illicit substance use.
Review Of Systems: Comprehensive review of systems negative except for loss of appetite increased sweating, and loss of 10 pounds in 4 months.
Physical Exam: BP 150/90, P92, HT 64” WT 122 lbs
Mental Status Exam:
Appearance: LL is dressed neatly in a clean, pressed pantsuit, hygiene and grooming good, appearsyounger than stated age.
Behavior: Psychomotor agitation noted: LL sits on edge of chair, fidgets with hands in lap, and bounces legs. Eye contact is good.
Speech: normal-to- rapid, esp. when describing stressors
Mood: LL reports her mood is “mostly good, I am an upbeat person. But I am worried about what is wrong with me, and it is making me not my normal self.”
Affect: congruent
Thought Process: Linear, organized, occasionally tangential when describing recent stressors
Thought Content: Logical, no hallucinations or delusional content. Denies suicidal or homicidal ideation.
Cognition: Alert. Recent and remote memory grossly intact. Good awareness of current events. Alert and oriented to all spheres
Insight: Fair
Judgment: Good

Questions:
Case conceptualization (20 points)
Using your Carlat& DSM5 texts and other relevant sources, develop your clinical impression.
1. Create a concept map, table, or decision tree to help you identify all relevant psychiatric and medical conditions you would consider for this

individual. Include the DSM5 criteria for psychiatric diagnoses.
2. From the above, create a prioritized list of your top 3 differential diagnoses, starting with the primary working diagnosis (your answer).

Explain your thinking process on what factors you considered that led you to select your primary diagnosis, and other possible diagnoses.
3. List two most pertinent interview questions for each differential you need to ask to rule in or rule out that diagnosis.
4. List any pertinent laboratory tests or screening tools you might use to help you rule in or rule out your top 3 differential diagnoses and a

concise rationale statement.

For questions 1-4, provide text/reference, page number (in APA style) where you found the information to support your thinking. Use your own words,

limit any direct quotes to no more than 1-2 phrases.

 

 

SHRM and Ford Motor Company

 

SHRM and Ford Motor Company
Please have a read through the information provided below and answer the question with relevant references.
Having worked for Ford in a previous role, I have researched their SHRM process and noted that they claim to be aligned to their mission and vision for the

company. Their Sustainability Report states that their ‘mission is to deliver high-impact, innovative workforce solutions and experiences that drive One

Ford, today and tomorrow’ (Ford, 2016), with ‘One Ford, today and tomorrow’ being their mission statement. It can be assumed from this that they use SHRM

across their global corporation in order to attract and manage in-house talent.

My own experience of working for Ford in the UK is that their SHRM process differs across the markets. Their are a very large number of UK contract staff

employed by the company at various levels, all of which are not in receipt of any of the trappings that an official employee is offered. Also, there are

stipulations that only degree educated personnel can be offered a permanent position at the company. As such, many employees in administrative or clerical

positions are also contracted as long-term ‘temps’. Interestingly, these HRM processes are not mirrored in Germany and the US, where the workforce are

mostly employed, full-time staff and a degree is not needed in roles that do not require them.

Do Ford have a contingency perspective on SHRM? Truss et al (89:2012) state that organisations employing a contingency perspective believe that the ‘best

way of managing people is likely to vary according to organizational circumstances’, which seems to be the case in this example. Does a contingency

perspective align with their mission statement ‘One Ford, today and tomorrow’?