Category: Uncategorized

Project #1: Data Analysis Reflection My School district is Detroit Public Schools

Purpose

The Data Analysis Reflection Project allows students to explore the use of data in educational contexts. Through this project, students will analyze data sets, interpret findings, and reflect on the implications for instructional practices. This assignment fosters skills in data interpretation, critical reflection, and evidence-based decision-making.

Action Items

1. Choose a district that you work in or know of and choose a school within that district. Familiarize yourself with characteristics of the district and the school, including student demographics, academic programs, and contextual factors that may influence instructional effectiveness. In Ohio, you can use the State Report Card to gather information.
   • Report on Demographic Information for the District and the School
     • Total Enrollment
     • Ethnic Breakdown
     • Attendance
     • Chronic Absenteeism
2. Every district is responsible for required ESSA measures included in State Report Card data: Achievement, Progress, Gap Closing, Graduation Rate, Early Literacy and College, Career, Workforce and Military Readiness. Report on the following categories for both the district and the school:
   • Achievement
   • Progress
   • Gap Closing
   • Graduation
   • Early Literacy
   • Collee, Career, Workforce and Military Readiness
   • Gifted Data
3. After you have collected the information outlined above, reflect on the data in the following categories (the questions are to guide your thinking, no need to explicitly answer):

A.              Data Analysis

I.Compare the demographic information between the district and the chosen school to identify any disparities or trends.

II.Analyze the ESSA measures for both the district and the school, looking for patterns or areas of strength and weakness in each category.

B.              Interpretation of Findings:

I.Interpret the data to identify factors that may influence instructional effectiveness, such as demographic trends, achievement gaps, or graduation rates.

II.Reflect on the implications of the data for instructional practices, considering how the findings may inform decision-making at both the district and school levels.

C.              Identification of Areas for Improvement:

I.Identify specific areas where the district and school may need to focus their efforts to improve student outcomes, based on the data analysis.

II.Prioritize areas for improvement based on the severity of the issues identified and the potential impact on student success.

D.              Development of Action Plans:

I.Develop data-driven action plans to address the identified areas for improvement, outlining specific strategies, interventions, or changes to instructional practices.

II.Ensure that action plans are aligned with district priorities, resources, and timelines, and involve stakeholders such as teachers, administrators, and community members.

E.               Reflection on Implications for Leadership:

I.Reflect on the role of educational leaders, including principals, in using data to inform decision-making and drive instructional improvement.

II.Consider how the findings of the data analysis project may inform leadership practices and decision-making in future leadership roles.

 

 

 

 

 

Workplace Problem 4-2

Purpose

This assignment is intended to help you learn to do the following:

• Rank the importance of problem solutions through the application of a weighted ranking tool.
• Analyze a decision through the construction of a process decision program chart (PDPC).

Overview

Weighted ranking is a tool that allows you to assign importance or “numerical weights” to various problem solutions. By weighting each of the criteria, you can then prioritize, assess, and evaluate the application of important resources. This process allows decision makers to make more objective decisions. Weighted ranking can result in decisions that best use organizational resources and time.

A Process Decision Program Chart (PDPC) is a variation of the decision/event tree introduced in Module 3. A PDPC helps decision makers assess alternative solutions or courses of action for a select decision or problem. The PDPC reflects options and opportunities available in decision making and identifies what may happen in response to selecting those options. The PDPC is an excellent tool for evaluating decisions, because it provides a visual basis for decision makers to make and justify decisions.

In this assignment, the PDPC used here allows you to design an implementation plan for your chosen solution. As part of doing the plan, the PDPC will allow you to consider possible risks at each step of your implementation and countermeasures for those risks.

Complete the weighted ranking assignment prior to beginning this one. By now, you should have found your optimal solution through the use of the weighted ranking tool and your other analyses.

Use the PDPC diagram to lay out the major steps related to implementing your solution. What will it take to get your solution actually working? It will be very helpful to watch the following multimedia presentation a number of times to understand how to use this technique:

• Program Decision Making Charts

 

 

Action Items

Part 1: Ranking Solutions

1. Reflect on the work you have done so far on your workplace problem.
2. Consider the 3 or 4 best possible solutions from your divergent thinking process. Use the weighted ranking tool to mathematically and analytically determine which of these solutions is best. To do this, build a weighted ranking matrix for your problem using the following guidelines:
   1. Develop a list of criteria.
   2. Assign a weighted percentage to each of the decision criteria based on importance. The total of all listed criteria must equal 1.0 (i.e., the total of the assigned criteria or weights must equal 100%). For example:
      1. Criterion 1 = 0.3
      2. Criterion 2 = 0.2
      3. Criterion 3 = 0.4
      4. Criterion 4 = 0.1
         Therefore, 0.3 + 0.2 + 0.4 + 0.1 = 1.0 or 100%
   3. Compare each solution to each criterion, and assign a numerical rating scale to each alternative. For example: 1 = the solution does not meet the criterion very well, and 5 = the solution does meet the criterion very well. 
   4. Evaluate and rate each solution against each criterion by multiplying the rating scale number by the weighted numerical criteria number. (e.g., the weighted criteria is 0.3 x 5 = 1.5. This is the criteria number 0.3 times the assigned alternative rating scale number of 5).
   5. Add the weighted values and calculate the final score for each of your proposed problem solutions.
   6. Select the alternative with the highest score.
   7. Refer to the following videos for additional guidance:
      1. Weighted RankingLinks to an external site.
      2. Criteria Rating Form, Weighted RankingLinks to an external site.
3. After completing the weighted matrix table with your ratings, calculations, and rankings, write 1-2 pages that include an explanation of these elements:
   1. Description of the weighted ranking process and its benefits.
   2. Justification for the criteria you used and why you weighted them the way you did.
   3. Other observations of the process (such as the difficulty in selecting criteria, whether this mathematical technique has benefits over non-numerical reasoning, and benefits/limitations of using this technique).

Part 2: Implementation Plan

1. Review the process and techniques for developing an implementation plan for your proposed solution to the workplace problem. You will document your implementation plan in a diagram called the Process Decision Program Chart (PDPC). 
2. Reflect on your individual problem for this course. Using a hierarchy template in the SmartArt feature of Microsoft Word, create a PDPC diagram illustrating the steps, action items, potential risks, and workarounds that will be encountered when implementing the solution to your problem. Keep the following points in mind in your PDPC work:
   1. The PDPC starts with your proposed best solution that you found in the weighted ranking exercise.
   2. The PDPC spells out steps or actions to take to implement the solution.
   3. The PDPC identifies risks and obstacles or “what if” scenarios that may occur in implementation of your solution.
   4. The PDPC spells out specific countermeasures or contingency plans to respond to the risks and obstacles, or the “what if” questions.
   5. The PDPC ends with the assessment, if stated countermeasures or contingency plans are probable or not (mark with x/o).
3. After completing the PDPC diagram, write 1-2 pages that describes the PDPC process and your results. Explain the following:
   1. What is the PDPC diagram, what role does it play in the problem-solving process, and what steps and actions will it take to get your solution actually working?
   2. What risks or challenges might you face as you try to implement the solution?
   3. What countermeasures can you put into place?

Organization of the Paper

Use the bold words as section headings:

• Introduction: Begin with a brief introduction and recap of the problem.
• Weighted Ranking: Next, include your 1-2 page explanation of the weighted-ranking process, followed by the weighted-ranking matrix table.
• Implementation: Next, include your 1-2 page explanation of the PDPC diagram and implementation steps, followed by the PDPC diagram.
• Conclusion: Write a 1-paragraph conclusion to the paper.

Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders

 Use at least 5 references

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

• Consider what history would be necessary to collect from this patient.
• Consider what interview questions you would need to ask this patient.
• Identify at least three possible differential diagnoses for the patient. 

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

• Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? 
• Objective: What observations did you make during the psychiatric assessment?  
• Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
• Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

 

Training Title 114 Name: Name: Ally Chen
Gender: female
Age: 44 years old
Background: Only child, raised by parents in Philadelphia, PA. Has PhD in biology and master’s degree in high school education (8–12). Her supervisor has asked the school EAP counselor to intervene with concerns regarding potential substance use in effort to facilitate getting her help and be able to retain her. She is divorced, has a 4-year-old son who lives with his father. Appetite healthy, sleeping 9 hours/24 hrs., wakes 2-3 times during the night. Denied drug use. had DUI when she was age 21.

00:00:15Ally (ph) Really, come on. I’m missing first period. And now you want me to be late for my second class. Can we do this during my third period break? 

00:00:25UNKNOWN I… I’m sorry, Ally(ph) but principal Michaels requested that you and I take some time this morning and talk. I… I know we worked together before right now, I’m going to have to put on my professional app. 

00:00:35Ally (ph) That’s ridiculous. Why? 

00:00:35UNKNOWN Well, maybe you can tell me why. 

00:00:40Ally (ph) I have a class waiting for me. 

00:00:45UNKNOWN Well, you been frequently late for your classes. In fact, let’s say uh… 22 days so far this year? 

00:00:50Ally (ph) It has not been 22 days. 

00:00:55UNKNOWN Yes, it has, something not right here at school or something not right at home. 

00:01:00Ally (ph) My personal life is fine. And personal. 

00:01:05UNKNOWN I know you haven’t changed addresses so it can’t be the traffic. 

00:01:10Ally (ph) Jesus. The History Department had a party last night a Darrel’s(ph). Why don’t you bring him in here and question him? 

00:01:20UNKNOWN So are you saying the Darrel’s(ph) party is the reason that you were late? That was last night? I don’t understand. 

00:01:25Ally (ph) Okay. Alcohol was served. We had a bit much to drink. Not just me. We’re adults here. And I mean, the… the school host of social hour on campus every month. 

00:01:40UNKNOWN So what are you saying? Are you saying that you were drunk? 

00:01:45Ally (ph) I drank, but no. 

00:01:45UNKNOWN Were you intoxicated enough that you passed out? 

00:01:50UNKNOWN I woke up and Darrel’s(ph) cash responding. And, and fuck him for not waking me. He came to school on time but let’s be there lying on the couch. 

00:02:00UNKNOWN Have you passed out other times? 

00:02:05Ally (ph) We have all passed out at times. I’m sure I’ve seen you drunk at those parties. 

00:02:10UNKNOWN Are you still feeling intoxicated this morning? 

00:02:15Ally (ph) No, Course not. 

00:02:15UNKNOWN Have you ever been drunk? While you were here teaching? 

00:02:20Ally (ph) No. 

00:02:20UNKNOWN I’m asking that because we’ve had complaints. 

00:02:25Ally (ph) Complaints from who? 

00:02:25UNKNOWN Students, parents. 

00:02:30Ally (ph) Well, bring him in. Let them tell that to my face because it’s totally not true. 

00:02:35UNKNOWN They’ve complained that at different times you came into class and then you ordered the kids to read from their textbook or you ordered the kids to copy notes from the board while you were sleeping with your head on the desk. 

00:02:45Ally (ph) You have to be kidding me. 

00:02:50UNKNOWN Several students and several parents have complained. 

00:02:55Ally (ph) Exactly who, Alexis? Do you know how many problems she’s created for the teachers at the school. 

00:03:00UNKNOWN But you were drinking last night. And it sounds like you drank enough that you passed out and had to sleep on Darrel’s(ph) couch? 

00:03:10Ally (ph) Yes. I mean, I did. 

00:03:15UNKNOWN So, is there something going on in your personal life? 

00:03:20Ally (ph) No. 

00:03:20UNKNOWN How’s Ryan? 

00:03:25Ally (ph) Ryan? First time I’ve known you to travel slow here. We split up before the school year started. Last summer. 

00:03:35UNKNOWN What happened? 

00:03:35Ally (ph) I’m really, really uncomfortable sharing anything about my relationships with you. 

00:03:45UNKNOWN Okay, that’s fair. That is your personal life. 

00:03:50Ally (ph) Is there any reason I just can’t walk out of this office right now? 

00:03:50UNKNOWN Well, I don’t know the specifics of what the Board of Education would decide if you don’t cooperate, but I’m guessing at something pretty serious. 

00:04:00Ally (ph) This is unbelievable. 

00:04:05UNKNOWN Wait, wait. Wait a minute. The administration asked me to speak with you. The school wants to work with you if you’ll cooperate. And as someone who really likes you. I am warning to understand. I’m hoping to help you. So just, okay, thank you. Good. Now, what’s going on? 

00:04:30Ally (ph) I don’t know. 

00:04:30UNKNOWN Okay. How much did you drink last night? 

00:04:35Ally (ph) Too much. 

00:04:35UNKNOWN How often do you drink too much? 

00:04:40Ally (ph) I don’t know. 

00:04:45UNKNOWN How much would you estimate that you drink in a typical week? 

00:04:50Ally (ph) Every night. 

00:04:50UNKNOWN Do you drink with friends, family, by yourself? 

00:04:55Ally (ph) Alone. Once in a while I’ll go to a bar with my friends or drink at school functions. Where I might add they do supply alcohol liberally. 

00:05:05UNKNOWN Yes. 

00:05:10Ally (ph) They’re removing our social hours to downtown. 

00:05:10UNKNOWN Do you go out and drink other than with friends? 

00:05:15Ally (ph) Occasionally. 

00:05:15UNKNOWN Do you drink alone at home? 

00:05:20Ally (ph) Few glasses of wine while a grade takes the edge off the day. 

00:05:25UNKNOWN Takes the edge off. 

00:05:30Ally (ph) Yes. The kids here are getting worse by the year. The teachers talk about it. We all know what’s going on. They become they just become more… more vicious, more mean. I’m talking about kids who have no hint of remorse, no empathy, no thoughtfulness for others. When was the last time you try teaching them? 

00:05:45UNKNOWN I have to admit it has been a while. 

00:05:50Ally (ph) Just last week, I caught Alexis filming me on her phone. I was bent over picking up trash a student through on the floor. It was not flattering. And you know what she did? 

00:06:00UNKNOWN No. 

00:06:05Ally (ph) Send it out to the whole grade adding a really obscene title. 

00:06:05UNKNOWN Was she punished? 

00:06:10Ally (ph) Do the kids here ever get punished? All she caught was a bucking set down with their neuter principal. And then her mom comes threaten Sue again and naturally our fearless leader backs down. Michaels humiliated me. Did the administration tell you that? 

00:06:25UNKNOWN No. 

00:06:30Ally (ph) Humiliated me. I work for a place that has no backbone, no spine. Who runs this place here? The students or the teachers. 

00:06:40UNKNOWN Sounds horrible. 

00:06:45Ally (ph) And it goes on day after day. Rich kids who have no respect while you struggle to teach. I’m trying to pay bills here. Pay uh… pay the gas, driving shitty car, pay off student loans. 

00:06:55UNKNOWN That does sound like a lot of stress. 

00:07:00Ally (ph) Sounds like. 

00:07:00UNKNOWN Do you like teaching? 

00:07:05Ally (ph) Once upon a time when it had meaning. 

00:07:05UNKNOWN What about now? 

00:07:10Ally (ph) We aren’t supported. 

00:07:15UNKNOWN Do you think all of this stress is contributing to your drinking? 

00:07:15Ally (ph) Of course it is. 

00:07:20UNKNOWN Do you drink during the day? 

00:07:20Ally (ph) No, no, absolutely not. 

00:07:25UNKNOWN When you do drink, how much do you drink? 

00:07:25Ally (ph) Enough. 

00:07:30UNKNOWN Enough to pass out? 

00:07:30Ally (ph) If I’m lucky. 

00:07:35UNKNOWN How much do you have to drink to get that feeling of being intoxicated? 

00:07:40Ally (ph) Five or six glasses of wine, a couple of mixed drinks. 

00:07:45UNKNOWN Do you think that’s more than it takes most people to get intoxicated? 

00:07:50Ally (ph) I don’t know, but… but I can. 

00:07:50UNKNOWN So, so do you think alcohol affects your body differently than it affects your friends? 

00:07:55Ally (ph) Yes, alcohol affects. Yes. 

00:08:00UNKNOWN Do you drink more than your friends and the other teachers? 

00:08:05Ally (ph) I… I drink, but… but you’re not understanding it, it affects me differently. 

00:08:15UNKNOWN Has it prevented you from doing things or interfered with relationships? 

00:08:25Ally (ph) Are you specifically talking about Ryan here? 

00:08:25UNKNOWN Yeah. 

00:08:30Ally (ph) Okay, Ryan did not leave me because I drink. 

00:08:30UNKNOWN Okay. 

00:08:35Ally (ph) I’m seeing someone new. We weren’t even together for a year. 

00:08:35UNKNOWN Is drinking wine, beer, other alcoholic drinks in the evenings. Is that something new for you? Or was that something typical than your past? 

00:08:50Ally (ph) No. Look, my father was an alcoholic growing up. When I was really little he drank. He got into AA and got sober. Mom was very supportive of him, but extremely strict with us in drinking. 

00:09:10UNKNOWN How did you feel about her being so strict with alcohol? 

00:09:15Ally (ph) As a teenager it sucked. I went out with my friends I got drunk. And then freshman year was a huge vendor. Eventually I just I mellowed out. 

00:09:25UNKNOWN And after college? 

00:09:25Ally (ph) In grad school I drank here and there but not much. 

00:09:30UNKNOWN Do you think your alcohol intake is less that when you were in college or is it gone the other way? Has it increased recently? 

00:09:40[sil.] 

00:09:50Ally (ph) More. 

00:09:55END TRANSCRIPT 

 

Important

Informal blogs, internet posts and websites that are not part of a scholarly review process. This includes popular hospital websites (such as MayoClinic.org), Patient facing websites with information designed for the patient, not the provider (such as WebMD, Healthline and MedicineNet, among many others), and UptoDate.com. Information should not be utilized from UptoDate.com since all information is a synthesis of the most up to date literature available. If you wish to use information from UpToDate, use the original sources, not the UpToDate website.

 Another student’s work. Regardless of where it is obtained, the use of another student’s written work is never appropriate. This includes use of another student’s work as a “reference”, or exemplar assignment. Templates and examples are often provided in the classroom. If they are not and you would like one, please request this from your instructor.

 

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeCreate documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. In the Subjective section, provide: • Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS	20 to >17.0 pts Excellent The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. 17 to >15.0 pts Good The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. 15 to >13.0 pts Fair The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies. 13 to >0 pts Poor The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.	20 pts
This criterion is linked to a Learning OutcomeIn the Objective section, provide:• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.	20 to >17.0 pts Excellent The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented. 17 to >15.0 pts Good The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented. 15 to >13.0 pts Fair Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies. 13 to >0 pts Poor The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.	20 pts
This criterion is linked to a Learning OutcomeIn the Assessment section, provide:• Results of the mental status examination, presented in paragraph form.• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.	25 to >22.0 pts Excellent The response thoroughly and accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected. 22 to >19.0 pts Good The response accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected. 19 to >17.0 pts Fair The response documents the results of the mental status exam with some vagueness or innacuracy…. Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy. 17 to >0 pts Poor The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.	25 pts
This criterion is linked to a Learning OutcomeReflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).	10 to >8.0 pts Excellent Reflections are thorough, thoughtful, and demonstrate critical thinking. 8 to >7.0 pts Good Reflections demonstrate critical thinking. 7 to >6.0 pts Fair Reflections are somewhat general or do not demonstrate critical thinking. 6 to >0 pts Poor Reflections are incomplete, inaccurate, or missing.	10 pts
This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).	15 to >13.0 pts Excellent The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making. 13 to >11.0 pts Good The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. 11 to >10.0 pts Fair Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification. 10 to >0 pts Poor Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.	15 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph development and organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 to >4.0 pts Excellent A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. …Paragraphs and sentences follow writing standards for flow, continuity, and clarity. 4 to >3.5 pts Good Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. …Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. 3.5 to >3.0 pts Fair Purpose, introduction, and conclusion of the assignment is vague or off topic. … Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time. 3 to >0 pts Poor No purpose statement, introduction, or conclusion were provided. … Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and punctuation	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors 4 to >3.0 pts Good Contains a few (one or two) grammar, spelling, and punctuation errors 3 to >2.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors 2 to >0 pts Poor Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding	5 pts
Total Points: 100

 

For these assignments, you will take on the role of a consultant for a government agency. Your consulting firm has been asked by the agency
to conduct research, compile a report, and provide recommendations for improvement of their personnel management system. The first role
of the consultant is to become familiar with the agency and its departments. You will develop the assignment in four parts, submitting each to
your supervisor (your professor) who will review and grade your efforts.
• Week 3: Rationale and Analysis for Agency Selected.
• Week 5: Evaluation of Agency’s Public Personnel Administration.
• Week 7: Agency’s Law and Ethics of Hiring a Diverse Workforce.
• Week 10: Analysis of the Agency’s Policies, Procedures, and Plans – Unions, Privatization, Pensions, and Productivity.
Selecting an Agency
The agency you select in this first assignment must be used for all remaining assignments. Before selecting your agency, review the directions
for each of the assignments and perform some initial research to ensure you can find adequate information online to address the
requirements for each of the assignments.
Explore one federal agency. You may select one from the list below or choose your own.
Suggested agencies:
• Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF).
• Department of Agriculture (USDA).
• Department of Education (ED).

• Department of Education (ED).
• Department of Energy (DOE).
• Department of Homeland Security (DHS).
• Department of Justice (DOJ).
• Department of Transportation (USDOT).
• Drug Enforcement Administration (DEA).
• Federal Bureau of Investigation (FBI).
• Federal Communications Commission (FCC).
• Food and Drug Administration (FDA).
• National Aeronautics and Space Administration (NASA).
• Social Security Administration (SSA).
Instructions
1. Select a federal agency.
2. Research the literature regarding issues that involve the selected agency and public administration in general.
3. Write a 3-4 page paper, titled “Rationale and Analysis for Agency Selected.” Complete the following:
• Provide background information about the agency’s key historical events, mission, and goals/objectives (title this section
“Introduction”).
• Describe at least three functions of this agency, highlighting the public it serves (title this section “Agency Functions”).
• Analyze at least two current events involving the agency that might have implications for personnel management (title this section
“Agency News”).
• Explain your rationale for selecting this agency with at least two justifiable reasons (title this section “Rationale for Selecting Agency”).

IT544-2: Analyze the cybersecurity software development life cycle (SDLC).

Scenario

You recently took a position as a cybersecurity analyst for a small software company. The software company currently has three commercially available off-the-shelf software products that are sold to businesses and/or organizations (B2B). They can range from small companies to very large companies, including those in the Fortune 500. One of their products has been identified by CERT to have several vulnerabilities. Since this event occurred, the chief cybersecurity officer (CCSO) suspects that not enough security is built into the software development process used at the company. You have been asked by the CCSO to conduct a cyberattack surface analysis on one of their Web-based products in an effort to improve the software development process.

For the assignment, assume that the presentation layer resides on a dedicated server in the company’s DMZ. The other two layers of the software are behind the corporate firewall and can reside on one or two dedicated servers. The Web application is accessible from the Internet and is browser based. Firefox, Chrome, Internet Explorer, and Safari are the supported browsers.

Assignment Instructions

For Assignment purposes, select a multi-layered (presentation layer, business layer, and database layer) web-based open source project in place of the software company’s web-based product. In place of the open source project, if you are familiar with another web-based system that meets the requirements, then discuss using it with your instructor.

Examples of multi-layered open source projects/products include:

• Office Libre
• Facebook
• Mozilla Firefox
• GIMP (for web development)
• Audacity
• WordPress
• MySQL

You will conduct a cyberattack surface analysis on the system/application you selected. Focus your analysis from an external cyberattack point of view. It is not necessary to focus on end user cyberattacks (social engineering attacks, etc.).

• Define the cyberattack surface (including operating systems and web servers) by identifying and mapping the cyberattack vectors.
  • Categorize what was identified
  • Describe three use cases that involve the attack surfaces
• Create a graphic representation of the attack surface with labels (Use Visio or any other open source diagramming or drawing tool).
• Discuss how the attack surface can be reduced.

Your attack surface analysis can be done mentally and on paper or you can use an open source attack surface analyzer (OWASP’s Zap is one example).

Assignment Requirements:

• 3–4 pages of content (exclusive of title page and reference page), double-spaced in 12pt Times New Roman font, using correct APA formatting and including a title page and reference page
• At least one credible source.
• Correct spelling and grammar.
• Correct APA formatting.

Instructions: Consult the CCSG (umich.edu)Links to an external site.   (select the chapter on ‘Questionnaire Design’).   Submit a draft of a Survey Questionnaire that you will use to explore the company you choose for your final paper (see the student sample below). Please consult the following criteria:  

1. Typical American knowledge and attitudes about a country of your choice,
2. on the condition that the country has a free trade agreement with the United States of America.Links to an external site.
3. Students may consult other resources about survey design, and about the cultural background of the specific country.  
4. Students are required to submit a 10-item questionnaire that they will use to explore typical American knowledge and attitudes about the culture, economy, and business environment of a country with free trade agreement with the United States. 
5. Students are required to use this questionnaire to further their research about the country that will be the focus of their final paper.  Please note that you may use any contact you have to complete the questionnaire.  You may also use your classmates as a source to complete the Survey Questionnaire.
6. Students will be expected to conduct the survey and submit a report for a subsequent session assignment (See Session Overview 6). 
7. Students may start conducting the survey upon completion of this assignment. However, students are expected to implement feedback from the instructor on the final survey questionnaire. 
8. The final survey questionnaire will form the basis of the report due in Session 6 and must be included as an appendix with the report. 
9. The final paper is expected to incorporate insights from the results of the survey.  For example, such a survey can provide an assessment of American attitudes and knowledge about a foreign country, which in turn can inform international business planners about what level and type of training will need to be conducted among American citizens who may be assigned to work in the foreign country on behalf of a US company.
10. Submitted documents must always be formatted in APA style (7th edition).
11. Here are some tips about how to write your questionnaire:
    1. The first part of the questionnaire (preliminary/introduction questions) may be written to require respondents to self-identify in terms of demographic (Age, Sex, Professional/Education experience, etc.).  This will be useful for analysis in terms of how the results relate to ‘typical’ American knowledge and attitudes. 
    2. Survey questions must be focused on Economics, Culture and Ethics (including religion), International business, the trade agreement, corruption and ease of doing business etc.
    3. Survey questions must not be open ended as in “What do you think?” or irrelevant: “Do you Drink?” Instead relevant and closed questions are to be chosen, for example: Multiple choice questions, comparison questions between America and the country of your choice; True or false questions; questions exploring the strength of agreement with a factual statement (for example, strongly agree, agree, neutral, disagree, strongly disagree) etc.  All questions must relate to the subject matter detailed in number ‘2’ above.
    4. Since this is a survey that students will be required to conduct, the questionnaire should be designed in such a way that it takes as little time and effort as possible for respondents to complete it.  
    5. The minimum sample size for the survey is ten.
    6. Please see a student sample here Download here.

Assignment Details

It is important for marketing professionals to understand the international conditions for entering a new market because it can help the company to expand globally and gain a competitive advantage.

You are a consultant to a U.S. food products company who is looking to sell its new plant-based “meat substitute” internationally in a country where vegetarian lifestyle is popular. There are several modes of entry that the company can follow to sell internationally, but it does not know which option to pursue.

Watch the following video to learn about modes of entry:

• Methods of Entering International Markets

You are to convince your client that they should sell the product in an international market by providing rationale for doing business in a foreign country.

Download this assignment template. Then, in a 3–5-page paper, respond to the following:

• What are the benefits of exporting and licensing products?
• What is the benefit of a foreign direct investment?
• What steps might you take to help your client understand the differences between exporting and licensing products and in making a foreign direct investment?
• What recommendation would you provide your client based on your rationale?

Project #1: Data Analysis Reflection My School district is Detroit Public Schools

Purpose

The Data Analysis Reflection Project allows students to explore the use of data in educational contexts. Through this project, students will analyze data sets, interpret findings, and reflect on the implications for instructional practices. This assignment fosters skills in data interpretation, critical reflection, and evidence-based decision-making.

Action Items

1. Choose a district that you work in or know of and choose a school within that district. Familiarize yourself with characteristics of the district and the school, including student demographics, academic programs, and contextual factors that may influence instructional effectiveness. In Ohio, you can use the State Report Card to gather information.
   • Report on Demographic Information for the District and the School
     • Total Enrollment
     • Ethnic Breakdown
     • Attendance
     • Chronic Absenteeism
2. Every district is responsible for required ESSA measures included in State Report Card data: Achievement, Progress, Gap Closing, Graduation Rate, Early Literacy and College, Career, Workforce and Military Readiness. Report on the following categories for both the district and the school:
   • Achievement
   • Progress
   • Gap Closing
   • Graduation
   • Early Literacy
   • Collee, Career, Workforce and Military Readiness
   • Gifted Data
3. After you have collected the information outlined above, reflect on the data in the following categories (the questions are to guide your thinking, no need to explicitly answer):

A.              Data Analysis

I.Compare the demographic information between the district and the chosen school to identify any disparities or trends.

II.Analyze the ESSA measures for both the district and the school, looking for patterns or areas of strength and weakness in each category.

B.              Interpretation of Findings:

I.Interpret the data to identify factors that may influence instructional effectiveness, such as demographic trends, achievement gaps, or graduation rates.

II.Reflect on the implications of the data for instructional practices, considering how the findings may inform decision-making at both the district and school levels.

C.              Identification of Areas for Improvement:

I.Identify specific areas where the district and school may need to focus their efforts to improve student outcomes, based on the data analysis.

II.Prioritize areas for improvement based on the severity of the issues identified and the potential impact on student success.

D.              Development of Action Plans:

I.Develop data-driven action plans to address the identified areas for improvement, outlining specific strategies, interventions, or changes to instructional practices.

II.Ensure that action plans are aligned with district priorities, resources, and timelines, and involve stakeholders such as teachers, administrators, and community members.

E.               Reflection on Implications for Leadership:

I.Reflect on the role of educational leaders, including principals, in using data to inform decision-making and drive instructional improvement.

II.Consider how the findings of the data analysis project may inform leadership practices and decision-making in future leadership roles.

 Workplace Problem 4-2

Purpose

This assignment is intended to help you learn to do the following:

• Rank the importance of problem solutions through the application of a weighted ranking tool.
• Analyze a decision through the construction of a process decision program chart (PDPC).

Overview

Weighted ranking is a tool that allows you to assign importance or “numerical weights” to various problem solutions. By weighting each of the criteria, you can then prioritize, assess, and evaluate the application of important resources. This process allows decision makers to make more objective decisions. Weighted ranking can result in decisions that best use organizational resources and time.

A Process Decision Program Chart (PDPC) is a variation of the decision/event tree introduced in Module 3. A PDPC helps decision makers assess alternative solutions or courses of action for a select decision or problem. The PDPC reflects options and opportunities available in decision making and identifies what may happen in response to selecting those options. The PDPC is an excellent tool for evaluating decisions, because it provides a visual basis for decision makers to make and justify decisions.

In this assignment, the PDPC used here allows you to design an implementation plan for your chosen solution. As part of doing the plan, the PDPC will allow you to consider possible risks at each step of your implementation and countermeasures for those risks.

Complete the weighted ranking assignment prior to beginning this one. By now, you should have found your optimal solution through the use of the weighted ranking tool and your other analyses.

Use the PDPC diagram to lay out the major steps related to implementing your solution. What will it take to get your solution actually working? It will be very helpful to watch the following multimedia presentation a number of times to understand how to use this technique:

• Program Decision Making Charts

 

 

Action Items

Part 1: Ranking Solutions

1. Reflect on the work you have done so far on your workplace problem.
2. Consider the 3 or 4 best possible solutions from your divergent thinking process. Use the weighted ranking tool to mathematically and analytically determine which of these solutions is best. To do this, build a weighted ranking matrix for your problem using the following guidelines:
   1. Develop a list of criteria.
   2. Assign a weighted percentage to each of the decision criteria based on importance. The total of all listed criteria must equal 1.0 (i.e., the total of the assigned criteria or weights must equal 100%). For example:
      1. Criterion 1 = 0.3
      2. Criterion 2 = 0.2
      3. Criterion 3 = 0.4
      4. Criterion 4 = 0.1
         Therefore, 0.3 + 0.2 + 0.4 + 0.1 = 1.0 or 100%
   3. Compare each solution to each criterion, and assign a numerical rating scale to each alternative. For example: 1 = the solution does not meet the criterion very well, and 5 = the solution does meet the criterion very well. 
   4. Evaluate and rate each solution against each criterion by multiplying the rating scale number by the weighted numerical criteria number. (e.g., the weighted criteria is 0.3 x 5 = 1.5. This is the criteria number 0.3 times the assigned alternative rating scale number of 5).
   5. Add the weighted values and calculate the final score for each of your proposed problem solutions.
   6. Select the alternative with the highest score.
   7. Refer to the following videos for additional guidance:
      1. Weighted RankingLinks to an external site.
      2. Criteria Rating Form, Weighted RankingLinks to an external site.
3. After completing the weighted matrix table with your ratings, calculations, and rankings, write 1-2 pages that include an explanation of these elements:
   1. Description of the weighted ranking process and its benefits.
   2. Justification for the criteria you used and why you weighted them the way you did.
   3. Other observations of the process (such as the difficulty in selecting criteria, whether this mathematical technique has benefits over non-numerical reasoning, and benefits/limitations of using this technique).

Part 2: Implementation Plan

1. Review the process and techniques for developing an implementation plan for your proposed solution to the workplace problem. You will document your implementation plan in a diagram called the Process Decision Program Chart (PDPC). 
2. Reflect on your individual problem for this course. Using a hierarchy template in the SmartArt feature of Microsoft Word, create a PDPC diagram illustrating the steps, action items, potential risks, and workarounds that will be encountered when implementing the solution to your problem. Keep the following points in mind in your PDPC work:
   1. The PDPC starts with your proposed best solution that you found in the weighted ranking exercise.
   2. The PDPC spells out steps or actions to take to implement the solution.
   3. The PDPC identifies risks and obstacles or “what if” scenarios that may occur in implementation of your solution.
   4. The PDPC spells out specific countermeasures or contingency plans to respond to the risks and obstacles, or the “what if” questions.
   5. The PDPC ends with the assessment, if stated countermeasures or contingency plans are probable or not (mark with x/o).
3. After completing the PDPC diagram, write 1-2 pages that describes the PDPC process and your results. Explain the following:
   1. What is the PDPC diagram, what role does it play in the problem-solving process, and what steps and actions will it take to get your solution actually working?
   2. What risks or challenges might you face as you try to implement the solution?
   3. What countermeasures can you put into place?

Organization of the Paper

Use the bold words as section headings:

• Introduction: Begin with a brief introduction and recap of the problem.
• Weighted Ranking: Next, include your 1-2 page explanation of the weighted-ranking process, followed by the weighted-ranking matrix table.
• Implementation: Next, include your 1-2 page explanation of the PDPC diagram and implementation steps, followed by the PDPC diagram.
• Conclusion: Write a 1-paragraph conclusion to the paper.

Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders

 Use at least 5 references

Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

• Consider what history would be necessary to collect from this patient.
• Consider what interview questions you would need to ask this patient.
• Identify at least three possible differential diagnoses for the patient. 

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

• Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? 
• Objective: What observations did you make during the psychiatric assessment?  
• Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
• Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

 Training Title 114 Name: Name: Ally Chen
Gender: female
Age: 44 years old
Background: Only child, raised by parents in Philadelphia, PA. Has PhD in biology and master’s degree in high school education (8–12). Her supervisor has asked the school EAP counselor to intervene with concerns regarding potential substance use in effort to facilitate getting her help and be able to retain her. She is divorced, has a 4-year-old son who lives with his father. Appetite healthy, sleeping 9 hours/24 hrs., wakes 2-3 times during the night. Denied drug use. had DUI when she was age 21.

00:00:15Ally (ph) Really, come on. I’m missing first period. And now you want me to be late for my second class. Can we do this during my third period break? 

00:00:25UNKNOWN I… I’m sorry, Ally(ph) but principal Michaels requested that you and I take some time this morning and talk. I… I know we worked together before right now, I’m going to have to put on my professional app. 

00:00:35Ally (ph) That’s ridiculous. Why? 

00:00:35UNKNOWN Well, maybe you can tell me why. 

00:00:40Ally (ph) I have a class waiting for me. 

00:00:45UNKNOWN Well, you been frequently late for your classes. In fact, let’s say uh… 22 days so far this year? 

00:00:50Ally (ph) It has not been 22 days. 

00:00:55UNKNOWN Yes, it has, something not right here at school or something not right at home. 

00:01:00Ally (ph) My personal life is fine. And personal. 

00:01:05UNKNOWN I know you haven’t changed addresses so it can’t be the traffic. 

00:01:10Ally (ph) Jesus. The History Department had a party last night a Darrel’s(ph). Why don’t you bring him in here and question him? 

00:01:20UNKNOWN So are you saying the Darrel’s(ph) party is the reason that you were late? That was last night? I don’t understand. 

00:01:25Ally (ph) Okay. Alcohol was served. We had a bit much to drink. Not just me. We’re adults here. And I mean, the… the school host of social hour on campus every month. 

00:01:40UNKNOWN So what are you saying? Are you saying that you were drunk? 

00:01:45Ally (ph) I drank, but no. 

00:01:45UNKNOWN Were you intoxicated enough that you passed out? 

00:01:50UNKNOWN I woke up and Darrel’s(ph) cash responding. And, and fuck him for not waking me. He came to school on time but let’s be there lying on the couch. 

00:02:00UNKNOWN Have you passed out other times? 

00:02:05Ally (ph) We have all passed out at times. I’m sure I’ve seen you drunk at those parties. 

00:02:10UNKNOWN Are you still feeling intoxicated this morning? 

00:02:15Ally (ph) No, Course not. 

00:02:15UNKNOWN Have you ever been drunk? While you were here teaching? 

00:02:20Ally (ph) No. 

00:02:20UNKNOWN I’m asking that because we’ve had complaints. 

00:02:25Ally (ph) Complaints from who? 

00:02:25UNKNOWN Students, parents. 

00:02:30Ally (ph) Well, bring him in. Let them tell that to my face because it’s totally not true. 

00:02:35UNKNOWN They’ve complained that at different times you came into class and then you ordered the kids to read from their textbook or you ordered the kids to copy notes from the board while you were sleeping with your head on the desk. 

00:02:45Ally (ph) You have to be kidding me. 

00:02:50UNKNOWN Several students and several parents have complained. 

00:02:55Ally (ph) Exactly who, Alexis? Do you know how many problems she’s created for the teachers at the school. 

00:03:00UNKNOWN But you were drinking last night. And it sounds like you drank enough that you passed out and had to sleep on Darrel’s(ph) couch? 

00:03:10Ally (ph) Yes. I mean, I did. 

00:03:15UNKNOWN So, is there something going on in your personal life? 

00:03:20Ally (ph) No. 

00:03:20UNKNOWN How’s Ryan? 

00:03:25Ally (ph) Ryan? First time I’ve known you to travel slow here. We split up before the school year started. Last summer. 

00:03:35UNKNOWN What happened? 

00:03:35Ally (ph) I’m really, really uncomfortable sharing anything about my relationships with you. 

00:03:45UNKNOWN Okay, that’s fair. That is your personal life. 

00:03:50Ally (ph) Is there any reason I just can’t walk out of this office right now? 

00:03:50UNKNOWN Well, I don’t know the specifics of what the Board of Education would decide if you don’t cooperate, but I’m guessing at something pretty serious. 

00:04:00Ally (ph) This is unbelievable. 

00:04:05UNKNOWN Wait, wait. Wait a minute. The administration asked me to speak with you. The school wants to work with you if you’ll cooperate. And as someone who really likes you. I am warning to understand. I’m hoping to help you. So just, okay, thank you. Good. Now, what’s going on? 

00:04:30Ally (ph) I don’t know. 

00:04:30UNKNOWN Okay. How much did you drink last night? 

00:04:35Ally (ph) Too much. 

00:04:35UNKNOWN How often do you drink too much? 

00:04:40Ally (ph) I don’t know. 

00:04:45UNKNOWN How much would you estimate that you drink in a typical week? 

00:04:50Ally (ph) Every night. 

00:04:50UNKNOWN Do you drink with friends, family, by yourself? 

00:04:55Ally (ph) Alone. Once in a while I’ll go to a bar with my friends or drink at school functions. Where I might add they do supply alcohol liberally. 

00:05:05UNKNOWN Yes. 

00:05:10Ally (ph) They’re removing our social hours to downtown. 

00:05:10UNKNOWN Do you go out and drink other than with friends? 

00:05:15Ally (ph) Occasionally. 

00:05:15UNKNOWN Do you drink alone at home? 

00:05:20Ally (ph) Few glasses of wine while a grade takes the edge off the day. 

00:05:25UNKNOWN Takes the edge off. 

00:05:30Ally (ph) Yes. The kids here are getting worse by the year. The teachers talk about it. We all know what’s going on. They become they just become more… more vicious, more mean. I’m talking about kids who have no hint of remorse, no empathy, no thoughtfulness for others. When was the last time you try teaching them? 

00:05:45UNKNOWN I have to admit it has been a while. 

00:05:50Ally (ph) Just last week, I caught Alexis filming me on her phone. I was bent over picking up trash a student through on the floor. It was not flattering. And you know what she did? 

00:06:00UNKNOWN No. 

00:06:05Ally (ph) Send it out to the whole grade adding a really obscene title. 

00:06:05UNKNOWN Was she punished? 

00:06:10Ally (ph) Do the kids here ever get punished? All she caught was a bucking set down with their neuter principal. And then her mom comes threaten Sue again and naturally our fearless leader backs down. Michaels humiliated me. Did the administration tell you that? 

00:06:25UNKNOWN No. 

00:06:30Ally (ph) Humiliated me. I work for a place that has no backbone, no spine. Who runs this place here? The students or the teachers. 

00:06:40UNKNOWN Sounds horrible. 

00:06:45Ally (ph) And it goes on day after day. Rich kids who have no respect while you struggle to teach. I’m trying to pay bills here. Pay uh… pay the gas, driving shitty car, pay off student loans. 

00:06:55UNKNOWN That does sound like a lot of stress. 

00:07:00Ally (ph) Sounds like. 

00:07:00UNKNOWN Do you like teaching? 

00:07:05Ally (ph) Once upon a time when it had meaning. 

00:07:05UNKNOWN What about now? 

00:07:10Ally (ph) We aren’t supported. 

00:07:15UNKNOWN Do you think all of this stress is contributing to your drinking? 

00:07:15Ally (ph) Of course it is. 

00:07:20UNKNOWN Do you drink during the day? 

00:07:20Ally (ph) No, no, absolutely not. 

00:07:25UNKNOWN When you do drink, how much do you drink? 

00:07:25Ally (ph) Enough. 

00:07:30UNKNOWN Enough to pass out? 

00:07:30Ally (ph) If I’m lucky. 

00:07:35UNKNOWN How much do you have to drink to get that feeling of being intoxicated? 

00:07:40Ally (ph) Five or six glasses of wine, a couple of mixed drinks. 

00:07:45UNKNOWN Do you think that’s more than it takes most people to get intoxicated? 

00:07:50Ally (ph) I don’t know, but… but I can. 

00:07:50UNKNOWN So, so do you think alcohol affects your body differently than it affects your friends? 

00:07:55Ally (ph) Yes, alcohol affects. Yes. 

00:08:00UNKNOWN Do you drink more than your friends and the other teachers? 

00:08:05Ally (ph) I… I drink, but… but you’re not understanding it, it affects me differently. 

00:08:15UNKNOWN Has it prevented you from doing things or interfered with relationships? 

00:08:25Ally (ph) Are you specifically talking about Ryan here? 

00:08:25UNKNOWN Yeah. 

00:08:30Ally (ph) Okay, Ryan did not leave me because I drink. 

00:08:30UNKNOWN Okay. 

00:08:35Ally (ph) I’m seeing someone new. We weren’t even together for a year. 

00:08:35UNKNOWN Is drinking wine, beer, other alcoholic drinks in the evenings. Is that something new for you? Or was that something typical than your past? 

00:08:50Ally (ph) No. Look, my father was an alcoholic growing up. When I was really little he drank. He got into AA and got sober. Mom was very supportive of him, but extremely strict with us in drinking. 

00:09:10UNKNOWN How did you feel about her being so strict with alcohol? 

00:09:15Ally (ph) As a teenager it sucked. I went out with my friends I got drunk. And then freshman year was a huge vendor. Eventually I just I mellowed out. 

00:09:25UNKNOWN And after college? 

00:09:25Ally (ph) In grad school I drank here and there but not much. 

00:09:30UNKNOWN Do you think your alcohol intake is less that when you were in college or is it gone the other way? Has it increased recently? 

00:09:40[sil.] 

00:09:50Ally (ph) More. 

00:09:55END TRANSCRIPT 

 

Important

Informal blogs, internet posts and websites that are not part of a scholarly review process. This includes popular hospital websites (such as MayoClinic.org), Patient facing websites with information designed for the patient, not the provider (such as WebMD, Healthline and MedicineNet, among many others), and UptoDate.com. Information should not be utilized from UptoDate.com since all information is a synthesis of the most up to date literature available. If you wish to use information from UpToDate, use the original sources, not the UpToDate website.

 Another student’s work. Regardless of where it is obtained, the use of another student’s written work is never appropriate. This includes use of another student’s work as a “reference”, or exemplar assignment. Templates and examples are often provided in the classroom. If they are not and you would like one, please request this from your instructor.

 

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeCreate documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. In the Subjective section, provide: • Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS	20 to >17.0 pts Excellent The response throughly and accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. 17 to >15.0 pts Good The response accurately describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. 15 to >13.0 pts Fair The response describes the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies. 13 to >0 pts Poor The response provides an incomplete or inaccurate description of the patient’s subjective complaint, history of present illness, past psychiatric history, medication trials and current medications, psychotherapy or previous psychiatric diagnosis, pertinent histories, allergies, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing.	20 pts
This criterion is linked to a Learning OutcomeIn the Objective section, provide:• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.	20 to >17.0 pts Excellent The response thoroughly and accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented. 17 to >15.0 pts Good The response accurately documents the patient’s physical exam for pertinent systems. Diagnostic tests and their results are accurately documented. 15 to >13.0 pts Fair Documentation of the patient’s physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies. 13 to >0 pts Poor The response provides incomplete or inaccurate documentation of the patient’s physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing.	20 pts
This criterion is linked to a Learning OutcomeIn the Assessment section, provide:• Results of the mental status examination, presented in paragraph form.• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.	25 to >22.0 pts Excellent The response thoroughly and accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides a thorough, accurate, and detailed justification for each of the disorders selected. 22 to >19.0 pts Good The response accurately documents the results of the mental status exam…. Response lists at least three distinctly different and detailed possible disorders in order of priority for a differential diagnosis of the patient in the assigned case study, and it provides an accurate justification for each of the disorders selected. 19 to >17.0 pts Fair The response documents the results of the mental status exam with some vagueness or innacuracy…. Response lists at least three different possible disorders for a differential diagnosis of the patient and provides a justification for each, but may contain some vaguess or innacuracy. 17 to >0 pts Poor The response provides an incomplete or inaccurate description of the results of the mental status exam and explanation of the differential diagnoses. Or, assessment documentation is missing.	25 pts
This criterion is linked to a Learning OutcomeReflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).	10 to >8.0 pts Excellent Reflections are thorough, thoughtful, and demonstrate critical thinking. 8 to >7.0 pts Good Reflections demonstrate critical thinking. 7 to >6.0 pts Fair Reflections are somewhat general or do not demonstrate critical thinking. 6 to >0 pts Poor Reflections are incomplete, inaccurate, or missing.	10 pts
This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).	15 to >13.0 pts Excellent The response provides at least three current, evidence-based resources from the literature to support the assessment and diagnosis of the patient in the assigned case study. The resources reflect the latest clinical guidelines and provide strong justification for decision making. 13 to >11.0 pts Good The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. 11 to >10.0 pts Fair Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification. 10 to >0 pts Poor Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.	15 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph development and organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 to >4.0 pts Excellent A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. …Paragraphs and sentences follow writing standards for flow, continuity, and clarity. 4 to >3.5 pts Good Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. …Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. 3.5 to >3.0 pts Fair Purpose, introduction, and conclusion of the assignment is vague or off topic. … Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time. 3 to >0 pts Poor No purpose statement, introduction, or conclusion were provided. … Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and punctuation	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors 4 to >3.0 pts Good Contains a few (one or two) grammar, spelling, and punctuation errors 3 to >2.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors 2 to >0 pts Poor Contains many (≥ five) grammar, spelling, and punctuation errors that interfere with the reader’s understanding	5 pts
Total Points: 100

 

For these assignments, you will take on the role of a consultant for a government agency. Your consulting firm has been asked by the agency
to conduct research, compile a report, and provide recommendations for improvement of their personnel management system. The first role
of the consultant is to become familiar with the agency and its departments. You will develop the assignment in four parts, submitting each to
your supervisor (your professor) who will review and grade your efforts.
• Week 3: Rationale and Analysis for Agency Selected.
• Week 5: Evaluation of Agency’s Public Personnel Administration.
• Week 7: Agency’s Law and Ethics of Hiring a Diverse Workforce.
• Week 10: Analysis of the Agency’s Policies, Procedures, and Plans – Unions, Privatization, Pensions, and Productivity.
Selecting an Agency
The agency you select in this first assignment must be used for all remaining assignments. Before selecting your agency, review the directions
for each of the assignments and perform some initial research to ensure you can find adequate information online to address the
requirements for each of the assignments.
Explore one federal agency. You may select one from the list below or choose your own.
Suggested agencies:
• Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF).
• Department of Agriculture (USDA).
• Department of Education (ED).

• Department of Education (ED).
• Department of Energy (DOE).
• Department of Homeland Security (DHS).
• Department of Justice (DOJ).
• Department of Transportation (USDOT).
• Drug Enforcement Administration (DEA).
• Federal Bureau of Investigation (FBI).
• Federal Communications Commission (FCC).
• Food and Drug Administration (FDA).
• National Aeronautics and Space Administration (NASA).
• Social Security Administration (SSA).
Instructions
1. Select a federal agency.
2. Research the literature regarding issues that involve the selected agency and public administration in general.
3. Write a 3-4 page paper, titled “Rationale and Analysis for Agency Selected.” Complete the following:
• Provide background information about the agency’s key historical events, mission, and goals/objectives (title this section
“Introduction”).
• Describe at least three functions of this agency, highlighting the public it serves (title this section “Agency Functions”).
• Analyze at least two current events involving the agency that might have implications for personnel management (title this section
“Agency News”).
• Explain your rationale for selecting this agency with at least two justifiable reasons (title this section “Rationale for Selecting Agency”).

L°J
1. Select a federal agency.
2. Research the literature regarding issues that involve the selected agency and public administration in general.
3. Write a 3-4 page paper, titled “Rationale and Analysis for Agency Selected.” Complete the following:
• Provide background information about the agency’s key historical events, mission, and goals/objectives (title this section
“Introduction”).
• Describe at least three functions of this agency, highlighting the public it serves (title this section “Agency Functions”).
• Analyze at least two current events involving the agency that might have implications for personnel management (title this section
“Agency News*).
• Explain your rationale for selecting this agency with at least two justifiable reasons (title this section “Rationale for Selecting Agency”).
• Appropriately incorporate at least four quality (credible, relevant, and appropriate) sources. A quality source can be either popular, such
as a news article, or scholarly, such as peer-reviewed works. In the case of public administration, government websites are appropriate
quality resources. Note: Wikipedia, SparkNotes, and similar websites do not qualify as academic resources. Use the Strayer University.
Online Library to conduct research.
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and
formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The course learning outcome associated with this assignment is:
• Analyze the key historical, legislative, and ethical dimensions of public personnel management within a federal or state agency.

Public Health Legislation Paper

Write a minimum five-page paper (not including title, references) that reflect knowledge and understanding gained in your coursework. It is in essence, a type of policy analysis. Although this is an APA paper, an abstract is NOT required.

Identify a legislation (passed in the United States) that has had a significant impact on the burden and distribution of disease, injury, and affects health disparities.

• Leg Paper description outline & sources: Review to do well on paper
• Policy Impact Sample Paper 1
• Policy Impact Sample Paper 2
• CDC Public Health Professionals Gateway-Public Health Law website – excellent resource to research for policy
• Legislative APA help

Print should be 12-point font (Times New Roman or Arial), with margins of one (1) inch on all four sides. All papers submitted must have APA formatting. The written assignments must reflect college-level writing and thinking.