Infectious Diseases and Viruses

question

1- What does the term ‘germs’ usually refer to? 
2- What do all germs have in common? 
3- Define the term ‘modes of transmission’ and give an example. 
4- What is a major disadvantage to a virus, if it replicates too much, too quickly? 
5- If there’s too little of a virus, what is a disadvantage (to the virus) if you don’t experience any symptoms? 
6- List the characteristics of a successful virus. 
7- What does the trade-off hypothesis predict for rhinovirus? 
8- Why does the malaria virus do not require a mobile host? 
9- What can we do to minimize the harmfulness of infectious diseases?
Answer
1. Introduction to Germs
It is highly improbable that a person of adult age could have lived in a household in a semi-sterile environment or worked in an industry which has top-notch cleanliness. Even though people may not be able to visualize germs, mold, and other biohazardous agents, they are always aware of the precautionary methods and practices which aim to bound these unwanted visitors from the realm of clean indoor living or working space. Whether it is teaching children to wash their hands before meals or, in some cases, after, using antibacterial soaps and lotions or spraying down kitchen and bathroom surfaces with chemical disinfectants, people are fighting a seemingly never-ending battle to rid our living spaces of germs. With the recent outbreak of diseases such as SARS, H1N1 virus, and increasingly high numbers of food poisoning cases, it is becoming more important to have a comprehensive understanding of what a germ is and its role as a causative agent of disease. The infamous people of the pre-germ theory era conducted acts such as opening the abdominal cavities of the deceased using bare hands and with no more protection than a blood-stained apron, to cutting the utensils and items used in surgery and not washing them, have an extreme appreciation of what a germ is and the effect of its presence.
1.1. Definition of ‘Germs’
Enough to be seen with the unaided eye. We will call these invisible living beings germs. This definition includes bacteria, fungi, various parasites, and viruses. Germs are limited by being too small to see without a microscope. Bacteria are made up of only one cell, but they are all around us and on us and even in us. Fungi are multi-celled plant-like organisms (such as mushrooms) that also include single-celled species (such as yeasts) and are also found everywhere, often in the form of mold. Many parasites are large enough to be seen. For example, worms are parasites. But this definition includes some parasites that are too small to be seen, such as the ones that cause malaria, which are single-celled organisms called plasmodia. The only exception to this definition is viruses, which are smaller than the smallest cells. While not all viruses are germs in the usual sense, this definition includes them because they are the cause of very many infectious diseases, and they are the only living organisms whose natural state is to exist only inside cells. Viruses are difficult to classify as microorganisms, as they are not truly alive. But they are invariably disease-causing, and this is the key attribute to germs in the context of infectious diseases.
1.2. Common Types of Germs
Viruses are small capsules containing genetic material. They are parasites in other organisms, including people, causing a range of diseases. The common cold, influenza, and warts are all caused by viruses. A virus can only reproduce within the cells of the host it invades, as it reprograms the cell to produce the components necessary for its replication. In most cases, viruses damage or kill the cells, then lie dormant for a period of time before reappearing, causing extensive long-term damage. The cell damage and the immune system’s response to the infection cause the symptoms of viral diseases. The immune system usually eliminates the virus from the body, and the infection is resolved. However, in some cases, such as HIV and Epstein-Barr, the virus evades the immune system, and the infection becomes chronic. Antiviral drugs are selective for viruses in that they can impair virus replication without harming normal host cells. However, due to the difficulty in targeting the viruses and not the host cells, these drugs often have limited effectiveness.
Bacteria are tiny, one-celled creatures that get nutrients from their environments in order to live. In some cases, that environment is a human body. Some bacteria actually cause disease, while others are helpful and even necessary to good health. Lactobacillus bulgaricus, for example, lives in the intestines and helps digest food. The bacteria in yogurt is probably the most known example of Lactobacillus bulgaricus. A few bacteria, such as the mycobacteria, are not harmful in general but can cause disease in a person whose immune system is not working properly. For example, Mycobacterium avium-intracellulare can cause a serious disease. More information is available on this in the Immune System and Disorders Article. Bacteria can cause many types of infections varying in severity. Infections occur as the bacteria try to make the body an environment more suitable for them to live in, reproducing and furthering their harmful effects. In infecting the body, bacteria can damage cells or interfere with cell function. They may release toxins which can damage the whole body. This then becomes a generalized infection. Symptoms of infection can vary but often include inflammation, fever, and fatigue. Bacterial infections are usually treated with antibiotics, which are chemicals designed to destroy or weaken the bacteria. High-level or broad-spectrum antibiotics are effective against a wide range of bacteria, and low-level antibiotics are often used to keep certain bacteria at bay. Amoxicillin use for prevention of Urinary Tract infections is an example of this. Antibiotics seldom have no effect on symptoms since they may cause removal of the bacteria and toxins that have caused damage or particular symptoms. Antibiotics have had a major impact on the length and severity of bacterial infections and on general public health.
Many people are familiar with the term “germs” referring to the tiny, microscopic organisms that cause disease. Until the invention of the microscope, scientists did not realize that germs existed, and people thought that disease was caused by bad air, spirits, a punishment from a god or simply fate. However, we now know that 4 main types of germs cause infectious disease. These are bacteria, viruses, fungi, and protozoa. Each of these types has its own structure, behaviors, and effects on the human body.
1.3. Role of Germs in Infectious Diseases
The organisms explained in the previous sections cause disease because they circle the primary location of the infectious organism that multiplies and causes trouble for the host. Now, disease is essentially a battle between two invasive organisms: the germ and the human. Disease occurs when the germ is successful in the battle with the human. The severity of that battle is what determines the severity of the disease. They are successful at causing disease when there is a portal of entry available to them. They are able to attach to the cells, grow and multiply, remain undetected by the immune system, and then cause damage to the cells and tissues. Germs in general are very adaptable, and that is why they are very successful at causing disease. Unfortunately, not all new strategies for the germ are successful in overcoming the immune system and resulting in disease. An example of this is the common cold, where there are over 200 different viruses that cause cold-like symptoms. Usually, it is insufficient in overcoming the immune system to cause serious illness, and symptoms of disease are only mild. This is known as colonization of the host, and many common diseases are simply a result of the germ trying to colonize and the battle between the germ and human causing only mild disease.
2. Common Characteristics of Germs
2.1. Key Features of Germs
2.2. Similarities Among Different Types of Germs
2.3. Importance of Understanding Germs’ Commonalities
3. Modes of Transmission
3.1. Definition of ‘Modes of Transmission’
3.2. Examples of Different Modes of Transmission
3.3. Significance of Understanding Transmission Methods
4. Viral Replication and Disadvantages
4.1. Consequences of Excessive Virus Replication
4.2. Negative Impact of Rapid Virus Replication
4.3. Effects of Overabundance on Virus Survival
5. Implications of Low Virus Levels
5.1. Disadvantages of Insufficient Virus Presence
5.2. Lack of Symptoms and Virus Survival
5.3. Importance of Detecting Low Virus Levels
6. Characteristics of Successful Viruses
6.1. Traits of Highly Effective Viruses
6.2. Factors Contributing to Virus Success
6.3. Understanding Successful Virus Traits
7. Trade-Off Hypothesis for Rhinovirus
7.1. Predictions Based on the Trade-Off Hypothesis
7.2. Implications for Rhinovirus Survival
7.3. Analyzing the Trade-Off Hypothesis in Rhinovirus
8. Malaria Virus and Host Mobility
8.1. Factors Influencing Malaria Virus Transmission
8.2. Lack of Mobile Host Requirement in Malaria Virus
8.3. Understanding Malaria Virus Transmission Mechanisms
9. Minimizing Harmfulness of Infectious Diseases
9.1. Strategies for Controlling Infectious Diseases
9.2. Importance of Preventive Measures
9.3. Promoting Public Health Initiatives

Influence of Culture on Cross-Border M&A Activity

QUESTION
How does culture influence cross-border M&A activity? Illustrate this relationship using examples, either real (even anecdotal if you have any) or conceptual. How do similar and dissimilar cultures affect pre- and post-merger performance?
ANSWER
1. Introduction
Organizational culture will not be the main focus of the study since its impact on M&A activity has been studied in depth in management literature. A holistic case study of the merger between the German company Daimler-Benz and US firm Chrysler will be used since this is considered a classic example of clash of national cultures. The inductive methodology used in the Daimler-Chrysler case will be initially used in the attempt to separate national culture from organizational culture and study its direct impact on M&A activity. Any findings and conclusions drawn from this case study will be initially tested against any theory provided in management literature. The aim in the end is to possibly come up with a new model explaining the impact of culture on M&A activity, which will be a useful framework for managers in the future.
In this research paper, the focus will be on studying the importance of culture in M&A activity. The objective of the paper is to separate the impact of national culture from organizational culture on M&A activity. The distinction between the two is important since national culture is considered an unmanageable force a firm encounters when it operates in a foreign environment, while organizational culture is a manageable force the firm can manipulate in order to coordinate and integrate activities when working with a potential partner.
Globalization has led to ever-increasing business activity across national borders. This has fueled the pace of cross-border mergers and acquisitions (M&A) in today’s global economy. Culture has been identified as a critical factor which has a significant impact on the outcome of international business activity. Cross-border M&A is an activity that takes place when a company from one country merges or takes over the assets of a company in another country.
1.1 Importance of Culture in Cross-Border M&A
Despite the prevalence of literature regarding the role culture plays in business, in particular cross-border mergers and acquisitions (M&A), it remains a relatively unexplored and underestimated factor in comparison to other theoretical lenses such as synergy or agency theory. It is widely recognized that national cultural differences are to be found in the differing thoughts, actions, assumptions, and a range of behavioral and material artifacts (Hofstede, 2002); all of which are key components of a society. That said, the fragmented and multidisciplinary nature of cultural theory development to date, it has yet to be fully integrated into M&A research and practice. However, there are various instances within the literature that infer assumptions to the effects of culture on M&A. For example, it is often cited as a reason for failure (Cartwright and Cooper, 1992), a costly barrier to be overcome during post-merger integration (Haspeslagh and Jemison, 1991), or a factor that should be included in the pre-acquisition screening process (Prahalad and Doz, 1987). While these examples bestow importance, it is not sufficient evidence to unequivocally prove it as a critical factor in M&A, and to date there is no defined framework or model that seeks to understand culture with respect to an entire M&A process. This is not to say cultural impact is always negative; a recent study by Stahl and Voigt (2008) identified that high cultural differences between two companies could lead to a lesser likelihood of bidder overpayment in an acquisition deal. However, the context of this result was within financial terms rather than the long-term integration process, and as aforementioned, this is not a widely explored area. With this considered, on the basis that culture is a central aspect of national identity, it can be viewed as a key and relevant aspect to any process involving two differing nations or organizations. This does not necessarily imply that any M&A between two differing national organizations will be heavily influenced by culture, for culture is a very broad and subjective concept, and there are varying levels of cross-border M&A; hence, the theory suggests that cultural impact will vary depending on the circumstance.
1.2 Objectives of the Study
The primary goal of this project is trying to figure out the impact of national and organisational culture on cross-border mergers and acquisitions, in the hope that better understanding of the influence of culture can help in avoiding some of the obvious pitfalls, and lead to successful integration which is the ultimate mark of a successful M&A activity. As this is an exploratory study, no hypothesis is put forward as it seeks to find new insights and information in the hope of forming a new theory. This has led to much of the research being in a more qualitative manner, although many questions do lend themselves to quantitative analysis. Measures of national culture provide a good base to look at the cultural issues, and matched-pair studies of companies involved in M&A activity can give good indications of the influence of culture on M&A and what actually occurs during the process. By looking at the level and nature of the increased M&A activity in the last 15 years, from the standpoints of both acquiring company and target firms, insights can be gained as to why the increase in M&A activity has led to mixed results, and how culture may be a key factor regarding this. Being an exploratory study, no specific culture dimension or issue is singled out, rather it looks at broad overall influence that culture may have at the national and organisational levels. A literature review is done on the failures and success stories of M&A activity, and there have been many case studies that offer comparisons such as two companies of different nationalities, one which has succeeded in M&A activity and one which has not. This provides much insightful data for the matched-pair studies and goes towards meeting the goals of this research.
1.3 Methodology
Another belief is that the culture of a society can be described by the values and norms present (Tayeb, 2000). Although it is possible to measure culture directly with various means, indirect measurement is probably the most effective, possibly using a society’s political or legal systems as a function of the culture it represents. Due to the breadth of values, norms, and the multi-level nature of culture, measuring the exact effects of culture on M&A activity is problematic and has only been extensively attempted by the very biggest firms in simulated training exercises. This encompasses a number of variables that would be best done by multiple means and at various levels, to provide a comprehensive understanding of the various issues involved. This too is evident throughout the research, as nearly all the micro-level events that created problems during M&A could always be related back to a difference of values or norms.
The research’s underpinning philosophy is the belief that culture affects behavior. This belief was supported by Yalcintas (1981), Guy and Beddow (1983), and Seth (1986). Yalcintas suggested that M&As were of an international nature and therefore present many problems in terms of differences in national policies, mentalities, and ways of doing business. Guy and Beddow and Seth also suggested that the variables of nationality and culture were of major import in M&A activity and provide one of the better frameworks within which to understand M&A behavior (Guy and Beddow, 1983; Seth, 1986 cited in Cartwright and Cooper, 1993). This belief was held throughout the EFA and case study and remained evident in the various responses received during the research, and some of the contradictions and practical problems that were found; each of which was possible to explain by cross-cultural differences. If we consider Schneider and Barsoux’s argument that cultural variation causes different mental programming, which creates ambiguity in cross-cultural encounters (Schneider and Barsoux, 1997), i.e. different behavioral patterns and an expectancy of behavior between parties in the M&A, the importance of effects of national factors and culture in M&A become more transparent.
II. Essay Summary
2. Theoretical Framework
2.1 Definition of Culture
2.2 Cultural Dimensions
2.2.1 Power Distance
2.2.2 Individualism vs. Collectivism
2.2.3 Masculinity vs. Femininity
2.2.4 Uncertainty Avoidance
2.2.5 Long-Term Orientation
3. Cultural Influence on Pre-Merger Performance
3.1 Cultural Due Diligence
3.2 Cultural Compatibility Assessment
3.3 Communication and Integration Challenges
3.4 Leadership and Decision-Making Styles
3.5 Employee Motivation and Engagement
4. Cultural Influence on Post-Merger Performance
4.1 Organizational Culture Alignment
4.2 Change Management Strategies
4.3 Employee Retention and Talent Management
4.4 Knowledge Transfer and Learning
4.5 Performance Measurement and Control Systems
5. Case Studies
5.1 Cross-Border M&A Success Stories
5.2 Cross-Border M&A Failures
5.3 Lessons Learned
6. Conclusion
6.1 Summary of Findings
6.2 Implications for Cross-Border M&A Practitioners
6.3 Recommendations for Future Research

Investment Risk and Return Analysis

Questions
What is the Expected Rate of Return on an investment and what does it tell us about the probability of the risk involved with a particular investment?
In terms of risk, what are the advantages (and/or disadvantages) of a well-diversified portfolio?
Investments are based on the belief that the rate of return justifies or compensates the investor for the risk associated with that particular investment. The risk associated with this investment is associated with the chance that a loss will be incurred. Or, to put it another way, the greater the chance of a loss the riskier the investment. Therefore, some statistical measures of the risk involved with an investment are necessary before the investment is made.

Answers
1. Introduction
The risk and return analysis is a part of the standard investment decision-making process. It is a process in which we compare the expected returns of an investment with the risk associated with it. The general rule for any investor is that the higher the risk of an investment, the higher the expected return. This rule is critical to the decision-making process as the main objective for any investor is to maximize the return on their investment and minimize potential losses. Risk is a measurable possibility of losing or not gaining value. Whereas, return is the reward for taking the risk. Both of them have the same connotation throughout this chapter as in the higher risk or low-risk investment and its effect on the investment’s potential return. Often investors are not concerned with the risk of an investment in its entirety but more the risk of a poor outcome. In this case, the poor outcome would occur when the actual return on an investment is less than what was expected. A poor outcome may have various implications, for example, an individual expecting to finance his retirement with an investment in stocks might consider a poor outcome to be an investment value less than the financing of a comfortable retirement. A main element in the process of risk and return analysis is determining which investment decisions affect the certainty of expected future cash flows. This is because the analysis aims to compare the expected returns with the risk and if there are no changes to the expected returns of an investment then the risk has no impact. This is unlikely to be the case, for example, currency fluctuations and changes in economic conditions can all affect the expected return on an investment. Therefore a decision by the investor to hold onto the investment, invest in it more or take money out of it should be considered as an investment decision that affects the future cash flows and should be included in the analysis. A decision to include it in the analysis may result in the investment in question showing various rates of return and have a different risk. This decision is known as a marginal decision and the analysis of it using the marginal expected return and the marginal rate of time preference is an important aspect of the general risk and return analysis.
1.1 What is the Expected Rate of Return?
The expected rate of return often represents the mean of a distribution of all possible results and is often a probability-weighted calculation influencing the probability that a certain rate of return will happen. This does not have to represent an actual return at all and could be a guess. For example, an investment in the shares of a relatively new and small company with a chance to take a stake in the market of a big industry leader by a takeover of a likely inflated share price could have an expected return, considering the probability of this happening, of say 20% higher than the market, despite only being issued a dividend rate based on the shares.
The expected rate of return is a crucial concept in investment due to the fact that it measures the profitability of an investment or a business. By totaling up the expected earnings from a provided investment over its whole life, then reducing that figure by the original investment, we get the net profit. But in order to determine the profit and the risk of the investment, we need a way of comparing it with other investments of similar magnitude. This is where the expected rate of return is beneficial. By determining the rate of return, we can compare an investment to others to see if it is more or less profitable. And by using the return and risk as a single measure, we can compare to see which is more or less preferable. This is valuable to individuals and businesses, and certainly to financial and investment groups, such as corporate investors and pension funds.
1.2 Understanding the Risk-Return Tradeoff
The concept of risk is intuitively understood. An investor would prefer to receive a higher future payment with certainty than a lower one or one that may or may not eventuate. Probability of distribution of possible future returns is a determinant of the risk involved. Every investment has a possible range of future outcomes to the investor, some more certain than others. A US Treasury bill is regarded as a nearly risk-free investment because the borrowing of current funds by the government issued any no direct value to the bill holder so the bill can be repaid by any future revenue. However, bonds on the other hand are not as certain in terms of a return as stock it is also an uncertain investment. An example would be General Motors buying back many of its bonds prior to maturity and thus avoiding the interest and the principal repayment because of their uncertain financial position in relation to the bond issue. GM may be willing to buy the bond back at a higher price than it issued it for in which case there would be capital gains to the bond holder. So the bond has still uncertain future outcome for GM and the bond holder.
Investment can be broken down into financial and real investment. Using the tuition fee example, it is a real investment as it is an outlay that is expected to produce future benefits (a higher paying job). Financial investment on the other hand is the purchase of a financial asset e.g. a stock or share with the expectations of future income which will be spent on consumption. Whether you are buying stocks or paying tuition fees both can be considered taking a risk as there is always the chance of receiving all or some of the money paid back in the future. Foregone earnings on an investment have the same value as the income that could have been obtained from the job or unemployment requires no spending of the earnings so it is effectively saving the amount of the job and not earning any more than that amount.
An investment is the current commitment of dollars for a period of time in order to derive future payments that will compensate the investor for: (1) the time the funds are committed to the investment and (2) bearing uncertainty about the future size of those payments. There are two types of investment. You are considered to be an investor if you put aside £20 of your weekly income. Your £20 can be looked upon as capital to be invested in a financial or a real asset. However, not all capital expenditure will be considered an investment from an economic perspective. An economics student paying tuition fees can be effectively thought of as investing in themselves but the payment is not included in investment.
2. Risk Measures in Investment Analysis
2.1 Standard Deviation as a Risk Indicator
2.2 Beta Coefficient and Systematic Risk
2.3 Sharpe Ratio and Risk-Adjusted Return
3. Evaluating Investment Risk
3.1 Advantages of a Well-Diversified Portfolio
3.1.1 Spreading Risk Across Different Assets
3.1.2 Reducing Unsystematic Risk
3.1.3 Potential for Stable Returns
3.2 Disadvantages of a Well-Diversified Portfolio
3.2.1 Lower Potential for High Returns
3.2.2 Limited Exposure to Individual Asset Performance
3.2.3 Potential for Lower Market Timing Opportunities
4. Quantifying Risk in Investments
4.1 Risk-Adjusted Return Measures
4.1.1 Treynor Ratio and Portfolio Performance
4.1.2 Jensen’s Alpha and Manager’s Skill
4.1.3 Information Ratio and Active Management
4.2 Value at Risk (VaR) and Downside Risk Analysis
4.2.1 Estimating Potential Losses
4.2.2 Assessing Tail Risk
4.2.3 Portfolio Optimization and Risk Control
5. Conclusion

Learning Theories and Principles for Advanced Practice Nurses

Question
Which learning theories and principles do you think are most useful to the advanced practice nurse (APN) in providing high quality health care to clients, and why?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 8 points.

Answer
1. Introduction
The aim of this book is to trace the history of and examine the effectiveness of specific theories and principles for learning. As the first step in our research, a review of the literature on teaching and learning was conducted to understand the full scope of APN’s role as an educator. Much of the research on teaching and learning in advanced practice has been conducted on medical residents and physicians, so we have included literature from the medical field when the education context is pertinent. A small portion of the literature reviewed was found to be specific to advanced practice nursing education, and even less specifically related to nurse practitioner education. Therefore, some literature pertaining to undergraduate nursing and APN relevant clinical teaching was included as principles of learning are often transferable to different educational audiences. Kahn and Nauta state that often times health care providers must act as educators to bring about changes in patient behavior and clinical outcomes. As such, it is important for APNs to not only understand how adults learn but to have a thorough understanding of the teaching-learning process and be competent in specific educational strategies if they are to bring about changes in patient outcomes. This increasing focus on nurse practitioner-led patient education and sustained behavior change led us to include educational literature of learning theories and teaching strategies. Finally, we wanted to learn from the medical education community and other health professions about what has been effective in teaching and learning to apply similar strategies for educators in advanced practice nursing. This information was then used to narrow the scope of our study to select theories and principles that have the most impact and are most applicable to nurse practitioner education. Steps in theory development and testing have been integrated in the examination of specific theories.
1.1 Importance of Learning Theories and Principles for APNs
Learning theories can provide strategies to manage information and critically appraise which resources will be beneficial to their own learning and ultimately improve patient care. Finally, in understanding learning theory, the APN can enhance their own educational role. With the growth of nursing graduate programs, an increasing number of APNs are now in the position to educate future nurses. Knowledge of learning theories, curriculum design, and teaching strategies are critical to this role and fundamental if the educator is to develop competent practitioners who will improve patient care.
Knowledge of learning theory will provide scaffolding to assess individual patients’ learning needs, create an environment that is conducive to learning, build patient motivation, and implement effective teaching strategies. In addition to patient education, learning theory can guide the APN in their own learning. With the rapid expansion of new medical knowledge and virtual explosion of information resources, it is becoming increasingly important for APNs to be lifelong learners.
Knowledge and understanding of learning theories are critical for the APN as it provides the foundation for the strategies and techniques that can be employed to facilitate learning. With diagnoses being more complex, care delivery more diverse, and patient education a common practice, it is imperative that APNs have the skills to enable patients to learn and change behaviors in the healthcare setting.
Descriptive theories describe learning, teaching, and development and are the most concrete of the three. Therefore, they are easier to test through assessment. Prescriptive theories provide strategies or interventions to bring about change in a prescribed direction and have a good chance of being tested. Explanatory theories are so complex that it is uncertain as to whether or not they can be tested (B. Young, 1998).
Learning is an experience of obtaining new knowledge or developing existing knowledge, skills, and abilities and is vital to advanced practice nursing (APN) educational paradigms. Various learning theories attempt to explain this complex phenomenon. There are numerous classifications of learning theories. However, for the purpose of this discussion, the focus will be on three main types: descriptive, prescriptive, and explanatory.
1.2 Purpose of the Study
This research was designed to provide a framework for applying educational theory to an educational program for advanced practice nurses (APNs). Administration of health care is changing dramatically as a result of shifts in demography and policy. This climate requires development of innovative educational programs designed to prepare APNs for new roles in delivering health care to the public. In the last several decades, education has moved from the idea that teaching is simply content delivery to an understanding that learners need to be active participants in the learning process (Knowles, 1980; Eraut, 2000). This change has led to the development of a number of theories to guide the design of learning environments and activities. However, many educators are not familiar with these theories and have difficulty translating them into practice. At the same time, there has been an explosion in research and theory development in the field of nursing education, much of which parallels educational theory outside the discipline. Yet, much of this knowledge has not been consolidated or organized into a framework that is useful for curriculum development. Learning theories and principles are the building blocks for models of effective instruction. We propose that a better understanding of learning theories and principles can help educators develop an innovative curriculum to prepare APNs for complex health care roles in today’s society.
2. Behaviorism
2.1 Classical Conditioning
2.2 Operant Conditioning
2.3 Observational Learning
3. Cognitive Theory
3.1 Information Processing
3.2 Schema Theory
3.3 Problem-Based Learning
4. Social Learning Theory
4.1 Vicarious Learning
4.2 Self-Efficacy
4.3 Modeling
5. Constructivism
5.1 Experiential Learning
5.2 Inquiry-Based Learning
5.3 Collaborative Learning
6. Humanistic Theory
6.1 Maslow’s Hierarchy of Needs
6.2 Person-Centered Care
6.3 Motivation and Self-Determination
7. Adult Learning Theory
7.1 Andragogy
7.2 Self-Directed Learning
7.3 Transformative Learning
8. Application of Learning Theories in APN Practice
8.1 Enhancing Patient Education
8.2 Improving Clinical Decision-Making
8.3 Promoting Evidence-Based Practice

Management and Governance: Ownership and Control, Board Structure and Firm’s Interactions with the Markets PNC Bank

QUESTION
Management and Governance: Ownership and control, board structure and firm’s interactions with the markets PNC BANK
ANSWER
1. Ownership and Control
PNC is a public company and its shareholders have the right to vote on many major decisions affecting the firm. Under the PNC Investor Profile on Yahoo Finance, it is indicated that shareholders have the right to vote on major decisions such as mergers and acquisitions, election of directors, and changes to the company’s charter. With the recent acquisition of National City Corporation, this will be an important time for PNC to maintain shareholder approval for any future decisions. As the right to vote is useless unless it affects an outcome, absolute voting rights are the best situation for the effective use of ownership as a control mechanism. In the case of dual-class stock, the class of stock with superior voting rights has better control than cash flow rights in the same number of shares. This is relevant to PNC as the recent acquisition of National City Corporation has resulted in PNC having issued non-cumulative perpetual preferred shares series B with a liquidation value of $3.7 billion, which carries a higher vote entitlement than common shares. Changes to the company’s charter may dilute voting value and shareholders may protect themselves against this by buying and selling different classes of shares. Measures such as these to protect voting rights are important and PNC shareholders have the right and freedom to hold shares in and to effectively use power to influence the company’s decisions. However, at times, voting rights may also have adverse outcomes for shareholders, so it is important that shareholders have the freedom to sell shares.
The efficiency of stock ownership as a monitoring and control mechanism depends critically on the rights of shareholders to key decisions. McNulty (1966) defines corporate control as the power to influence or make decisions on the allocation of resources by a firm. Shareholder rights, which refer to the right to vote, the right to sell shares, and the right to protect shares against dilution, are an important mechanism in any public company for transferring control from one owner to another and an essential prerequisite for the effective use of ownership as a control mechanism.
1.1. Shareholder Rights
Management rights are the right to access information about the company and to sue the company for a breach of fiduciary duty. The effectiveness of shareholders’ rights in the US can be seen through the court case Smith v Van Gorkom. In this case, the Board of Directors of Trans Union Corporation agreed to a deal to sell the company at $55 per share. In the process, they only discussed the price with the buyer and not other possible buyers. The deal was seen to have breached the Board’s duty of care, and all the directors were sued. This case showed the importance of management rights as the decision by the directors resulted in huge financial losses for the shareholders.
Shareholder rights refer to the powers of the shareholders to make decisions in the company. The decision-making involves voting on certain issues such as the appointment of new Board of Directors, amendments of the corporation’s articles and bylaws, or the decision to merge or sell the corporation. Shareholders’ rights can be divided into two categories: voting rights and management rights. Voting rights give shareholders the right to vote on certain issues, and it is a very important form of participation for shareholders in the decision-making process.
1.2. Voting Rights
Voting rights are the essence of control in the company. There are several different types of shares with different voting rights attached to each type. The most common form of share is known as common stock, differing from non-voting common stock, preferred stock, or dual-class shares. Downtown and Bethem found that the percentage of total votes held by the largest inside blockholder is, on average, 84.9%. While remaining shares are split fairly widely amongst different investors. Inside blockholder being defined as owning at least 5% of company stock. This highlights the immense ownership concentration in the US, as firms tend to concentrate voting rights into the hands of a few key individuals, despite widespread share ownership. Dual-class shares occur when a company issues two different classes of common stock with different voting rights. Bertrand and Mullainathan note that this is common when management is afraid of losing control of decision-making due to investor pressure on particular issues. One such example is Ford Motor Company when, in 2002, it issued a second class of stock with the intention of preserving family control and protecting against the potential threat of a takeover bid. Although this practice is illegal in the UK and most European countries, they found that in the US, dual-class shares are more commonly seen among firms that are in their early growth stages. This suggests that management feels that it is a way of raising finance capital while reducing shareholder interference in company affairs.
1.3. Ownership Concentration
Section “1.3. Ownership Concentration” is the starting point to understand how corporations develop their governance mechanisms. A firm controlled by a single shareholder or a small tightly-knit group of shareholders will have different needs than a corporation with widely dispersed shareholdings. It helps explain the context of governance mechanisms and their needs. If one can understand “who controls the corporation and to what extent,” it will be easier to understand the governance strategy that has been chosen. Shareholders might have been informed about current conditions. PNC already talked about ownership of stockholders that reached 63% shares of the company. Public investors are relieved because they no longer need to inject capital to buy stocks since they feel PNC has had good performance during this time. Shares owned by the public are a short-term program to get some benefits before making long-term investments in the hope that it can be profitable at a certain level. But this is still considering the various possibilities because many retail investors who start to understand the positive performance of PNC have expectations that stocks can still be reached and still have a good price, so they decide to keep the obligations to ensure stocks in the company. While retail investors and other public investors who are planning to buy stocks at this time until the stock price is relatively higher will be affected by the decision to put a premium on consumer direct services and lower the credit. At this time, they still need more time to change the decision because it is still speculation of the company’s stock movements. Now public investors are the most common and have a fairly high influence on the capital, so it must be considered by the company. If considering the role of large institutions, they have different interests. Individually, they are also concerned with policies that provide more benefits because they are indirectly affected and have an interest to repurchase stock at a low level because it consumes a relatively small premium. It is written in this article that about 30% of high-income retail customers are investors who have stock in the company PNC Wealth Management. An affluent investor will respond to a change in the stock price because it will continue to provide advice to other clients, and the level of decision-making will be more stable because it has a relatively small level of risk. High-income PNC customers are still concerned about the credit facilities and cheap loans. Their decision is to sell stock and look back into the movement of stock and interest rates provided. If the decision from stock to find credit facilities is not commensurate with favorable stock bonds, they are very likely to redeem and switch to the purchase of bonds issued by the company. At least changing the trend of holders still expects good stock performance and sees the various decisions still taken by PNC. So there will be much consideration taken by the customer stock or potential new stock buyers to ensure the stock’s performance truly deserves long-term investment. If the decision is still considered effective, PNC can be a good choice to translate stock performance into a debt or financing from another loan. At this stage, stockholders or even a customer can decide to buy stock at a relatively cheap price for a loan will bring a higher level if the company’s performance always brings promise. So, in the various provisions of underlying PNC, it should provide various statements and choices to keep its stock and future investors or new customer stock is still a good choice step in long-term investment. A different story is owned by a public investor. They have an obligation to match capital purchases with quality investments. A long-term investment would be a good choice to still be positive and is also an option to repurchase. It still offers a variety of possibilities for PNC to keep participants, and the expected results can be found in the first paragraph of this article.
1.4. Corporate Governance Mechanisms
Corporate governance refers to the mechanism by which a company is directed and controlled. Boards of directors are responsible for the governance of the company. The shareholders’ role in governance is to appoint the directors and auditors and to satisfy themselves that the board is acting in the best interest of the shareholders and the company. The governance mechanism serves to ensure that the Board is effectively monitoring or managing the top executive. It is particularly important for the owners to make sure that the board has strong monitoring incentives because often the board will consist of the CEO and his cronies. In this case, it is unlikely that the board will act to monitor the CEO who selected them. Ownership & Control PNC exhibits a diffuse ownership characteristic. This can be defined by the fact that no outside investor owns more than 10% of the total shares outstanding. This is particularly important to note in regards to corporate governance at PNC. The level of ownership concentration, in a way, determines the level of monitoring needed. High ownership concentration can often be viewed as a negative as it indicates the CEO might face heavy monitoring and therefore might have less leeway in his decision making. The bank’s decision to include a ‘Lead Director’ is an admission that PNC’s corporate governance failed in the past and a sign that they are concentrating on making sure they don’t make the same mistakes. In the aftermath of the accounting scandal, with one person simultaneously holding the CEO and Chairman position, there is a clear consensus that stronger governance is required and that the board of directors needs to take a more active role in monitoring PNC’s CEO. An internal chief compliance officer and more efficient direct reporting methods to the board are also seen as conscious efforts by PNC to ensure that future errors are quickly identified and do not persist without the board’s knowledge. Although while not specifically related to corporate governance at PNC, the adherence to signing ‘Corporate Integrity Agreements’ issued by the government also illustrates PNC’s desire to move past previous transgressions and towards a more positive public image.
2. Board Structure
2.1. Board Composition
2.2. Board Independence
2.3. Board Diversity
2.4. Board Committees
2.5. Executive Compensation
3. Firm’s Interactions with the Markets
3.1. Regulatory Compliance
3.2. Financial Reporting and Transparency
3.3. Investor Relations
3.4. Market Competition
3.5. Stakeholder Engagement
4. Strategic Decision Making
4.1. Long-Term Planning
4.2. Risk Assessment and Management
4.3. Capital Allocation
4.4. Mergers and Acquisitions
5. Performance Evaluation and Accountability
5.1. Key Performance Indicators
5.2. Financial Performance Analysis
5.3. Internal Control Systems
5.4. External Auditing
5.5. Shareholder Activism
6. Ethical and Legal Considerations
6.1. Code of Conduct and Ethics
6.2. Compliance with Laws and Regulations
6.3. Corporate Social Responsibility
6.4. Legal Risk Management

Muscular Strength Endurance and Flexibility: Assessing and Improving Overall Health and Fitness

Question
Define Muscular strength and give an example of this concept.
Define Muscular endurance and give an example of this activity.
Define Flexibility and name three types of stretching.
In the video, muscular strength, endurance, and flexibility are used to assess how well the ____________________ functions.
How can you improve your overall health and fitness in each of these areas?

Answer
Muscular Strength, Endurance, and Flexibility: Assessing and Improving Overall Health and Fitness
1. Definition and Example of Muscular Strength
The term muscular strength refers to the amount of force a muscle or group of muscles can generate. Muscles differ in strength. Some are strong and can exert a great amount of force using short movements over a brief period of time; these are called power muscles. An example of this would be the muscles of the arm and shoulder which are used when playing a smash in badminton. Other muscles are weaker and can only exert a small force using long movements, or using a small force over a long period of time; these are called endurance muscles. An example of this would be the muscles of the legs when running. There is an almost direct link between bone and muscle strength, i.e. the stronger the muscles the stronger the forces that can be applied to bones and the greater the load they can bear. An example of this is again the muscles of the legs. As well as the advantage of being able to perform everyday tasks more easily, it is also important to have good muscular strength in order to prevent injury. For example, a person who participates in manual handling tasks will be more likely to suffer from back problems if they don’t have good muscle strength in the muscles of the back and abdominal.
1.1. Definition of Muscular Strength
Muscular strength is the capacity of the muscles to apply force to lift weight or carry heavy objects (Fleck and Kraemer, 1987). It is the maximal force a muscle or muscle group can generate. Although the usage of the term force is useful in mathematics and physics, you will notice that in some literature the term strength and force is used interchangeably. For example, when a person speaks about increasing their muscular strength, they are actually referring to increasing the force a particular muscle or muscle group can generate. Using the term force can be confusing, so we will refer to maximal force as muscular strength throughout this subject. Given the conditions in the definition, it is plain that strength is not an all or none quality and will depend on the muscle group being tested, and so the demonstrations of strength will vary.
1.2. Example of Muscular Strength
A good example of muscular strength would be where an individual begins a resistance training program with a health or fitness professional, and progresses to lifting 150 pounds against resistance in a leg press exercise for 8 to 12 repetitions. The same individual could then progress to lifting 230 pounds against resistance for one repetition. This is a good example that demonstrates that the individual has improved the muscular strength in the specific muscle groups involved in the leg press exercise. The increase in the amount of weight being lifted shows an improvement in the strength of the muscles involved. The more the muscles are worked to lift the heavier weight, the more strength is developed. Muscular strength is the ability of the muscles to lift a heavy weight or exert a force against a resistance. A press of greater than body weight shows higher than average leg strength. This individual could then change the type of resistance machine to one that involves a different set of leg muscles and has a different seat angle and pushing direction. If the amount of weight lifted is increased over time, then this would be more evidence of improvement in muscular strength. This is an advantage if the individual had a work or sports requirement to improve strength of these particular muscle groups, or improve overall leg strength. This is because a change or increase in the amount of resistance being pushed, pulled or lifted is one of the major factors that affects strength improvement in specific muscle groups. This case of strength improvement in fitness would best be done using isotonic exercises.
2. Definition and Example of Muscular Endurance
2.1. Definition of Muscular Endurance
2.2. Example of Muscular Endurance
3. Definition of Flexibility
3.1. Definition of Flexibility
4. Types of Stretching
4.1. Static Stretching
4.2. Dynamic Stretching
4.3. Proprioceptive Neuromuscular Facilitation (PNF) Stretching
5. Assessing the Functionality of Muscular Strength, Endurance, and Flexibility
5.1. Importance of Muscular Strength, Endurance, and Flexibility Assessment
5.2. How Muscular Strength, Endurance, and Flexibility Affect Functionality
6. Improving Muscular Strength for Overall Health and Fitness
6.1. Importance of Muscular Strength
6.2. Resistance Training for Muscular Strength Improvement
6.3. Incorporating Compound Exercises for Muscular Strength
7. Enhancing Muscular Endurance for Overall Health and Fitness
7.1. Importance of Muscular Endurance
7.2. Endurance Training Methods
7.3. Circuit Training for Muscular Endurance
8. Enhancing Flexibility for Overall Health and Fitness
8.1. Importance of Flexibility
8.2. Stretching Exercises for Flexibility Improvement
8.3. Incorporating Yoga or Pilates for Flexibility
9. Strategies for Improving Overall Health and Fitness in Muscular Strength, Endurance, and Flexibility
9.1. Setting Goals and Creating a Plan
9.2. Balancing Strength, Endurance, and Flexibility Training
9.3. Proper Nutrition and Rest for Optimal Results

Neurologic Disorders

Question
What is neurologic disorder
Answer
1. Introduction
Neurologic disorders are diseases of the brain, spinal cord, and the nerves that connect them. This includes a large number of conditions which range from those that resolve quickly without treatment to others which are lifelong and need careful management. These conditions are generally due to a reduction in brain function. This means that the brain works less well, or in some cases, more slowly. Of these problems with brain function, some are very specific to the cause and the part of the brain affected, and the impact on a person can vary immensely depending upon the severity of the condition. A useful way to understand brain function is to think of the brain as a complex computer, with malfunctions resulting in software or hardware problems. This leads to error messages, poor function, or failure of certain operations. Neurologic conditions can be very difficult to understand without first acquiring knowledge about the nervous system. It is important to remember that these conditions are real and are not due to anything imagined by the sufferer. They can be very distressing, and every effort should be made to understand a person with a neurologic problem, regardless of what the specific condition may be. Understanding the condition can sometimes be difficult and frustrating, for both sufferers and those close to them, particularly if the condition is hard to diagnose or if there are few treatments available. In such cases, people may find it helpful to contact associations relating to the specific condition or speak to a specialist in neurology.
1.1 Definition of Neurologic Disorders
Neurologic diseases are a prime threat toward a natural time. It is a not unusual place and vast time period and despite the fact that the conquering of infectious illnesses, malnutrition, and maternity deaths has improved, the prevention of neurologic diseases is all the more large due to the fact these troubles growth as human beings live longer. Neurologic problems are sicknesses of the mind, backbone, and the nerves that join them. There are extra than 600 sicknesses of the fearful gadget, along with: – illnesses which includes multiple sclerosis, Parkinson’s sickness, and motor neurone sickness which can be because of the lack of nerve or mind feature – illnesses which includes epilepsy and cerebral palsy wherein the number one trouble is a malfunction of the nervous gadget – sicknesses which includes meningitis or head injury. The scope of neurologic exercise is wide, with many specialities involved. sufferers are regularly complicated and disabled, and treatment can be long term. Generally, neurologic sickness is chronic and progressive, and it affects emotional, bodily, and social function. The primary cause of prevention is to reduce the prevalence of neurologic sickness contained in the community. Voluntary measures can provide safety against precise sickness, along with the vaccination against polio, measles, meningitis, and certain forms of encephalitis. Global prevention of neurologic sickness may be most effectively accomplished with the aid of measures that promote trendy fitness. Some diseases of the frightened tool are related to poverty and malnutrition. Improved understanding in nutrients and the elimination of food poverty, together with improved sanitation, will reduce the incidence of neurologic diseases. A considerable quantity of neurologic diseases is resulting from harmful environmental agents. A better understanding of the nervous system and its function has led to advancements in occupational safety and the prevention of risks in work and sport.
1.2 Causes of Neurologic Disorders
3) Metabolic – Neurologic function is highly dependent upon the metabolic integrity of nervous tissue, and metabolic derangements may have wide-ranging effects.
2) Genetic and Congenital – Disorders which are the result of genetic abnormalities may be inherited or may involve a new mutation. Such abnormalities can affect any aspect of nervous system development or function, and thus the phenotypic manifestations of genetic neurologic disorders are highly variable. Genetic neurologic disorders are beyond the scope of this discussion. Congenital anomalies may result in neurological dysfunction throughout life or may only affect the individual at a certain stage of development. An example of the latter is congenital rubella syndrome, which is due to infection with the rubella virus during embryonic development.
1) Infection – Infection can lead to neurologic dysfunction in several different ways. The infection may primarily involve the nervous system or may be a condition in which the pathogen is widely distributed throughout the body. An example of the former is viral encephalitis, which can be caused by several different viruses. Certain bacteria can produce toxins which have a predilection for nervous tissue. An example of this is the spirochetal bacteria, which causes neurosyphilis. Parasitic infection with organisms such as toxoplasma and cysticercosis can affect the nervous system in several different ways. The organisms may produce focal lesions within the brain or spinal cord. Migrants of foreign tissue in the form of larvae or adult parasites may elicit inflammation as the body attempts to destroy the foreign tissue. More diffuse parasitic infections can result in neurologic dysfunction through a hypersensitivity response, as in the case of eosinophilic meningitis caused by angiostrongylus cantonensis.
Causes can be divided into the following that lead to neurologic disorder:
1.3 Common Types of Neurologic Disorders
Cerebrovascular Diseases: Disorders such as stroke, transient ischemic attack, carotid stenosis, aneurysms, and vascular malformations can cause a variety of neurologic symptoms and signs. The effects of the cerebrovascular disease depend upon the severity and location of the lesion. Often, such diseases cause an acute onset of neurologic deficit, such as paralysis or confusion. A small lesion, such as one that might be seen with a silent stroke, might cause only a very subtle deficit or no deficit at all. In either case, the deficit or its effects may be transient, as seen with transient ischemic attacks, or permanent.
Seizure Disorders: The epilepsies are a spectrum of brain disorders ranging from severe, life-threatening and disabling, to those that are much more benign. In epilepsy, the normal pattern of neuronal activity becomes disturbed, causing strange sensations, emotions, and behavior or sometimes convulsions, muscle spasms, and loss of consciousness. Causes of epilepsy include stroke, brain tumor, trauma, infection, and abnormal brain development. In about 70% of cases, the cause is unknown.
The effects of neurologic disease are as varied as the types of neural tissue and range from simple confusion and mild memory loss to seizures and sudden changes in behavior. The following are some common types of neurologic disorders.
2. Symptoms and Diagnosis
2.1 Recognizing Symptoms of Neurologic Disorders
2.2 Diagnostic Tests for Neurologic Disorders
2.3 Importance of Early Diagnosis
2.4 Understanding Prognosis
3. Treatment Options
3.1 Medications for Neurologic Disorders
3.2 Therapies and Rehabilitation
3.3 Surgical Interventions
3.4 Alternative and Complementary Treatments
4. Living with a Neurologic Disorder
4.1 Coping Strategies and Support Systems
4.2 Lifestyle Modifications
4.3 Managing Emotional and Mental Well-being

Planning and Adjusting Instruction during Lesson Implementation

Question
 Teachers plan instruction to make sure they meet each student’s needs during the implementation of a lesson. However, it is necessary to monitor and adjust the lesson while teaching to meet needs that arise during the lesson. Teachers reflect on this later and adjust for future lessons.
Allocate at least 3 hours in the field to support this field experience.
You will implement the lesson plan you created in Topic 4 and revised in Topic 5 with the small group of students identified by your mentor teacher.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Write a 250 word reflection on the lesson plan implementation. Discuss the following in your reflection:
What was effective in your lesson, and what might you alter for future implementations?
How did you meet each student’s needs during the lesson?
How do you know if students mastered the concepts?
How will you use what you have learned in your future professional practice?

Answer
1. Effective Elements of the Lesson
1.1. Engaging Activities Critical to lesson implementation and student learning are activities that are intrinsically interesting to students, or have elements that can be stimulating to student interest and curiosity. Characteristics of interesting activities include novelty and variety, and can be achieved through games, simulations, hands-on activities, or laboratory experiments. Sense-making and discourse within activities are important, hence interesting activities should have a learning point and focus to help improve student understanding. Consider a probability experiment. Rolling a number cube to students could be interesting; however, if students don’t understand the point of the experiment, learning will be minimal. A better probability experiment may be a game, where students apply probability concepts to win prizes, such as at a carnival. As difficult as it is to move an activity that did not work to a new day within a lesson, or to scrap an activity and make a new one from scratch, being flexible and willing to do so can lead to improved student learning. Since teachers often spend a disproportionate amount of time planning compared to the scheduled length of time for the lesson, some of this extra planning time can be used to prepare alternate or additional activities that may better engage students. Periodic reflection on past lessons can also help the teacher to identify what was specifically interesting about an activity and can aid in future activity planning.
While certain components of instruction may be effective when implemented in any sequence, some strategies included in the lesson may depend on prior instruction in a related concept. For example, a concept in science may be better understood when a related activity is completed. A teacher should be willing to change the location of an event, modify a lesson or teaching strategy, or alter the grouping of students. If data indicates the change improves student learning, this is an indicator that the original way the lesson was implemented may not have been effective. Through ensuring the lesson includes engaging activities, clear learning objectives and directions, and practice and assessment activities that provide the teacher with information to adjust instruction, a teacher can improve an initial lesson that may not effectively impact student learning.
1.1. Engaging Activities
Engaging activities are things that will, in whole or in part, be the focus of the lesson. Many engaging activities are more effective when introduced after the direct instruction. An effective activity captures the students’ attention, helps them build on prior knowledge, and elicits the use of new knowledge/skills to develop a deeper understanding of the content. Of the challenging stage of a lesson, Marzano says, “Because the major goal is understanding, new knowledge has to be embedded in students’ cognitive systems in a way that it can be retrieved and used at a later time” (2007, p. 63). Simulation games, debates, and problem-solving activities require critical thinking and application of knowledge in order to succeed. Such activities should be tied directly to instructional objectives and the degree of challenge should not be so high that students are unable to be successful. When students are engaged in an activity, it is essential that the teacher circulate, asking open-ended questions, and providing feedback and assistance as necessary. It is important to plan for more time than needed as it can sometimes be difficult to predict how long an activity will take and if students are successful, the teacher may want to extend the activity so the class can finish or further develop what they have started.
1.2. Clear Learning Objectives
Big idea of the instruction is the most important. Teachers must clarify the purpose of an activity or a learning experience so the students know what they are supposed to learn, and they are more likely to learn it. In order to identify what they are supposed to learn, there must be capturing the essence of the learning into a statement. This statement must be simple and easy to understand, yet not limiting the potential for the students. It should define what the student will be able to do or be when they have finished the learning experience and it has been done successfully. This clarification is really useful when there is an inclusive class with a distinct wide range of learning styles and abilities. One of them is through the use of a graphic organizer. As we know, there are students who are visual learners. A graphic organizer is a good tool for them in learning something and it is also more general than we think; most students don’t want to waste time understanding what the teacher is asking them to do (in this case learn), a graphic organizer can help with that. A graphic organizer is also good for students with learning difficulties, it is going to keep them “on track” and help reduce the risk of mental confusion. The most important thing from using a graphic organizer is the learning compactness, because graphic organizer recordings are usually less than usual record of learning using words, but it has the equivalent information. So it is very effective to serve as a reminder and summary of learning, such as preparing for a test or when it will be explained to parents at home.
1.3. Differentiated Instruction
An effective assessment of student readiness can aid the teacher in proper lesson planning for differentiated instruction. The choices a teacher makes need to reflect understanding of the student population as well as the learning objectives. Strategies for assessing readiness include use of diagnostic pretests, observations, interest inventories, and KWL charts. The more a teacher knows about the individuals in his or her class, the better informed the decisions can be about how to plan the lesson. By collecting overall information about the class and then considering specific needs of individuals, small groups, or a special population, a teacher can ensure that the range of learning needs are adequately addressed during the implementation of the lesson.
Universally, teachers desire to meet the needs of all students. Classrooms are filled with a diverse array of students. These range from those who are significantly ahead of grade level to those who are struggling to keep up. When a teacher presents a lesson, he or she must take into account the student variability throughout its delivery and through the evaluations that will follow. Differentiated instruction is an approach that addresses student needs and preferences while maintaining high expectations. It is based on the premise that an effective classroom caters for a variety of learning styles, and that all students have the right to learn the curriculum. Using differentiated instruction during lesson implementation can foster embedded goals, high level of understanding and skills, and full participation from a broad range of learners (Tomlinson, 2001).
2. Alterations for Future Implementations
2.1. Modifying Lesson Sequence
2.2. Incorporating Additional Resources
2.3. Adjusting Grouping Strategies
2.4. Enhancing Assessment Methods
3. Meeting Each Student’s Needs
3.1. Individualized Support
3.2. Adaptations for Diverse Learners
3.3. Providing Scaffolding
4. Assessing Student Mastery
4.1. Observing Student Performance
4.2. Analyzing Student Work
4.3. Administering Formative Assessments
5. Application in Future Professional Practice
5.1. Incorporating Reflection into Lesson Planning
5.2. Utilizing Data to Inform Instruction
5.3. Implementing Differentiation Strategies
5.4. Continuing Professional Development

Practices and Beliefs Related to Health in a Selected Religion

Question
Based on the religion you selected in Module 1, and the articles you selected in Module 2, write a 3-4 page paper about the practices and beliefs of of that religion that are related to health. 
Provide examples of differences in verbal and nonverbal communication methods within this religion. Explain some beginning and end-of-life decisions related to this worldview and culture.
Provide examples of how religion shapes health behaviors and the rationale behind them.
Explain issues that health care professionals should take into consideration related to beginning and end-of-life transitions.

Answer
Practices and Beliefs Related to Health in a Selected Religion
1. Introduction
It has been said that health is wealth. And indeed, the belief that health is the most important aspect of life is a common one. Thus, it is not surprising to find that religion, which is an all-encompassing way of life, has much to say about the subject. In fact, to various religious groups, health is the most important thing to ask from God; it is health of body and mind that is viewed as the precondition to performing good deeds and meriting entry into paradise. For some, to have to ask for anything in the way of physical or mental well-being is a reflection of a lack of faith; God, who is the ultimate purveyor of healing, can heal all ills without exception. Therefore, the group which has to ask is in some way failing to fulfill the requirements set by God. But God is viewed as merciful, and it is written that if man shows thankfulness for what he has, he will be given more. And so it is that with prayer and dedication to religious duties, many believers strive to attain good health as a sign of God’s favor.
1.1. Background of the Selected Religion
Hinduism is the third largest world religion with about 900 million Hindus worldwide. In 1999, there were about 1 million Hindus living in the U.S. and they are concentrated mainly in two states, New York and New Jersey. Hinduism is not a religion of the book, and has no common scripture, Church, or doctrine. The term “Hinduism” is an exonym, and while it is a convenient label for the complex of traditions and peoples it describes, it also implies a measure of homogeneity that does not exist. During the ancient times of invasions and other historical events the Indian religion started evolving and taking shape. That is why the religion is so diverse and has different ways of practice and belief. A Hindu seeking spiritual knowledge can choose from yoga, jnana, bhakti, karma, and other paths, and can study anything from astrology to the holy scriptures. The main texts that provide the basis for Hinduism are the Vedas; this comes from the word “vid” meaning to be knowledgeable. During the invasions of the Muslim, the Muslims could not pronounce the word so said “Hindu”. This was given to the people who lived in this land. This was actually a geographical term and did not refer to the religion or the people living there. This went on to become the world’s third largest religion. Due to the many diverse ways of life, there are four castes in Hinduism based on occupation: Brahmins (priests), Kshatriyas (warriors), Vaisyas (farmers and merchants), and lastly Sudras (servants). In around 1000 B.C., the caste system was beginning to take shape with the addition of a group called the untouchables. The beliefs of the Hindu religion began to take shape with the incorporation of two great epics, the Mahabharata and the Ramayana, and the Bhagavad Gita (which is contained in part of the Mahabharata). These writings were an attempt to captivate the people so that they may learn from them and understand the true meanings of life in many different forms. This is why there were numerous stories and characters involved. The Gita is a conversation between Lord Krishna and Arjuna and aspires to reveal the duties of human beings and the unity between the universal and the personal. It makes this apparent through the paths of knowledge, devotion, and action which were explained earlier.
1.2. Importance of Health in the Selected Religion
In India, sages did a lot of research on medicine, which shifted attention from salvation to prevention of disease. This is evident in the philosophies found in the Atharva Veda, one of the four holy texts of the Hindu religion. Chapter 30, verses 25-35 of the Atharva Veda, contains the following dialogue, which illustrates the importance of health and the prevention of disease in the Hindu religion: “What has hurt you? In a state of disease, I ask, do you verily say that you are in health? How can one that is not afflicted with a malady, one that is afflicted and one that has rid himself of it be alike? O physician, thus should you ask the sick man and discern it all, if you are to recognize the nature of his malady. Any gentle remedy that harms not, does not affect or malady, is not a remedy at all.” This shows the importance of health and well-being, in that not having an affliction is comparative to the need of no remedy. This philosophy of preventing an illness so that there is no need for a remedy is deeply rooted and is still a common aim of physicians today. In this way, health is perceived as being extremely important, as it is seen as the maintenance of a diseaseless state and prevention of mental, physical, and spiritual agony.
2. Verbal and Nonverbal Communication Methods
2.1. Differences in Verbal Communication
2.1.1. Use of Sacred Texts and Prayers
2.1.2. Ritualistic Chants and Incantations
2.2. Differences in Nonverbal Communication
2.2.1. Symbolic Gestures and Body Movements
2.2.2. Ritualistic Clothing and Adornments
3. Beginning and End-of-Life Decisions
3.1. Views on Birth and Pregnancy
3.1.1. Rituals and Practices during Pregnancy
3.1.2. Naming Ceremonies and Blessings
3.2. Views on Death and Dying
3.2.1. Funeral and Burial Practices
3.2.2. Mourning and Grieving Rituals
4. Religion’s Influence on Health Behaviors
4.1. Dietary Practices and Restrictions
4.1.1. Fasting and Ritualistic Diets
4.1.2. Prohibited Foods and Beverages
4.2. Rituals and Practices for Physical Well-being
4.2.1. Meditation and Mindfulness Techniques
4.2.2. Sacred Baths and Cleansing Rituals
5. Considerations for Health Care Professionals
5.1. Cultural Sensitivity and Respect
5.1.1. Understanding Religious Beliefs and Practices
5.1.2. Avoiding Cultural Assumptions and Biases
5.2. Ethical Dilemmas in Beginning and End-of-Life Care
5.2.1. Balancing Religious Beliefs and Medical Interventions
5.2.2. Supporting Patients’ Spiritual and Emotional Needs

Project Management for Digital Marketing Software

question 
A project manager is assigned to lead a digital marketing software project. Some stakeholders don’t support the project, and others want the entire project to be planned out before it starts. The sponsor, on the other hand, is looking for a quick win to get the support of the majority of stakeholders and ensure the project’s continuation. 
Answer
1. Introduction
Digital marketing becomes the most effective way of promoting and selling a product or service. In today’s competitive, technology-driven market, it provides an efficient way to reach customers compared to conventional marketing strategies, which are more time and cost-consuming. It is an aggregate process of digital marketing utilization using the internet, mobile, and other digital media. The client is in the process of promoting an MLM product using various methods of marketing to sell the product. He needs an application that can assist in managing those methods and accumulating all the data on the promotions and the product sales. Then, monitoring and comparing that data to give an evaluation on which method is the most effective to improve product sales and to assist decision making on future marketing strategies. From here, the idea of developing an application to manage that data came into reality, to build a system providing automation-based method data entry and can generate a sales report for his evaluation.
This project management plan is based upon the project of developing a mobile phone application for a client, which is a digital marketing software. It is being developed as the final project for the subject FIT5147 Software Engineering: Analysis and Design at Monash University Malaysia. The project aims to apply project management knowledge that has been learned throughout the semester into a real scenario and real application. The main objective is to produce an efficient application that can satisfy the client’s requirements and can be used as a tool to manage his business. The background and reasons for making this application will be discussed in the next section, followed by the purposes of this project, then the scope of the whole project.
1.1. Background of the Project
At this time, the company has no direct means of engaging potential customers of its existing product in a sales process. Most of the retailers using the software are unaware of upcoming new features and how to best use the tools available in their current products. While no firm numbers exist, the client estimates that increased tool awareness and usage could garner more than $100,000 in increased monthly revenue. With the release of specific web tools or a SaaS version of the software, the revenue potential from a successfully marketed product is well into the millions annually. Any success in web-deployed products will be a jump from bread-and-butter retail software to something entirely new. To best understand the successes and pitfalls of web-deployed software and the online marketing activity to support it, marketing the project to represent that of a small web-based software start-up is the most cost-effective means of driving change in the company’s marketing ideology.
The project has been commissioned by a developer of digital marketing software for small and medium-sized businesses. The company was founded in 1987 and began developing retail point-of-sale software, which has remained its primary product, selling over 30,000 copies. Its suite of products is installed in over 100,000 retail locations worldwide. The company has been slow to take its products to the web and has no experience with online marketing. Although web-based software will be an eventual evolution of the company’s product offering, the primary income driver now and in the future is likely to be providing robust tools to a broad community of small-to-medium-sized retailers.
1.2. Purpose of the Project
The main reason that leads to undertake this project is the general lack of an Integrated Project Management (IPM) system in Digital Marketing Software that can be used by project managers, team members, and directors at different levels for managing, executing, and monitoring multiple marketing projects. People involved in the marketing profession are becoming much aware of project management strategies. Day by day, they are adopting and implementing various project management methodologies and tools to enhance the efficiency and effectiveness of working. Marketing projects vary from simple to complex. Sometimes, it involves managing the mix of traditional and online marketing with tight budget and deadlines. To manage such type of marketing projects, disparate project managers usually end up in a mess and believe that the successful completion of that project was a matter of luck! IPM Systems can provide such project managers a better platform and methodology to manage their marketing projects. This project is focusing on providing a solution for project managers and software teams to effectively develop and manage an IPM system for Digital Marketing Software. This project will also serve as a learning experience for students, providing them with the opportunity to utilize and build upon the knowledge they have obtained in the field of software engineering and project management. This project intends to be a complete life cycle from the initiation phase to the closure phase according to PMI methodology. This project will be done within a virtual team and with stakeholders’ consultation.
1.3. Scope of the Project
At the end of the project, you will have a way to implement the solution. A project plan for software implementation is also a plus but is beyond the scope of this project.
Success Criteria: The success of this project can be measured by the recommendation made for marketing project management software at Intuit. This should identify a clear solution to the problem and address how to better manage marketing projects and coordinate the various activities and priorities amongst Intuit’s marketing teams.
Duration: 12 weeks – Dec 2009 to March 2010. Note that the week of Dec 21 is a company-wide shut-down and the week of Jan 4 will not be included as the Project Manager will not be available.
The scope of this project is to identify the challenges involved in the manual management of marketing projects at Intuit. Based on the challenges identified, evaluate potential marketing project management software solutions that would enhance project management and delivery within Intuit’s marketing department. The evaluation criteria should include ways in which the software would facilitate management and coordination of complex cross-functional projects that involve web and interactive, email, events, and campaign management. Make a recommendation on a software solution (or combination of solutions) that would effectively address the needs of Intuit’s marketing department.
2. Stakeholder Analysis
2.1. Identification of Stakeholders
2.2. Assessment of Stakeholder Support
2.3. Strategies for Engaging Stakeholders
3. Project Planning
3.1. Importance of Project Planning
3.2. Defining Project Objectives
3.3. Developing a Project Schedule
3.4. Allocating Project Resources
4. Managing Stakeholder Expectations
4.1. Communicating Project Goals and Benefits
4.2. Addressing Stakeholder Concerns
4.3. Negotiating with Stakeholders
5. Sponsorship and Support
5.1. Role of the Project Sponsor
5.2. Gaining Support from Stakeholders
5.3. Strategies for Quick Wins
6. Project Execution
6.1. Implementing the Digital Marketing Software
6.2. Monitoring Project Progress
6.3. Managing Risks and Issues
7. Project Evaluation
7.1. Assessing Project Success Criteria
7.2. Gathering Feedback from Stakeholders
7.3. Identifying Lessons Learned
8. Project Continuation
8.1. Ensuring Long-Term Sustainability
8.2. Securing Ongoing Support
8.3. Planning for Future Enhancements