outline in a separate section in the report what hypothetical recommendations you could give to the organisation.

Project Assessment

Further Guidelines

Evaluate and apply the working relationships required of a competent accounting professional.

Offer recommendations in a consultancy project that either challenge behavioural, managerial or ethical guidelines in a modern-day scenario.

The module specifications suggest that you should use a consultative approach to make decisions based on your own research into contexts, ultimately providing practical advice and solutions to real-life scenarios in a report.. Therefore you are required to act as a business consultant and prepare a report analysing a modern day scenario. This modern day scenario can be developed by working consultatively with a business, an organisation or a group to devise a case study. You will be asked to complete a pro-forma ‘Participants Consent Letter’ (provided below), before you commence working with the organisation, that outlines confidentiality and permission.

You should consider this ‘project’ as a case study that you are compiling with the permission of an organisation. You should show how you have used your knowledge from your studies to date (developed from any/all of your modules in your programme, as well as from this module) to present recommendations/solutions to the issues/projects/tasks that have been considered. You are not to offer any advice to the organisation under any circumstances. You may consider this project as an opportunity to work with a real organisation to help your personal development, and to aid your achievement in this module only. It may be that it allows you to establish a relationship with an organisation that may blossom after your studies are complete, it may be that it can give you valuable work experience that you can use as evidence of your abilities – e.g. on application forms or in interviews. The project is to be internally assessed only.

You should seek to demonstrate how you have acted at all stages in your consultancy – you may do this by evidencing in your report what was done and use personal reflections on your working relationship with the organisation. E.g. you may record how you have conducted meetings or how you engaged upon analysing information. Importantly, you must also attempt to reflect upon any ethical/moral practices or codes of practice that you have abided by in your work, i.e. to demonstrate how you have acted professionally at all stages.

You should outline in a separate section in the report what hypothetical recommendations you could give to the organisation.

The nature of this assessment means that you could be communicating with many individuals and with different teams as you would do in a real working situation. Success would therefore require putting into practice the personal skills that you have been developing upon your programme to date. Therefore you will need to communicate with your module leader, and with all the other stakeholders (e.g. managers or other students) with regard to your engagement and consultancy.

What are the key contemporary challenges to ensuring workplace health and safety in Australia?

Students need to refer to and cite at least one journal article or scholarly book per essay to pass the exam.

Students must include a reference list with their exam submission.

Students should aim for 500 words per answer, excluding the reference list and in-text citations.

Answer any FOUR (4) questions.

Q1.

What are the factors contributing to the gender pay gap in Australia?

Q2.

What are the factors contributing to income inequality in Australia and what can be done to address this?

Q3.

How might increased numbers of casual staff impact workplace health and safety in Australia?

Q4.

What are the key contemporary challenges to ensuring workplace health and safety in Australia?

Which of these perspectives is most intuitively appealing to you? – Why?

Respond to Amiri in 100 words

Discussion response to globalization

Other than ancient geographers who believed the world being flat, I haven’t seen the term coined in a recent article. There are conflicting opinions regarding the ” Earth being flat”, not in a geographic sense but referring to a political point of view. In some ways, I agree with both perspectives as they both have a valid point backed up with evidence. I can definitely see the Earth being flat is some scenarios and not in others. However, after reading both articles, I see myself leaning toward Ghemawat’s point of view. There are many reasons for this. First of all, many people on this planet barely leave their home cities, let alone visit another country. Because of this, it may seem to the ordinary civilian that the world is indeed flat but that can be misleading as not many of us have visited and lived in communities in other countries. How many of us have lived in an African city or lived in the Middle East. That is precisely why I agree with Ghemawat’s statement on how we have not experienced Globalization to it’s fullest extent yet and therefore we can’t say that the world is truly ” flat”. There are many nations that are half developed and many that are considered to be failed states. The world that we know of around us is totally different a few hundred miles to the south. The difference is larger than night and day. Even though the rate of globalization has defiantly increased as of recent, there is much work that needs to be done in order to complete this ambitious goal. Another major factor is that half of the world will always be more modernized than the other half. Electric cars are not existent in many countries yet are a major part of Californian lifestyle. Not all countries are democratic as well. In this present day, Socialism and Authoritianism still holds a major grip on a significant portion of the global population. I also agree that Friedman definitely exaggerated in his report. Sure the idea is compelling and is definitely a possibility in the future but that is still years ahead of us. There are also many things stopping us from reaching that goal. War in Ukraine, tension between China and the West regarding Taiwan and Hong Kong, and a degrading environment are all major red flags that we can’t shy away from. I believe that in order to reach globalization, we need to start working to preserve our environment, achieve world peace, and spread democratic ideas. Much of the world is suffering. People are starving in many countries and many are being massacred such as the Rohingya of Myanmar and the Uighurs of Western China. We cannot turn a blind eye to these global events. Globalization is defined as spreading international influence. Much of the world is actively suppressing western and modern ideologies. The world economy is in shambles in many countries. Africa is still a shell of itself. Iran and North Korea are still developing Nuclear weapons. Russia just setback Europe’s globalization progress by at least 40 years by invading the second largest country in Europe, Ukraine, causing an international crisis. This is not the only present International crisis. And here in the United States, people are being massacred due to a lack of gun control laws. Covid 19 is still a major pandemic that continue to spike despite vaccination efforts. We are not close to Globalization but we are closer than we were 30 years ago. The progress we have made is astounding and continues to climb. And because of this, Globalization is very much possible. Just not yet.

Discussion political economy of development

Word count 200

This week, we are going back to our early discussion on Haiti. We are going to revisit the topic that was surfaced by David Brooks, the role of culture in economic development. We are going to do so using different articles and through looking at different locations (Israel and Palestine). While these articles are a bit older, they offer such a perfect lens into these ideas that they are worth exploring and still quite relevant. Interestingly, the authors of one of our articles (Acemoglu & Robinson) also provided the counter argument to Brooks’ piece that we saw earlier.

Read:

“Uncultured: Mitt Romney Doesn’t Know Much About Economic History” from Foreign Policy

Try this pdf if you can’t access the Foreign Policy Link

“Romney Hasn’t Done His Homework” from The New York Times

Try this pdf if you can’t access the NY Times.

“Culture Matters — Just Not as Much as Romney Thinks” from Bloomberg Businessweek

Try this pdf if you can’t get the link to work!

Before Wednesday at 11:59pm: respond to the following initial question(s)

Question: Poor Mitt Romney! I don’t want you all to feel that I am trying to pick on him with the selection of articles this week. However, his remarks generated a wealth of responses that are invaluable in helping us look at the role of culture with a variety of responses from qualified experts.

Here are the questions you need to answer: Three selections here (Acemoglu and Robinson, Diamond, and Kenny) offer three different perspectives on whether development is shaped mainly by culture, by institutions, or by geography and other conditions that cannot be altered.

Which of these perspectives is most intuitively appealing to you? – Why? (Please TITLE your response to your group with the name of the author’s whose piece you align with).

Now, assume that a classmate finds another perspective more appealing. What are the challenges that would arise if you try to “prove” to her or him your preferred theory is the most effective? Do these challenges imply that debates of this kind cannot be resolved?

Is there a relationship between the number of years of nursing experience and self-confidence in AGACNP students’ based on the number of years of nursing experience as measured by the demographics and the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM©)?

Framework

            Nursing schools provide students with the opportunity to work in a clinical setting and gain real-world patient experience. Prior to graduating, students may not have encountered all patient situations. To ensure that students encounter clinical experiences with different patient situations, simulations are commonly used to replicate clinical scenarios that foster the development of their critical thinking and clinical reasoning skills without any risk to the patient (Coomes, 2019). After participating in the simulation, students embark on another learning adventure known as debriefing. Research suggests that debriefing is the most important component of simulation and a well-executed debrief can identify learning gaps and improve practice (Jeffries, 2005, Eppich & Cheng, 2015, Coomes, 2019). Therefore, a debriefing session is included in all simulation-based learning experiences (SBLE) to better educate and train participants for future experiences (INACSL, 2016). Debriefing is also a reflective process in which participants think about and reflect on what occurred during the simulated experience.

The debriefing process allows for rigorous reflection, during which they address clinical and behavioral dilemmas and areas of confusion raised by the simulation experience. Despite its significance, debriefing is a source of concern for many instructors, who differ in their degree of experience and knowledge on how to conduct a debriefing session properly. Furthermore, if a debrief is incorrectly performed, the learner could be adversely affected, rendering simulation an inadequate learning modality. As a result, the Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing tool was developed to provide a scripted language to guide instructors through an effectively executed debriefing process (Eppich & Cheng, 2015).

The PEARLS debriefing tool has four phases: reactions, description, analysis, and summary phases (Eppich & Cheng, 2015). The reaction phase gives an opportunity to express how they feel following the simulation. When performing an end-of-life simulation, the reaction phase is critical because you want to ensure that the participants feel comfortable discussing any feelings that might arise. In the description phase, the researcher digs deeper into the learner’s perception of what they felt during the simulation experience and then transition to the analysis phase to examine the case scenario. This analysis phase integrates three educational strategies based on the learning objectives and the time available during debriefing. The three methods are learner self-assessment, facilitation of focused discussion, and knowledge provision in the form of directive input and teaching (Eppich & Cheng, 2015). This blended framework shared by all three teaching strategies was that the debriefing session is active, learner-based, and collaborative (Eppich & Cheng, 2015). The summary phase is the final phase of the debriefing process in which the teacher or learner may provide a concise description of the main takeaways.

The PEARLS debriefing approach is being used to ensure that the PI of this translational project can efficiently guide the debriefing process by using a debriefing script that supports the simulation learning objectives. Furthermore, using this scripted debriefing framework will enable students to carefully consider and explore the rationales that influenced their responses during the end-of-life simulation experience.

Research Questions

1. Will there be a statistically significant difference in AGACNP students’ perception of their self-confidence as it relates to clinical decision-making who have completed an end-of-life standardized participant simulation as measured by the pre-and post-test Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM©)?
2. Will there be a statistically significant difference in AGACNP students’ perception of their anxiety as it relates to clinical decision-making who have completed an end-of-life standardized participant simulation as measured by the pre-and post-test Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM©)?
3. Is there a relationship between the number of years of nursing experience and self-confidence in AGACNP students’ based on the number of years of nursing experience as measured by the demographics and the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM©)?

Define how to handle personal data at the library

Introduction: :

• What is personal data?
• What exactly is the gdpr?
• Why/how are the libraries affected by the GDPR?

Body:

Explaining the data handling process

• Identifying what personal data is being processed at the library by using a data flow/chart
• Defining how to handle personal data at the library (After being aware of the data being collected and from where its coming from, the next step is deciding on what is actually needed and for how long. + talking about the data subject right-GDPR articles 15 to 21)
• Implementing appropriate measures (GDPR states: “the controller shall implement appropriate technical and organizational measures for ensuring that, by default, only personal data which are necessary for each specific purpose of the processing are processed”)

Challenges:

Volunteers:

• Difference between data protection and confidentiality(Data Protection has a very close relationship with Confidentiality, but they are not the same thing. + A sound Confidentiality policy is therefore essential in most voluntary organisations, to protect clients and service users in particular, but also to respect the privacy of donors, supporters, employees and volunteers. In order to avoid confusion it is often best to separate this from the organisation’s Data Protection policy, while ensuring that the two policies are consistent with each other and mutually supportive.)
• Security(Volunteers should therefore receive specific training, not just to point out the existence of policies, procedures and guidance that they are expected to follow, but also to remind them of the many ways in which confidentiality can inadvertently be compromised.)
• Data retention(Volunteers should be reminded that when they are acting on behalf of an organisation, the data they collect or hold belongs to the organisation, not to them personally. It should therefore be retained in accordance with the organisation’s retention schedule. )

Protecting patron privacy

The public may not be literate enough in being “private” so protecting patron privacy includes securing the technological infrastructure of the library through information security standards and best practices.

Conclusion: summary

Submit a personalized learning plan to effectively participate in the management of IT and associated human-computer interaction (HCI) as an IT Professional

Being successful in this course requires you to read the syllabus, understand its goals and requirements and plan to work accordingly. Once you plan your work, you need to implement the plan and keep up. You also need to follow best professional practices in achieving your goals. This module intends to aid you in being successful in this course and do so in a professional manner.

Readings for this module:

• • Course Syllabus (Course Start Here LM)
• • Class Schedule Spreadsheet (Course Start Here LM)
• • Classlist (D2L)
• • Course Readings ReadMe files has links.
• • Rich Halstead-Nussloch’s Policy on Plagiarism (in this Assignment Folder A1 file)
• • Materials you developed and/or used from prior or current courses, focusing on those from the BSIT or BASIT

Module Objectives- LM1 Prepare and Plan for Success through IT Professionalism

The content and learning activities in this module will help you achieve course level objective 1 as listed in the syllabus. Specifically, upon completion of this module, you will be able to:

• • Define what is meant by key topics in the management of IT and HCI, including: o Governing IT Resources
• o Managing IT Risks
• o Providing IT Assurance
• o Auditing IT Controls
• o Accessibility
• • Submit a personalized learning plan to effectively participate in the management of IT and associated human-computer interaction (HCI) as an IT Professional

Are there beneficial effects that might have been overlooked without the Family Impact Analysis?

Directions:

1. Read the Book: Bogenschneider, K. Family policy matters: How policymaking affects families and what professionals can do (2nd ). Mahwah, NJ:Erlbaum, 2006.
2. Then google the program http://www.hcz.org
3. Using the family impact checklist and the principles identified in Appendix A of the Bogenschneider (2006) text, write an analysis of the program.

Then Answer the following questions:

1. What are the supportive effects of the program?
2. What are the undermining or non-supportive effects?
3. List each principle from the Family Impact Analysis checklist and indicate if the principle is supported, non-supported, or not relevant for the issue.
4. Under each principle, use only those questions that seem appropriate for your program.
5. Are there beneficial effects that might have been overlooked without the Family Impact Analysis?
6. Are there harmful effects that a Family Impact Analysis could help avoid?
7. Summarize the conclusion of your analysis.
8. (5-7pages)

Discuss how with the help of health literacy can ensure that patients adhere to their prescribed treatment.

Discussion 

The patient believed that by being on the syringe driver would mean speeding the process of dying. (Vestala and Frisman, 2013) found that patient knowledge influenced decision making, particularly for individuals who had limited health literacy. Koay et al. (2012) support this statement mentioning that patients with limited health literacy may have difficulties understanding medical terms or information. Moreover, they have poor adherence of their treatment plans, therefore, lack self-efficacy to be fully involved in their care. (Rajah et al. 2018) confirm this statement, adding that patients may feel ashamed due to not understanding the information given or may fail to seek assistance. This relates to Katrina who misunderstood the function of the syringe driver and had negative thoughts about the treatment plan. Therefore, ensuring patients are fully informed about their treatment and equipped with knowledge is fundamental to ensure their involvement in their care in order to make informed decisions which have an impact on their health outcomes and experiences. Finally, the team was all agreed that in order to ensure Katrina’s adherence to the treatment, the patient should be educated further with the support of heath literacy. Following the support received by the team, the patient accepted to be commenced on the syringe driver.

Identify the right route and form to ensure medications are delivered in the most safe and effective way for each individual patient

Discussion 1

A decision was made to discontinue with oral analgesia due to the increased prevalence of dysphagia. Appropriate medication management for patients with dysphagia is important as achieving optimal pain management via oral formulations can be difficult, and also dangerous due to the increased risk of aspiration and choking (Mc Gillicuddy et al., 2017; Pergolizzi et al., 2014; Wright et al., 2020). Although oral morphine for cancer pain has been found to provide a good level of pain relief it is important to look at the situation holistically, giving careful consideration to what is most appropriate for James given his specific care needs. It is essential to ensure the care, safety and best interests of each individual patient are the main priority at all times (Nursing and Midwifery Council (NMC), 2018), and although the oral route is the widely preferred initial route for analgesia, other routes are suggested if dysphagia occurs (Greater Manchester Health and Social Care Partnership, 2019; NICE, 2016). The Rights of Medication Administration highlight that the right route and form should be identified to ensure medications are delivered in the most safe and effective way for each individual patient (Elliott and Liu, 2010; Mc Gillicuddy et al., 2017).

As oral analgesia was stopped, alternative interventions were explored to help manage James symptoms and to ensure he was comfortable, as controlling pain is a fundamental element of palliative nursing care (British Medical Association (BMA), 2017; Scarborough and Smith, 2018). Although James was already using fentanyl patches he was still experiencing breakthrough pain. Over time opioid tolerance is adapted as increased exposure to the drug generates changes to the receptors, which ultimately reduce the effectiveness of the drug (Lilley et al., 2014). As the oral route was deemed inappropriate an alternative method of drug administration had to be adopted.

How well does this regression analysis explain the ratings? Should the executives count on the results from this analysis?

1. Run a multiple regression where the dependent variable is ratings and the independent variables are star and fact. Use data from CBC only. CBC Management has several questions:
   1. Executives wish to know how much being fact-based or having one star contributes to a movies rating. What can you tell them about this?
   2. Are either, both, or neither of the independent variables significantly related to the ratings at 95% confidence? Justify your answers referring to the relevant figures.
   3. How well does this regression analysis explain the ratings? Should the executives count on the results from this analysis? Justify your answers referring to the relevant figures.

Directions for Submitting your Assignment:

For this project, you will prepare a PowerPoint presentation to present your findings. The first slide after the title slide should be an “Executive Summary.” It should contain a very brief overview of all the answers. Your final slide should include “conclusions” and provide an overall assessment of the analysis.

Make sure you also submit the Excel file to show your work for Part 2. You will receive a 100-point reduction if you fail to include the Excel file showing your work.

Place all calculations for each of the questions on a separate worksheet. Then, using the results of your work from Excel, prepare PowerPoint slides to answer the questions in a presentation format. All relevant content should be on the slides; do not use the notes section or leave information in the Excel file. The executives reviewing the presentation should not need to switch to another document to see the required information.

The data you need is provided to you in the Excel file in Course Documents. Make sure to use that file. Do not type anything in manually or download anything from the Internet.