What is your experience as a young adult age 21-35 with SCD transitioning from adolescent to adult care, specifically acquiring a primary care physician? How did it affect your daily living?

CHAPTER 1: Introduction to the Study

Sickle cell anemia disease (SCD) is an illness that impacts the blood and often results in recurring and unprompted crises of pain, organ dysfunctions, pulmonary problems, as well as several other infections (Puri, Haywood, Beach, Lanzkron, Guidera, Valenzuela-Araujo, Rothman, & Dugas, 2016). Even though advances in the treatment of SCD have reduced the pain and lengthened survival, people with SCD frequently experience random episodes of acute pain that necessitate health care visits (Evensen, Treadwell, Keller, Levine, Hassell, Werner, & Smith, 2016). According to Jenerette et al. (2014), such clinical manifestations can sometimes cause feelings of inadequacy about the patient’s ability to access care; patients may face stigmatization or questioned about their reports of pain (Treadwell, Bell, Leibovich, Barreda, Marsh, Gildengorin, and Morris, 2014).
One of the primary reasons individuals with SCD visit the emergency department (ED) is because they have a pain crisis, also known as vaso-occlusive pain episodes (VOE) (Treadwell et al., 2014). Some of the barriers they face are lack of appropriate and rapid care in treating VOE, systems-based staffing limitations where there are fewer nurses than patients, lack of primary care physicians that specialize in treating the disease, and constraints of facilities like the absence of enough ED rooms to use for attending to SCD patients (Treadwell et al., 2014). Other barriers associated with access to care at the ED include misunderstandings and biases among healthcare providers concerning sickle cell pain and sufficient dosing of medication (Treadwell et al., 2014). These provider biases frequently result in inadequate treatment of the pain, which may cause pseudo addiction in addition to a series of increased inpatient and ED utilization (Treadwell et al., 2014). Negative experiences with the delivery of health care received by patients with SCD in the ED have lead families and patients to delay or avoid seeking care regardless of the VOE pain (Treadwell et al., 2014). Recent research has indicated that patients have conveyed frustration for not being considered after reporting their pain, insufficient administration of analgesics, and preoccupation of the healthcare staff (Treadwell et al., 2014).
Feelings of inadequacy are other barriers that hinder SCD patients from accessing primary health care (Jenerette & Brewer, 2010). Medical manifestations of SCD frequently result in unpredictable feelings of inadequacy as well as pain concerning the care of SCD patients, which may be an outcome of health-related stigmatization (Jenerette & Brewer, 2010). Stigma induces negative beliefs and attitudes and often leads to the discernment of the institution or that of an individual in different ways of life (Jenerette & Brewer, 2010). Such a standard of shame may result in unfair drawbacks like direct prejudice in schools, within the families as well as at the workplace, and can impact the receipt of quality and timely healthcare (Jenerette & Brewer, 2010).
According to a survey conducted by Jenerette and Brewer (2010), adult patients suffering from SCD have previously reported lack of access to primary care physicians in addition to inadequate treatment of pain in the ED resulting in increased hospitalizations; recurrent pain; and consistent lack of employment. Thus, this study will explore how lack of access to primary care physicians affect young adults with SCD ages 21-35 when transitioning from adolescent to adult care. The theoretical framework, which may give an understanding of the beliefs and attitudes of people with SCD regarding healthcare, is discussed in Chapter 2.
Background of the Problem
SCD is a genetic condition, which affects nearly 100,000 people in the United States (Ribeil et al., 2017). In the African American community, about one out of 500 individuals have this disease (Ribeil et al., 2017). SCD is a multi-systemic condition that has several complications; for example, stroke, recurrent pain, pulmonary complications, anemia, and joint pain (Ribeil et al., 2017). The social environments of patients with SCD are associated with direct inferences, which profoundly impact the biological disease and assertively contribute to pain. Generally, patients with SCD come from low socioeconomic settings which add to the difficulties in accessing healthcare because a majority relies upon government health services as their insurance provider (Ribeil et al., 2017). Lack of quality education is high amongst people with SCD. For instance, youths who have the SCD condition have high absence rates in the learning or work environment (Ribeil et al., 2017). The absenteeism is due to uncontrolled and unpredicted pain episodes. People with SCD should undergo regular treatments that include procedures such as monthly blood transfusions and periodic screening (Ribeil et al., 2017). These treatments help to reduce some of the unquestionable complications that SCD patients face in their day-to-day lives (Jenerette & Brewer, 2010).
Generally, genetic conditions do not have definitive guidelines for primary health care (Cançado, 2011). Therefore, loss of adequate follow-up from the patent and lack of assistance from family may take place (Cancado, 2011). Furthermore, the focus of SCD has been on specialized treatment due to minimum guidelines concerning how to construct primary care in a situation associated with genetic diseases (Cançado, 2011). According to Cançado (2011), the difference between SCD and other genetic illnesses like diabetes mellitus is that SCD is not incorporated in the primary care treatment guidelines proposed by various states and different federal governments across the globe. Nevertheless, there is a lack of access to primary care providers specialized in treating SCD as compared to providers available who specializes in treating chronic ailments like diabetes mellitus and hypertension, to treat SCD (Cancado, 2011). This gap addresses difficulties of access to primary care physicians since healthcare professionals lack the knowledge of how to deliver quality care to SCD patients (Cançado, 2011).
With improvements in managing SCD in the pediatric age cluster, several patients with SCD survive to adulthood (Bemrich-Stolz, Halanych, Howard, Hilliard, and Lebensburger, 2015). Researchers of adolescent with SCD have explored the experience of patients before transitioning to adult care, but none have studied the experiences of young adults age 21-35 with SCD and acquiring primary care when transitioning from adolescent care to adult care (Bemrich-Stolz et al., 2015). According to Shi (2012), lack of primary care physicians destroy the cornerstone that builds an individual’s healthcare system effecting health outcomes and equity. Shi (2012), confirmed that having a primary care physician enhances access to healthcare services, leads to better health outcomes, and decreases hospitalization and use of emergency department visits. Shi (2012) further elaborated that having a primary care physician can help stabilize the negative effect of poor economic conditions on health. This study utilizes a phenomenological qualitative technique to examine the lived experiences of this transition of young adults between the age of 21 and 35 years and their perspectives when accessing a primary care physician.
Variations and gaps in the delivery of medical healthcare lead to poor results for adult youths suffering from SCD (Treadwell et al., 2014). There is a quality gap in the medical management of SCD patients because of lack of access to primary care physicians, lack of physician knowledge on how to treat the disease, and the cost to maintain a healthy life with this illness (Treadwell et al, 2014.). One of the issues to be explored is the participant’s perspectives on access to primary care physicians and how this impacts the delivery of healthcare services they receive to maintain a good quality life.
Stigmatization is the process of identifying an attribute of a person or group and describing or regarding that individual as someone worthy of disgrace or great disapproval (Jenerette & Brewer, 2010). People with SCD face health-related stigma because of their condition and are looked upon as a form of devaluation, pre-judged, or a type of social disqualification because of their illness (Jenerette & Brewer, 2010). Health-related stigma is on the rise becoming a serious public health issue that adds to the burden of individuals and families affected by SCD (Jenerette & Brewer, 2010). According to Jenerette and Brewer (2010), stigmatization might begin with a parent of the affected individual. Daily coping challenges reported by parents of people with SCD are fear of their children dying; separation anxiety; and feelings of vulnerability, seclusion, and isolation (Jenerette & Brewer, 2010). These insights and sensitivities of parents of children with SCD may lead to intensified levels of domineering behaviors that impact the child’s life and may negatively influence self-care behaviors and overall health outcomes (Jenerette and Brewer, 2010).
This qualitative research study embodies a phenomenological approach using the Health Belief Model (HBM) as the theoretical framework. Researchers have previously successfully used the HBM approach for highlighting the lived experiences of people suffering from genetic disorders and acquiring health care (Tanabe et al., 2010; Treadwell et al., 2014).
The nature of this study is qualitative phenomenological research because it is essential to understand the experiences of young adults with SCD between the ages of 21-35 and acquisition of a primary care physician when transitioning from adolescent to adult care. Because of the multifaceted nature of accessing quality care, phenomenological qualitative research was chosen to enable a generation of theoretical inductive literature on the topic of lived experiences of individuals with SCD and accessing primary care.
Statement of the Problem
The number of individuals who live with the SCD condition is not known (Center for Disease Control and Prevention, 2017). The Center for Disease Control and Prevention (CDC) (2017), in collaboration with other health institutions, offer resource support to the health research projects that aim at understanding the patient population with SCD to improve the knowledge of how this disease affects health and well-being outcomes. According to a survey conducted by Batina et al. (2017), 93.6 % of their subjects reported that they were unable to access primary care associated with SCD since it was primarily unaffordable. Also, there is a lack of primary care physicians with accessible health care institutions that can manage SCD (Batina et al., 2017). Most SCD young adult patients experience different needs and challenges when it comes to handling and living with SCD and acquiring a primary care physician (Bemrick-stolz et al., 2011). It’s essential for primary care physicians to understand the needs and challenges of SCD patients in order to know how this disease affects the health and the well-being outcome of this population.
The research questions utilized to gain insight into the lived experiences of young adults with SCD acquiring a primary care physician are as follows:
Research Questions
1. What is your experience as a young adult age 21-35 with SCD transitioning from adolescent to adult care, specifically acquiring a primary care physician? How did it affect your daily living?
2. At what age did you obtain a primary care physician, and what was your experience?
3. Did you experience any challenges when seeking primary care services when transitioning from adolescent to adult care? Tell me about this experience?
4. What factors influenced you as a young adult with SCD to seek care from a primary care physician?
5. On a scale of 1-5 with 5 being extremely knowledgeable, what was your perceived knowledge as a young adult about SCD? How old were you when you gained this knowledge?
Purpose of the Study
The purpose of this study is to describe the experiences of young adults between the ages of 21-35 with SCD and acquisition of a primary care physician once they transition from adolescent to adults. There is a necessity to comprehensively understand the care needs of SCD-affected individuals to ensure that evidence-based therapeutic interventions can be done to address the gaps in health services. The literature in this study will provide an understanding that besides alleviation of physical debilities such as bodily pain, SCD-affected individuals experience challenges when accessing primary care physicians. The methodology used to investigate this phenomenological approach is provided in Chapter 3 and Appendix B.

Apply your knowledge of the relevant pathophysiology and evidence based management relating to the minor illness you have chosen.

Begin the assignment with an introduction to explain to the reader the purpose of the assignment. This should be a very brief outline only. As you will be making reference within the assignment to patient cases you yourself have been involved with, ensure you make clear within the introduction that confidentiality has been maintained and any patient details have been anonymised. This should be supported by a reference to your professional regulatory body. If you choose to write your assignment in the first person, a reference should be inserted justifying why you have chosen this approach.

Case Presentation 1 – A Minor Illness (Approx. 1000 words)
Within this section you need to discuss a specific care episode you have been involved with relating to a patient presenting with a Minor Illness.

To preserve your word count and avoiding the need to tell the reader the story of what happened, running the risk the writing becoming too descriptive, we recommend that you place a description of the care episode within the appendices of your assignment and refer to it within the main body of your text. You could “set the scene” within the main body of text however limit this to a couple of sentences.

Within this section of your assignment, you will specifically focus on learning outcomes 1, 2 and 4. Your discussion of the case needs to demonstrate your ability to critically analyse the care that was given and the interventions that were utilised in the management of the problem. The analysis must demonstrate your ability to appraise the relevant evidence (including research evidence, policy and clinical guidelines) in order to determine whether the patient’s management was congruent with current evidence. In order to ensure your analysis addresses the module learning outcomes (LO’s) within your case presentation you must:

LO1 – Apply your knowledge of the relevant pathophysiology and evidence based management relating to the minor illness you have chosen.

LO2 – Critically reflect on the skills of assessment and triage used in relation to this patient, and how the the bio-psycho-social needs of the patient and their family were acknowledged and met.

Please note this is not a critical reflection of how you performed when undertaking the assessment. The work needs to critically discuss the application of assessment skills such as using a structured approach to the assessment e.g. SOAPE and symptom analysis tools such as SOCRATES. What did the assessment process tell you about the patient’s condition and how did this help with the subsequent management. Using a reflective model is NOT needed here and will result in the work being descriptive and not meeting the learning outcome.

LO4 Examine the relevant evidence, clinical guidelines and healthcare policy which relate to the therapeutic interventions you used to treat this patient.

Case Presentation 2 – A Minor Injury (Approx. 100 words)
Within this section, you will repeat the process outlined above, this time focusing on a patient who presented with a Minor Injury.

Appraisal of Specific Patient Groups (Approx. 550 words)
LO3 requires you to critically appraise the different needs of specific patient groups, including children, older people and people with a mental health disorder who present with minor illness / injury. In this section you need to demonstrate how patient assessment and management is adapted to accommodate the needs of these specific patient groups. You may wish to within this section specifically focus on how assessment and triage may be adapted. It is paramount that the work is related to the patient presenting with a minor illness or injury, throughout. We recommend that you address each group individually, as this will help focus the writing. All 3 patient groups should be addressed to meet the learning outcome.

For this learning outcome please write a short summary of your learning achievements and provide an action plan for your continued and future learning needs. Start with where you felt your level of knowledge of minor illness and injury was before you studied this module, continuing to highlight how you have developed your knowledge, outlining how this new learning can be applied in your practice, supported by good quality evidence from the literature. You may want to use a reflective model template for this. Examples of these are Gibbs Reflective cycle (1988), or Rolf’s (2001) What? So what? Now what? These are not mandatory and a paragraph discussing your practice and implementation of these skills will also be acceptable. As this section is discussing your personal practice, the use of the first person writing in this section is appropriate, even if you have used the third person in the rest of the assignment.

Define globalization and then discuss what you think are the potential risks and benefits of globalization to population health.

1. Define globalization and then discuss what you think are the potential risks and benefits of globalization to population health.

2. The globalization of the pharmaceutical industry had various types of impacts on access to essential medicines in low and middle-income countries. What do you think are some of these impacts? Please keep in mind the current situation with COVID-19 as an example.

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How Does Client Sentiment, Subjective Well-Being, and Advisor Emotional Intelligence Influence Investor Proclivity to Exhibit Irrational Behaviors During Severe Market Shock?

Ascertain if Emotional intelligence (EQ) impacts the financial advisor
and client relationship such that client proclivity to express irrationality at the onset of a market shock is lessened when advisor EQ is high and vice versa for low advisor EQ.
30d was arbitrarily selected as a due date – there is flexibility here if needed
35p was also arbitrarily selected from reviewing other works
100 sources was an arbitrary selection as there was no requirement for a minimum number of sources.
There is flexibility here.

What types of experience have you had working with patients with this condition, disease, or disorder?

Assessment 1: Concept Map
Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations – TOPIC: STROKE.
Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Introduction
The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
Create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder with glucose regulation or metabolic balance considerations with glucose regulation or metabolic balance considerations. .
The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health.
Preparation
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder

• What is the primary condition, disease, or disorder affecting the patient?
o What types of experience have you had working with patients with this condition, disease, or disorder?
o How does this condition, disease, or disorder typically present?
o What are the recommended treatment options?
o What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
• How have you used concept maps to help plan and organize care?
o What are the advantages of concept maps, from your point of view?
o How could concept maps be more useful?
• How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
o What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?
Instructions
Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map (see below) document to better understand how each grading criterion will be assessed.
Part 1: Concept Map
• Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Concept Map Template (see other attachment). You may choose to use this template for completing this component of the assignment.
Part 2: Additional Evidence (Narrative)
• Justify the value and relevance of the evidence you used as the basis for your concept map.
• Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
Additional Requirements
• Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2-3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
• Number of references: Cite a minimum of 3-5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
• APA formatting:
o For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
o For the narrative portion of this assessment: use the APA Style Paper Tutorial to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
o Justify the value and relevance of the evidence used as the basis for a concept map.
• Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Guiding Questions: Concept Map
This document is designed to give you questions to consider and additional guidance to help you successfully complete the Concept Map assessment. You may find it useful to use this document as a pre-writing exercise, as an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.

Part 1: Concept Map
Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
• Does your concept map fully illustrate the case study, the diagnostic and treatment connections for the condition in the case study, the specific metabolic or glucose-related aspects of the condition, and interprofessional strategies?
o Does your concept map contain all the relevant sections and connections that are present in the example concept map that is most closely related to yours?
• Does your concept map illustrate the desired high-quality outcomes of treatment in the context of your chosen case study?
• Did you use at least 3–5 sources of scholarly or professional evidence as the basis for your concept map?
o Note: You will need to further discuss the value and relevance of this evidence in your narrative. However, be sure to cite where specific evidence or sources were used in your concept map.
o The evidence you cite should be no more than five years old.
Part 2: Additional Evidence (Narrative)
Justify the value and relevance of the evidence you used as the basis for your concept map.
• Have you noted why the evidence you have presented in your concept map is valuable and relevant to the case study you are using as the basis for the concept map?
o Have you explained why each particular piece of evidence is appropriate to the case study you are using?
o Have you explained the linkage between the evidence and the specific metabolic or glucose-related aspects of the condition from your chosen case study?
o Have you explained why the evidence you have used is the best available? In other words, how is it linked to best practices, professional or regulatory guidelines, et cetera?
Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• What interprofessional strategies are most applicable to the context of the case study that you are using as the basis for the concept map?
o Why are these interprofessional strategies appropriate in the context of the case study and your concept map?
• What are the desired outcomes in your concept map (or for the case study that you are using)?
o How will the interprofessional strategies you deemed appropriate and applicable help to achieve the desired outcomes?
o What potential challenges might you need to address to best implement the interprofessional strategies and achieve the desired outcomes?
• Remember, the evidence you cite should be no more than five years old.
Address Generally Throughout Both Parts
Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Is your concept map clearly presented?
• Are the links between the evidence and your diagnostic, treatment, or other care decisions clear and justified?
• Is your writing in both the concept map and the narrative clear and professional?
• Is your writing free from errors?
• Is your narrative submission 2–3 pages (not including the title page and reference list)?
• Are you communicating in an ethical way?
o Are you communicating honestly?
Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.
• Did you use 3–5 sources in your assessment?
o Are the sources you used no more than five years old?
• Are your sources cited in APA format throughout the concept map and narrative?
• Have you included an attached reference list?
• Did you use the APA Paper Template for the proper formatting and to include a running head and title page?
o No abstract is needed for this assessment.

Are your competitors expanding in the current market? Explain how this impacts their market strength.

Overview
In the highly competitive automotive market, it is critical to keep up with current technology to stay in or get ahead in the marketplace. To remain competitive, companies must innovate and integrate new technologies within their product lines and services.
Scenario
You work as a middle manager for one of the top U.S. producers of luxury and mass-market automobiles and trucks.
The chief technology officer (CTO) of the company from the course scenario has been monitoring new technology developments that the company could integrate into its vehicles to enhance the usefulness of and improve access to the data acquired by the many digital sensors integrated into vehicle subsystems over the past 20 to 30 years. The technology trend of particular interest is the internet of things (IoT)—the interconnection of embedded devices, such as sensors and computers, over the internet. By taking advantage of this trend, the CTO believes the company can seize an opportunity to provide better service and predictive maintenance to its customers, improving customer satisfaction and adding additional revenue streams.
Based on briefings by the CTO and your Module One memo, senior management has decided to implement IoT into its product line. Your CTO has asked you to lead a cross-functional team to take this initiative forward. Your first task is to create a presentation that will include your recommendation for how the company should approach this business problem: should you use incremental or discontinuous innovation?
Specifically, should the company:
A. Design a completely new product line, based on the new technology (discontinuous innovation)
or
B. Add new technology features first into one model and then incrementally into the broader product line (incremental innovation)
The recommendation you and your team will make is an important first step in pursuing this new technology. Your memo and recommendations will be reviewed by senior management. Until senior management approves your approach to this innovation, your cross-functional team will not have a budget and will not be able to start work on the innovation. You should utilize your work from the Module Two presentation and data analysis when making and justifying your recommendation in this first milestone.
Prompt
Share your recommendations for how the company should pursue the IoT technology to remain competitive: either by discontinuous or incremental innovation. To make your recommendation, you will need to identify how the evolving IoT (sensor) technology fits into the company’s products and services and determine potential risks and benefits. You will also need to look at your competitors to see what they are doing. Finally, you need to analyze the company’s capability (resources) for pursuing the innovation. Use the information and data from the CTO Brief, Comparative Growth Data, Comparative Operating Statistics, and Comparative Product Plans to complete this milestone.
1. Explain potential risks and benefits for options A and B.
o Overview (1 paragraph) : Present the business problem and options A and B.
o Option A (1-2 paragraph) : Explain at least two potential risks and benefits for option A.
o Option B (1–2 paragraph): Explain at least two potential risks and benefits for option B.
2. Compare your competition’s products and services.
o Competitors (3–4 paragraph): Evaluate the competitors’ current products and services.
• What are your competitors’ current products and services?
• Are your competitors expanding in the current market? Explain how this impacts their market strength.
3. Analyze your company’s capability to pursue the innovation.
o Complete a partial gap analysis (1-2 paragraph):
o Does your company own the technology, or does it need to be purchased?
o How is the technology currently being used in today’s products and services?
o What type of technology is available to purchase?
4. Recommend the innovation approach your company should pursue.
o Innovation approach (1-2 paragraph): Explain which innovation approach you are recommending and why.
o Consider the different stakeholders—research and development (R&D), marketing, finance—when communicating your recommendations.
1. Include a description of the incremental or discontinuous product that you are recommending for R&D.
2. Include the sales forecasts for marketing.
3. Include a financial snapshot for finance.
Guidelines for Submission
Submit a 5-6 page paper highlighting the important points you want to emphasize to senior management. If you include references, they should be cited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.

What is the situational analysis in Sub-Saharan Africa?

a. Relevance to Energy Management
In the context of current climate challenges and energy concerns, this thesis is relevant to the energy management domain. Indeed, along with other world regions, African countries and particularly West Africa will be severely affected by climate change and extreme weather events. Rigorous mitigation
measures should reduce macroeconomic losses as early as 2030
b. Research Gap
What is the situational analysis in Sub-Saharan Africa?
What are the major challenges?
What is the region’s strategy?
What is Côte d’Ivoire’s strategic action plan?

Design a piece of experimental research to explore something about how young children learn, understand or respond to music.

Music and the Mind Assessment 3 – Real World Applications

Your task is to write a 1500 word response to one of the scenarios below. You should draw on material across the module and must make sure that your answer is evidence-based. It is important that you write your answer in clear English for the audience described. This means avoiding unnecessary jargon and ensuring that any tricky concepts are explained. You can and should reference other work, but this can be done relatively informally in the text itself, e.g. “John Smith from York University has been working on….”, or “A team of researchers from the University of Westminster have argued that….” You must however include full references on a separate page. You may format the work however you like so long as it responds to the brief. For example, you may use sub-headings, pictures, diagrams, or anything that you feel will enhance the work. However, please note that you will be marked strictly according to the criteria outlined below.
Please choose ONE of the following scenarios:
(1) A well-known shopping chain approaches you to ask for advice about whether they should use music in their stores and if so, which music and why. You are asked to write an evidenced-based report for the senior management team.

(2) A dementia charity runs a regular music group but wants to promote their activities to carers through an information booklet which explains why music can be useful in this context. You are asked to provide the material for the booklet (you may provide accompanying notes if you wish so long as you stay within the word limit).

(3) You have been asked to write a piece for a music magazine that explores and discusses the music psychology of either (a) a national anthem, (b) a religious piece of music, or (c) a culture-specific folk song.

(4) Design a piece of experimental research to explore something about how young children learn, understand or respond to music. You should make the experiment as specific as possible, stating your hypothesis and providing a rationale.

You will be marked on:
• Overall quality of content and apparent understanding of the material
• Strength of your evidence base and appropriate use of references
• Breadth of your answer, i.e. the ability to draw on material from across the module (we would expect to see reference to material covered in at least 3 lecture topics)
• Readability/expression: ability to convey scientific knowledge in an accessible manner; overall clarity of expression; presentation

Devise an appropriate response and way to manage this emerging crisis.

Mock Crisis Drill
Book used for this class is
• Sellnow, T. L., & Seeger, M. W. (2013). Theorizing Crisis Communication. Wiley-Blackwell. ISBN: 978-0470659304.

PLEASE REFER TO CHAPTERS 5,6, and 8
For this assignment, you will be given a set of crisis scenarios, one of which you will choose to respond to and to craft a response. Your response should address three key publics. First, you should devise your response to internal employees, including how they should respond to the crisis. Second, you should write a response to the media (e.g., a statement or press release). Third, you should construct a response directly to your stakeholders over digital social media outlets like Twitter, Facebook, and stakeholder blogs. These responses are actual “mock” responses and not an explanation of the strategy. Write the deliverables as if you were really managing the situation.
Your responses to these three key publics should feature strategic messaging decisions and directions.

SCENARIO

You are the public relations and media affairs director of a major advertising agency. One of your outspoken employees is an account executive with an important client. He commonly discusses his frustrations around the office, but never publicly. Then, one day following a meeting with the client, your account executive posts a tirade on Twitter about the client, and how much the client has frustrated him. The employee not only names the client but also degrades the clients’ product and the specific client executive your employee was working with. The tweet was only up for 5 minutes before you saw the tweet and advised the account executive to remove the tweet, but it was up long enough for the client to see it and forward it around the company, as well as a couple of your company’s followers, including some journalists, who have retweeted the post. Though you have been following this development, only you, the client, and a few of your twitter followers noticed the Tweet, but unrest from the client and the fact that a few journalists retweeted the message, have you concerned. Devise an appropriate response and way to manage this emerging crisis.

What do you think was the most important part of their crisis communication plan?

In 1982, bottles of Tylenol were tampered with Cyanide, ultimately killing seven people. This week you will take a look back at Johnson & Johnson’s Tylenol crisis (here’s a brief synopsis/look back at Johnson & Johnson and the Tylenol tampering: http://www.nytimes.com/2002/03/23/your-money/23iht-mjj_ed3_.html. What do you think was the most important part of their crisis communication plan? Look back through newspaper articles, use the library online webpage to search for academic articles, and feel free to use Google to help piece together your argument and rationale for what part was the most important part of their crisis communication plan.