Discuss the reasons why small businesses are so important to the U.S. economy. Understanding that “Diversity is also desirable for innovation, flexibility, and organizational success,” how does it then play a part in small business success? Please cite your sources.

Discuss the reasons why small businesses are so important to the U.S. economy. Understanding that “Diversity is also desirable for innovation, flexibility, and organizational success,” how does it then play a part in small business success? Please cite your sources.
Answer

Discuss the reasons why small businesses are so important to the U.S. economy. Understanding that “Diversity is also desirable for innovation, flexibility, and organizational success,” how does it then play a part in small business success? Please cite your sources.
Answer

1.To define globalization and international business and show how they affect each other.

Answer

1.To understand why companies engage in international business and why international business growth has accelerated

Answer

1.To discuss globalization’s future and the major criticisms of globalization.

Answer

Define entrepreneur.
Answer

Define small business.
Answer

Outline three requirements for encouraging entrepreneurship in medium-size and large businesses.
What is meant by the term entity integrity?
Answer

What is redundancy, what are the impacts of redundancy, and how can redundancy be mitigated?
Answer

Case 3.3- Andy’s Recipe

Andy’s Recipe
Andy Garafallo owns an Italian restaurant that sits in the middle of a cornfield near a large Midwestern city. On the restaurant’s far wall is an elaborate mural of the canals of Venice. A gondola hangs on the opposite wall, up by the ceiling. Along another wall is a row of real potted lemon trees. “My ancestors are from Sicily,” says Andy. “In fact, I can remember seeing my grandfather take a bite out of a lemon, just like the ones hanging on those trees.”

Andy is very confident about his approach to this restaurant, and he should be, because the restaurant is celebrating its 25th anniversary. “I’m darned sure of what I want to do. I’m not trying different fads to get people to come here. People come here because they know they will get great food. They also want to support someone with whom they can connect. This is my approach. Nothing more, nothing less.” Although other restaurants have folded, Andy seems to have found a recipe for success.

Since opening his restaurant, Andy has had a number of managers. Currently, he has three: Kelly, Danielle, and Patrick. Kelly is a kitchen (food prep) manager who is known as very honest and dependable. She loves her work, and is efficient, good with ordering, and good with preparation. Andy really likes Kelly but is frustrated with her because she has such difficulty getting along with the salespeople, delivery people, and waitstaff.

Danielle, who works out front in the restaurant, has been with Andy the longest, 6 years. Danielle likes working at Garafallo’s—she lives and breathes the place. She fully buys into Andy’s approach of putting customers first. In fact, Andy says she has a knack for knowing what customers need even before they ask. Although she is very hospitable, Andy says she is lousy with numbers. She just doesn’t seem to catch on to that side of the business.

Patrick, who has been with Andy for 4 years, usually works out front but can work in the kitchen as well. Although Patrick has a strong work ethic and is great with numbers, he is weak on the people side. For some reason, Patrick treats customers as if they are faceless, coming across as very unemotional. In addition, Patrick tends to approach problems with an either–or perspective. This has gotten him into trouble on more than one occasion. Andy wishes that Patrick would learn to lighten up. “He’s a good manager, but he needs to recognize that some things just aren’t that important,” says Andy.

Andy’s approach to his managers is that of a teacher and coach. He is always trying to help them improve. He sees part of his responsibility as teaching them every aspect of the restaurant business. Andy’s stated goal is that he wants his managers to be “A” players when they leave his business to take on jobs elsewhere. Helping people to become the best they can be is Andy’s goal for his restaurant employees.

Although Andy works 12 hours a day, he spends little time analyzing the numbers. He does not think about ways to improve his profit margin by cutting corners, raising an item price here, or cutting quality there. Andy says, “It’s like this: The other night I got a call from someone who said they wanted to come in with a group and wondered if they could bring along a cake. I said ‘yes’ with one stipulation. . . . I get a piece! Well the people came and spent a lot of money. Then they told me that they had actually wanted to go to another restaurant but the other place would not allow them to bring in their own cake.” Andy believes very strongly in his approach. “You get business by being what you should be.” Compared with other restaurants, his restaurant is doing quite well. Although many places are happy to net 5%–7% profit, Andy’s Italian restaurant nets 30% profit, year in and year out.

Questions
1. What accounts for Andy’s success in the restaurant business?

2. From a skills perspective, how would you describe the three managers, Kelly, Danielle, and Patrick? What does each of them need to do to improve his or her skills?

3. How would you describe Andy’s competencies? Does Andy’s leadership suggest that one does not need all three skills in order to be effective?

Case 3.2 -A Shift for Lieutenant Colonel Adams

Case 3.2
A Shift for Lieutenant Colonel Adams
Lt. Col. John Adams was an aeronautical engineer in the Air Force who was recognized as an accomplished officer; he rose quickly through the ranks of lieutenant, captain, and major. In addition, he successfully completed a number of professional development courses in the Air Force and received a master’s degree in engineering. In the earlier part of his service, his career assignments required overseeing 15- to 20-person shifts that were responsible for routine maintenance schedules for squadron and base aircraft. As he progressed in rank, he moved to engineering projects, which were supported by small technical staffs.

Based on his strong performance, Major Adams was promoted to lieutenant colonel earlier than his peers. Instead of moving him into another engineering position, the personnel bureau and his assignment officer decided that Lieutenant Colonel Adams would benefit from a tour in which he could expand his professional background and experience. Consequently, he was assigned to Base X as the commanding officer of the administration branch. Base X was an airbase with approximately 5,000 military and civilian personnel.

As the administration officer, Adams was the senior human resource officer and the principal adviser to the base commander on all human resource issues. Adams and his staff of 135 civilian and military personnel were responsible for personnel issues, food services, recreation, family support, and medical services. In addition, Lieutenant Colonel Adams was assigned to chair the Labor–Management Relations Committee for the base.

At the end of the Cold War, as part of the declared peace dividend, the government decided to reduce its defense budget. In February, barely 6 months after Adams took over command of the administration branch, the federal government announced a significant reduction in the size of the military and the closure of many bases. Base X was to be closed as an air base and reassigned to the Army. The closure was to take place within 1 year, and the base was to be prepared for the arrival of the first Army troops in 2 years. As part of the reduction program, the federal government initiated voluntary retirement programs for civilian and military personnel. Those wanting to retire had until April 1 to decide.

Orders for the conversion of the airbase included the following:

· The base will continue normal operations for 6 months.

· The squadrons—complete with aircrews, equipment, and families (1,000)—must be relocated to their new bases and operational by August 1.

· The remaining base personnel strength, both civilian and military, must be reduced by 30%.

· The base must continue to provide personnel for operational missions.

· The reduction of personnel must be consistent with federal voluntary early-retirement programs.

· The base must be prepared with a support structure to accept 2,000 new soldiers, expected to arrive in 2 years.

Adams was assigned to develop a human resource plan that would meet the imposed staff levels for the entire base while ensuring that the base was still able to perform the operational tasks it had been given. Faced with this daunting task, Adams conducted an extensive review of all of the relevant orders concerning the base transformation, and he familiarized himself with all of the rules concerning the early-retirement program. After a series of initial meetings with the other base branch chiefs, he laid out a plan that could be accomplished by the established deadlines. At the same time, he chaired a number of meetings with his own staff about how to meet the mandated reductions within his own branch.

After considering the target figures for the early-retirement program, it was clear that the mandated numbers could not be reached. Simply allowing everyone who had applied for early retirement to leave was not considered an option because doing so would devastate entire sections of the base. More job cuts were required, and choices had to be made as to who would stay, why, and in what areas. Adams met stiff resistance in the meetings to determine what sections would bear the brunt of the additional cutbacks.

Adams conducted his own independent analysis of his own branch before consulting with his staff. Based on his thorough examination of the data, he mandated further reductions in his sections. Specifically targeted were personnel in base housing, single-person accommodations, family services, and recreational sections. He also mandated a further 10% cut of military positions in his sections.

After meeting the mandated reduction targets, Lieutenant Colonel Adams was informed that the federal government would accept all personnel who applied for early retirement, which was an unexpected decision. When superimposed on the already mandated reductions, this move caused critical shortages in key areas. Within weeks of implementation of the plan, the base commander was receiving mounting complaints from both civilian and military members over the implementation of the plan.

Incidents of stress, frustration, and discontent rose dramatically. Families trying to move found support services cut back or nonexistent. Members of the transition staff were forced to work evenings and weekends. Family support services were swamped and asking for additional help.

Despite spending a large amount of overtime trying to address the diverse issues both base-wide and within his branch, Adams found himself struggling to keep his head above water. To make matters worse, the base was having difficulty meeting its operational mission, and vital sections were critically understaffed. The base commander wanted answers. When pressed, Adams stated that his plan met all of the required deadlines and targets, and the plan conformed to all of the guidelines of the early retirement programs. “Maybe so,” replied the base commander, “but you forgot about the bigger picture.”

Questions
1. Based on the skills model, how would you assess Lt. Col. John Adams’s ability to meet the challenges of the base administration position?

2. How would you assess his ability to meet the additional tasks he faced regarding the conversion of the base?

3. If you were to coach Adams on how he could improve his leadership, what would you tell him?

A Strained Research Team

A Strained Research Team
Dr. Adam Wood is the principal investigator on a 3-year, $1 million federally funded research grant to study health education programs for older populations, called the Elder Care Project. Unlike previous projects, in which Dr. Wood worked alone or with one or two other investigators, on this project Dr. Wood has 11 colleagues. His project team is made up of two co-investigators (with PhDs), four intervention staff (with MAs), and five general staff members (with BAs). One year into the project, it has become apparent to Dr. Wood and the team that the project is underbudgeted and has too few resources. Team members are spending 20%–30% more time on the project than has been budgeted to pay them. Regardless of the resource strain, all team members are committed to the project; they believe in its goals and the importance of its outcomes. Dr. Wood is known throughout the country as the foremost scholar in this area of health education research. He is often asked to serve on national review and advisory boards. His publication record is second to none. In addition, his colleagues in the university know Dr. Wood as a very competent researcher. People come to Dr. Wood for advice on research design and methodology questions. They also come to him for questions about theoretical formulations. He has a reputation as someone who can see the big picture on research projects.

Despite his research competence, there are problems on Dr. Wood’s research team. Dr. Wood worries there is a great deal of work to be done but that the members of the team are not devoting sufficient time to the Elder Care Project. He is frustrated because many of the day-to-day research tasks of the project are falling into his lap. He enters a research meeting, throws his notebook down on the table, and says, “I wish I’d never taken this project on. It’s taking way too much of my time. The rest of you aren’t pulling your fair share.” Team members feel exasperated at Dr. Wood’s comments. Although they respect his competence, they find his leadership style frustrating. His negative comments at staff meetings are having a demoralizing effect on the research team. Despite their hard work and devotion to the project, Dr. Wood seldom compliments or praises their efforts. Team members believe that they have spent more time than anticipated on the project and have received less pay or credit than expected. The project is sucking away a lot of staff energy, yet Dr. Wood does not seem to understand the pressures confronting his staff.

The research staff is starting to feel burned out, but members realize they need to keep trying because they are under time constraints from the federal government to do the work promised. The team needs to develop a pamphlet for the participants in the Elder Care Project, but the pamphlet costs are significantly more than budgeted in the grant. Dr. Wood has been very adept at finding out where they might find small pockets of money to help cover those costs.

Although team members are pleased that he is able to obtain the money, they are sure he will use this as just another example of how he was the one doing most of the work on the project.

Questions
1. Based on the skills approach, how would you assess Dr. Wood’s leadership and his relationship to the members of the Elder Care Project team? Will the project be successful?

2. Does Dr. Wood have the skills necessary to be an effective leader of this research team?

3. The skills model describes three important competencies for leaders: problem-solving skills, social judgment skills, and knowledge. If you were to coach Dr. Wood using this model, what competencies would you address with him? What changes would you suggest that he make in his leadership?

For the article review, students will assume the role of an expert who is critically evaluating contemporary research in the field of psychology

Article RAeview
The purpose of an article review is to provide the academic community with a description, summary, and evaluation of the completed work. For the article review, students will assume the role of an expert who is critically evaluating contemporary research in the field of psychology. Students will incorporate material from across the course, analyzing and applying theories and principles of psychology, into a cohesive and well-written article review. This learning activity will facilitate the development of research skills, critical thinking, and writing skills that are necessary to success in the field of psychology. The article for review was chosen in Week Two of the course and must be used in this review. Carefully read the selected article, and then write the Article Review.

Begin with a well-written introduction to the article that:
Analyzes the article and identifies the professional area of psychology it represents
Assesses the roles of psychology professionals within this area and describes whether or not the article clearly and correctly represents these roles.
Evaluate the theoretical perspective on which the study is based
Detail the hypotheses presented in the study or the relationship of interest
Describe the sample(s) presented in the study (how participants were obtained, selected, sample size, etc.)
Discuss where the study was conducted: university setting (lab), organization (field), etc.
Examine the ethical concerns in the study using the APA Ethical Principles and Code of Conduct as a guide.
Summarize the results of the study. Be certain to specify the findings and whether or not the hypotheses were supported.
Analyze the strengths and weaknesses of the study (usually found in the discussion section of the article).
Evaluate possible contemporary applications of the results within the article
Create a conclusion that includes a synopsis of professional insights about the study.
In the creation of the Article Review, it is paramount to include information in the form of peer-reviewed research to support any statements made. A minimum of five peer-reviewed articles, not including the article chosen for this assignment, are required for this paper.Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Article Review, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Article Review to the portfolio. (Use the Pathbrite Quick-Start Guidehttps://ashford.instructure.com/images/preview.pnghttps://ashford.instructure.com/images/popout.png to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.Writing the Final Paper The Final Paper:

Must be three to five double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that includes an analysis of the article and identification of the professional area of psychology it represents, as well as an assessment of the clear description of the roles of psychology professionals within the area presented.
Must address the topic of the paper with critical thought.
Must end with a conclusion that includes a synopsis of professional insights about the study.
Must use at least five peer-reviewed sources, including a minimum of two from the Ashford University Library. The article being reviewed will not count toward this total.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Find the duration of time when its safe to cross the river. It takes 20 minutes to cross the river. The depth of the river has to be 0.6m or less for it to be safe to cross the river. The max depth is 3m and min depth is 0.4m. Use a cos function to answer the question.

Find the duration of time when its safe to cross the river. It takes 20 minutes to cross the river. The depth of the river has to be 0.6m or less for it to be safe to cross the river. The max depth is 3m and min depth is 0.4m. Use a cos function to answer the question.

Assess current legal and ethical principles and the application of such principles in healthcare practice.

Competency

Assess current legal and ethical principles and the application of such principles in healthcare practice.
Instructions

You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
Three Mountains was recently in the news after employee emails were published in which patients were discussed in very negative terms, although patient names were not used. The employees that sent these emails were fired. The CEO and the Board of Directors has tasked you with developing an intake packet for new patients that will reestablish patient trust in the facility, employees, and staff. The patient packet will address new patient concerns by including information about HIPAA, informed consent, a confidential health history report, and a living will. The new packet will also include the values of the organization and a code of ethics.
Your intake packet will start with the Hospital’s Code of Ethics that includes at least 10 ethical points. The code of ethics should include (at a minimum):

1)Patient relations
2)Physician activities
3) Billing for services
4) Political activities
5) Conflict of interest
6) Communication, including social media)
7) Privacy
The Code of Ethics should be submitted in bullet format in a Word document with an introduction. APA formatting for the ethical points and proper grammar is required.

Upon completion of your code of ethics, please prepare a PowerPoint presentation (or other shareable Webware/software you prefer) with narration in which you explain each ethical point and its relevance in the healthcare industry with examples to the CEO, so that she can answer questions from the Board.

The PowerPoint should have a minimum of 5 slides and a maximum of 12.
Describe each ethical point in the Code of Ethics.
Use the notes area on each slide as needed to expand on the key points.
You may use a free screen capture site such as Screencast-O-Matic to record a video of your presentation. Screencast-O-Matic is a site and program that can perform screen desk and audio capture up to 15 minutes for free, and can be utilized on a Windows or Mac computer. (Note: You can use another, similar program if you prefer. Screencast-O-Matic is only a suggestion). Make sure that both your voice and the PowerPoint slides are captured on the video.
Your audio presentation should include an introduction, a concise discussion of each slide, and a conclusion. The presentation should demonstrate your overall knowledge of the content, pronunciation of words, organization, proper recording, professionalism, and clarity.

Your presentation should be 10 minutes or less. Be sure to include the following:

Include a link to the location of your live video on the last slide of your PowerPoint presentation.
Make sure to use audience specific language and tone in your PowerPoint. Remember, you would be presenting this to the CEO of your facility.
Save both your Word document and PowerPoint presentation to a folder on your computer. Then zip or compress your folder. This resource from the Library and Learning Services offers help with zipping your folder. Upload the zipped folder to the assignment drop box.

APA formatting for the References slide, and proper grammar, punctuation, and form are required. APA help is available

Pediatric Bipolar Depression

Pediatric Bipolar Depression
Disorder Debate

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact.

In this Discussion, you engage in the debate theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact.

In this Discussion, you engage in a debate as to whether pediatric bipolar disorder is possible to diagnose.

Assignment

· Evaluate diagnosis of pediatric bipolar depression disorder

· Analyze consequences to diagnosing/failing to diagnose pediatric bipolar

depression disorder

· The instructor wants you to take the position FOR and not against the issue of

diagnosing pediatric bipolar depression disorder.

· Review the Learning Resources concerning the controversy over the diagnosis of

pediatric bipolar depression disorder.

· Based on the position FOR, justify that pediatric bipolar depression disorder

should be diagnose

N.B: YOU ARE DEBATING FOR.

Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 31, “Child Psychiatry” (pp. 1226–1253)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

“Bipolar and Related Disorders”
“Depressive Disorders”
Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder and disinhibited social engagement disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 55(11), 990–103. Retrieved from http://www.jaacap.com/article/S0890-8567(16)31183-2/pdf

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Optional Resources
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 62, “Bipolar Disorder in Childhood” (pp. 858–873)
Chapter 63, “Depressive Disorders in Childhood and Adolescence” (pp. 874–892)

For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

As you might recall from previous lecture, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role as Psychiatric and Mental Health Nurse Practitioner (PMHNP), it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.
Learning Objectives

Students will:

· Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families

· Analyze challenges of using cognitive behavioral therapy for groups

· Recommend effective strategies in cognitive behavioral therapy for groups

To prepare:

· Reflect on your practicum experiences with CBT in group and family settings.

Assignment

Write an explanations of how the use of cognitive behavior therapy (CBT) in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.

Learning Resources

Required Readings

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

· Chapter 11, “In the Beginning” (pp. 309–344)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

· Chapter 12, “The Advanced Group” (pp. 345–390)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Bjornsson, A. S., Bidwell, L. C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz Seghete, K. L., … Craighead, W. E. (2011). Cognitive-behavioral group therapy versus group psychotherapy for social anxiety disorder among college students: A randomized controlled trial. Depression and Anxiety, 28(11), 1034–1042. doi:10.1002/da.20877

Safak, Y., Karadere, M. E., Ozdel, K., Ozcan, T., Türkçapar, M. H., Kuru, E., & Yücens, B. (2014). The effectiveness of cognitive behavioral group psychotherapy for obsessive-compulsive disorder. Turkish Journal of Psychiatry, 25(4), 225–233. Retrieved from http://www.turkpsikiyatri.com/