Now what ?

Kelly Carmon had been working at West Liberty Health System for four years, and she was starting to wonder about what was next for her career.

She remembered her graduate school experience in health administration fondly, especially now that she had been in the same position for three full years since her first promotion. The excitement of learning new things and the terror of exams and presentations were seemingly distant memories. Instead, she felt stuck in her present job as manager of operations for the division of cardiology. West Liberty Health System was a large, multihospital system located in a competitive Midwestern market. Though West Liberty was both large and doing fine financially, Carmon’s expectation that she could grow and learn within the health system was not becoming a reality. She found that the real day-to-day existence of this operations management position was about as unglamorous as she could imagine, and she was unable to envision a promotion in her near future. Carmon had tried to continue to read and learn on the job, but there just wasn’t enough time in the day. The firefighting of operations and real­ time crises was always her first priority, and she was afraid that she would soon be unable to remember how to analyze the business case for a new venture or how to think strategically about just about anything.

As Carmon returned home at the end of the week, she decided things had to change. Even though West Liberty had seemed like a good and caring employer when she interviewed all those years ago, the company now seemed much better at talking about caring about employees than actually doing something about it. When Carmon looked back on the past three years, she realized that she had yet to successfully participate in any seminar or educational class offered by the health system because she could never seem to get away from her job. She also realized that she was not alone. Her friends in other departments had similar complaints, and they often felt that the only way they were able to take a break was to leave the country -but nobody had enough time or money to do that frequently.

At 25, Carmon was still single, but she was starting to feel that the time she was investing in her career was not paying off professionally- and it was certainly not helping her social life. Feeling burned out and disappointed, Carmon knew she needed to do something different, but she didn’t know what. She wanted to take the educational programs West Liberty offered, but she needed to find some protected time. She also needed to figure out how to navigate tl1e politics and chaos of West Liberty.

Carmon set up a meeting with her boss, Patricia Edwards, director of cardiology, to voice her concerns. Although she told Edwards tl1at the reason for the meeting was “professional development,” she wasn’t sure that Edwards understood, what Carmon meant; she also wasn’t confident that Edwards would be able to provide the guidance Carmon sought. She had other mentors at West Liberty who had suggested different ways to develop herself professionally, but Carmon knew she had to get Edwards’s support before she could reallocate her time to focus on her professional development.

In preparing for her meeting with Edwards, Carmon considered what information she should send to Edwards ahead of time and what she should leave for the actual meeting. Knowing Edwards hated to be caught off guard, Carmon decided to compile all of her preliminary planning ideas in a “for your eyes only” document that she could send a week in advance of the meeting. She knew Edwards’s time was limited, but she wanted to make sure Edwards understood how important this issue was to her future at West Liberty. Carmon was dependent on Edwards’s buy-in to help her achieve her professional development goals, and she felt that a personal professional development plan would provide a solid framework with which she could guide the discussion. Knowing her resume would be a good starting point, she decided to update it (see exhibit -resume for Kelly Carmon attached file ) before considering her next steps.

Case Questions :

1. What constraints does Carmon face within her position? What options does she have to overcome tl1ose constraints?

2. What can Carmon do in her present position to learn on the job?

3. What should Carmon do to prepare for the meeting with Edwards?

4. What should be part of Carmon’s personal professional development plan?

5. What documents should Carmon bring or send in advance of the meeting?

Please use the following references :

https://appinstitute.com/how-to-be-a-good-manager/

Thank you

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The initial post must include responses to all the questions in both case studies.

Mr. X, age 57, presented to his physician with marked fatigue, nausea with occasional diarrhea, and a sore, swollen tongue. Lately he also has been experiencing a tingling feeling in his toes and a feeling of clumsiness. Microscopic examination of a blood sample indicated a reduced number of erythrocytes, many of which are megaloblasts, and a reduced number of leukocytes, including many large, hypersegmented cells. Hemoglobin and serum levels of vitamin B12 were below normal. Additional tests confirm pernicious anemia.

Discussion Questions

1. Relate the pathophysiology of pernicious anemia to the manifestations listed above.
2. Discuss how the gastric abnormalities contribute to vitamin B12 and iron deficiency and how vitamin B12 deficiency causes complications associated with pernicious anemia.
3. Discuss other tests that could be performed to diagnose this type of anemia.
4. Discuss the treatment available and the limitations.

Ms. L, a 19-year-old woman with no previous medical history, was involved in a serious automobile accident in which her best friend died. Examination by EMT personnel first on the scene revealed she had only minor scrapes and bruises and no sign of head trauma. While en route by ambulance to the hospital, Ms. L complained of thirst and appeared restless. Further examination indicated a rapid pulse and respirations, with her blood pressure now at 100/60 mm Hg. She appeared less responsive to the paramedics. She was slipping into circulatory shock as they checked her again for internal injuries.

Discussion Questions

1. Discuss the contributing factors to shock in this case and the pathophysiologic changes causing the changes in vital signs.
2. Discuss the signs and symptoms of shock, including the rationale for each, as seen in the early stage, and as compensation mechanisms respond.
3. Discuss emergency and follow-up treatment for shock and for complications that may arise if not treated quickly.
4. Compare the types of shock, giving a specific cause, classification, and any significant changes in onset or manifestations.

Attachment included for a clean copy of graphics

Part A. Language systems

1. Label each of the following as an example of (L)anguage or (C)ommunication. Briefly explain (a sentence or two) why each belongs to the identified category. (10 points)

a.       A scout bee arrives back at his hive and begins an elaborate dance to inform his colony where a pollen source is located.

b.      A father raises his eyebrow in disapproval at his child’s choice of clothing for a wedding ceremony for family friends.

c.       You see the following street sign in Madrid.

d.      “Don’t eat that last piece of cake!

e.

2. Match the following. (5 points)

Term

Meaning

____ Phonology

a)     study of the minimal meaningful units in language

____ Morphology

b)     study of contextualized usage in language

____ Syntax

c)      study of the system of sounds in language

____ Semantics

d)     study of structures at the phrase, clause, and sentence levels in language

____ Pragmatics

e)     study of meanings and their distribution in language

3. Rephrase each nonstandard dialect statement in the standard equivalent. Then, explain briefly (3-4 sentences) how it would be possible for both versions of each statement to be considered ‘correct.’ Note: You are crafting a single explanation for the acceptability of nonstandard/standard pairs – NOT a separate explanation for each pair. (14 points)

I ain’t got no books with me.

Standard:

He all right.

Standard:

He don’t know what he talkin’ about.

Standard:

I am knowing his name.

Standard:

You didn’t get an A. Yes (I didn’t).

Standard:

Give me some of them biscuits.

Standard:

It’s a right cold mornin’.

Standard:

Explanation:

4. How do the following utterances illustrate the rule-governed nature of language? Explain briefly. (5 points)

·          “Dog the brown old house the around ran already chased he once.”

·          “He already chased the old brown dog around the house once.”

Part B. Phonetics/Phonology

1. Transcribe the following words. You are welcome to transcribe in ipa.typeit.org and paste here. (15 points)

Word

Your Transcription

mistake

[mɪstek]

revenge

boyhood

lamp

limp

lump

ahead

about

issue

boxcar

lion

leisure

choose

mathematics

jocular

heir

2. Conceptual review. Each item should take no more than one sentence to answer.  (15 points)

1. Explain how a stop is made. Give examples of two stops in English, one voiced and one voiceless (use symbols).

1. Explain how a fricative is made. Give examples of two fricatives in English, one voiced and one voiceless (use symbols).

1. Explain how an affricate is made. Give examples of two affricates in English, one voiced and one voiceless (use symbols).

1. Explain how a nasal is made. Give examples of one nasal in English (use symbols).

1. Explain how a liquid is made. Give an example of a liquid in English (use symbols).

1. Explain the basic articulatory difference between consonants and vowels.

1. Explain the basic articulatory similarity between diphthongs and glides.

3. Provide the symbol for each of the following sounds of U.S. English. Use ipa.typeit.org and paste if convenient. (15 points)

diphthong moving from low back to high front

glide moving from high back to central

high lax front vowel

high tense back rounded vowel

high tense front vowel

low lax unrounded back vowel

mid lax front vowel

mid tense front vowel

mid unrounded central vowel

voiced alveolar fricative

voiced interdental fricative

voiced velar stop

voiceless bilabial stop

voiceless glottal fricative

voiceless alveopalatal affricate

4. Analyze the data and answer each question. (15 points)

[ɪzil]   butterfly         [salizo]           fry                    [flækso]         leaf

[sali]   pan                   [rezada]        flower             [klas]              bud

[rofti]  girl                  [fasto]             easy                 [salɪ]                oil

[fɪzu]   leap                 [klεs]              tree                 [stava]           limb

a. In this language, are [s] and [z] separate phonemes or allophones of the same phoneme?

b. If you believe that [s] and[z] are phonemes, provide evidence to support that analysis (hint: minimal pair?). If you think they are allophones, provide evidence to support that analysis (hint: no minimal pair?).

c. If they are allophones, identify the base phoneme and the rule for the allophonic variation. (Hint: Remember to consider the conditioning environment in terms of the sounds that both precede and follow the [s] and [z].) Generate an appropriate rule (A > B/…) or prose statement to illustrate/explain your conclusion.

Bonus Question (Natural Classes): Based on your analysis of [s] and [z] and, considering the words [rofti], [flækso], [fɪzu], [fasto] and [stave], could you make a generalization re. a phonological rule that may apply to a particular natural class of sounds in this language? (Hint: Think about s/z and f/v and articulatory characteristics they might share…)

How do your own, personal social determinants affect your health? What proactive steps have you taken to modify your health behaviors? Do you have any social determinants that are very difficult – or impossible – to change?

500 words, minimum – not including the citations

Sources must be credible

2-

Apply how Socioeconomic Status, Culture, and Religion Affect Health to the current COVID-19 pandemic.

You must find, use, and cite two (2) credible sources or more.

250 – 300 words – without the references

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