Review the Ethical Dilemma beginning on page 309 and answer the questions at the end of the case. Each question should be answered with one to two paragraphs. Each paragraph should contain three to five complex sentences.

      A.  Describe the difficulties in ethical leadership at Stacy’s farm.What type of conflict management style does Doug have? 

B. Are there more constructive ways for him to handle conflicts with employees?

C. Describe the alternatives Stacy has answering that candidates question and the advantages and disadvantages of each.

1. Write your answers to the following questions about Case 16, “Ethical Leadership at Cardinal IG: The Foundation of a Culture of Diversity,” Your answers should total one to two paragraphs for each question. Each paragraph should contain three to five complex sentences.

a. Describe David Pinder’s background. What influence did his background have on his leadership style?

b. How has David Pinder embraced ethical leadership to create an ethical culture at Cardinal?

c. How has Cardinal’s principles and values shaped the ethical behavior of employees?

d. How has Cardinal empowered its employees to practice responsible and accountable leadership?

e. What lessons can be learned from Cardinal?

Reasoning and Analysis Paper Assignment

ALL DUE DATES WILL BE ANNOUNCED IN CLASS AND POSTED TO BLACKBOARD

What is this paper about?

For this paper, you will watch a short video, read one article, and use your textbook to help you discuss issues that relate to culture and interpersonal communication. You will then write a paper in which you use the video, article, and textbook, plus an example from personal experience (your own or someone you know) or from popular culture to discuss issues that arise during intercultural communications.

More specifically: You’re being asked to analyze a conflict that arises when people from different cultural backgrounds communicate. There are various co-cultural groups represented in the videos (socioeconomic status, ethnicity, sexual orientation, age, gender, disability, region, nationality, and politics). Pick a co-cultural group you observed in the video and focus on that group for your paper. Your discussion should include a description of the communication rules and cultural values in that group. Use examples from the video, and supporting information from the article and textbook, plus a supporting example from your own experience to discuss how membership in that group influenced communication. (To help you come up with ways to address the topic and to come up with a thesis statement, please see the prompts listed below.)

Specific Steps:

1. Choose ONE of these five videos:

–     Clint Smith’s TED talk, “How to Raise a Black Son in America”

· Ash Beckham’s TEDxBoulder talk, “When to Take a Stand – and When to Let It Go”

· Jean Kilbourne’s TEDxLafayetteCollege talk, “The Dangerous Ways Ads See Women”

· A clip from People in America: How Social Class Divides Us

· The video clip “Culture Shock Sudanese Refugees Coming to America”

The videos are all short; I would recommend watching a few of them so you can pick the one that you can use most effectively for this assignment.

2. Choose ONE of these five articles (NOT ALL):

· Banks-Santilli, Linda. “The unique challenges of a first-generation college student.” Quartz Media, 03 June 2015, https://qz.com/418695/the-unique-challenges-of-a-first-generation-college-student/. Accessed 10 May 2017.

· Birman, Dina and Meredith Poff. “Intergenerational Differences in Acculturation.” Encyclopedia on Early Childhood Development, April 2011, http://www.child-encyclopedia.com/immigration/according-experts/intergenerational-differences-acculturation. Accessed 14 April 2016.

· Churgai, Debbie. “The Influence of Gender on Communication Style”, LinkedIn, 8 January 2015, https://www.linkedin.com/pulse/influence-gender-communication-style-debbie-churgai. Accessed 10 May 2017.

· DuPraw, Marcella E. and Marya Axner. “Working on Common Cross-cultural Communication Challenges.” PBS, 1997, http://www.pbs.org/ampu/crosscult.html. Accessed 5 April 2017.

· Gross, Jessica. “How Language Can Affect the Way We Speak”. Ideas.Ted.Com, 19 February 2013, http://ideas.ted.com/5-examples-of-how-the-languages-we-speak-can-affect-the-way-we-think/. Accessed 10 May 2017.

3. Use the Interplay textbook as an additional source.

4. Use an example from personal experience or popular culture as another reference.

5. Write a 3-page paper (750-1000 words, 12 pt. font, double-spaced, one-inch margins) in which you:

Use the examples from one video, one article, and the textbook, plus an example from personal or experience or popular culture, to support a thesis* about culture and interpersonal communication.

Things to remember:

· The assignment and the grading rubric are all posted on Blackboard.

· You must hand in a hard copy the day the paper is due. If it is not handed in at the beginning of class on the day it is due, 5 points will be taken off your grade for every day that it is late.

· The paper must be turned in through Blackboard on the day it is due.

· Your paper will be assessed using the departmental grading rubric.

· The paper makes up 15% of your final grade.

· Follow MLA guidelines for format and citations and include a Works Cited page (bibliography).

*Thesis Statements

You should include a one sentence thesis statement that indicates the position you’re taking in your paper about culture and interpersonal communication (it will be helpful to use the terms “culture” and “interpersonal communication” in the thesis statement). The thesis statement should take a position on the impact of culture on interpersonal communication relative to the video, article, textbook, and a personal experience or a popular culture example. Please underline your thesis statement in your final essay.

References and Citation

When you use other people’s words, ideas, or work in your paper, you must cite them. If you directly quote their work, you use quotation marks to signify this and give the page number, as well. If you are simply paraphrasing or borrowing from one (or more) person’s work, you do not need quotation marks, but you still need to indicate whose words you are using with a citation (for example, put their names in parentheses after the paraphrase).

At the end of your paper, you should have a Works Cited page where you list all of the references used in your paper. For the articles, you will find the citation information included above. If you need more information on formatting and citing in MLA for the video and the textbook, go to the OWL at Purdue on MLA formatting: https://owl.english.purdue.edu/owl/resource/747/01/.

Note: Here are some possible prompts to help you think of a thesis. You should NOT try to use all of them, and you can use one that’s different from below. These are just suggestions to help you come up with ideas.

     What are some key challenges that communicators face in intercultural communication situations and what are some specific ways they can resolve them?

     What are some specific ways that differences in one’s key cultural values (e.g. low versus high context culture, power distance, individualism versus collectivism) can create problems in intercultural communication situations? How can communicators successfully address these value differences?

     How does the way we speak influence how others perceive us and how they communicate with us? Explain your position and provide evidence to support it.

     Do you believe that one’s gender makes a difference in how one is perceived in the world, specifically how one communicates with others and is communicated with by others? Explain your position and provide evidence to support it.

     How does the experience of first-generation immigrants impact their daily experience? Explain your position and provide evidence to support it.

     What impact does socioeconomic status have on how one communicates with others? Explain your position and provide evidence to support it.

     How can differences in co-cultural group membership lead to misperceptions and miscommunication? What are some specific ways that these can be resolved?

o     Groups to consider: Disability, Deaf culture, religion, hobbies, race, ethnicity, socioeconomic status, age…

     Do you believe that one’s appearance (e.g. dreadlocks, headscarf, gender fluidity, tattoos, scars, disability) makes a difference in how one is perceived in the world, specifically how one communicates with others and is communicated with by others? Explain your position and provide evidence to support it.

     What are the major causes of intercultural communication conflict? How can these causes be successfully resolved? Explain your position and provide evidence to support it.

     People who move to and/or do work in a new country should be expected to conform to the cultural values, norms, and traditions of their new country. Do you agree or disagree with this statement? Explain your position and provide evidence to support it.

Due Dates

Due dates will be announced in class and posted to Blackboard. Remember: all assignments must be handed in on the due date. For every day they are late, 5 points will be taken off the grade.

Grading

Your paper will be graded using the Departmental Scoring Rubric (posted on Blackboard). It is worth 15% of your final grade.

Homework/Quiz

1. For the video clip you decide to use, explain briefly why you want to use it.

2. For the article you decide to read, pull a quote or a paraphrased sentence that you think will be helpful and that you will use in your essay. Make sure to indicate which article you are quoting or paraphrasing.

3. Pull a quote or a paraphrased sentence from the textbook that you think will be helpful and that you will use in your essay. Make sure to write down the page number.

This homework assignment will count as a quiz grade. The following are the point values:

· Explanation for choice of video: 3 points

· Quotes/paraphrases from the article: 4 points

· Quotes/paraphrases from the textbook: 3 points

Due dates will be announced in class and posted to Blackboard.

COMM 11 oral presentation guidelines, Spring 2014

PART No. 1:

A five-month-old Caucasian female is brought into the clinic as the parent complain that she has been having ongoing foul-smelling , greasy diarrhea. She seems to be small for her age and a bit sickly but, her parent’s state that she has a huge appetite. Upon examination you find that the patient is wheezing and you observe her coughing.

· Write a differential diagnosis of at least three (3) disorders and explain why each might be a possibility and any potential weaknesses of each differential.

· Why is it that the later in age this disease manifest itself, the less severe the disease is?

· What tests would you run to clarify your differential and potentially come to a definitive diagnosis?

· If the same child was African in ancestry would this change your initial differential? Why or why not?

PART No. 2:

Tammy is a 33-year-old who presents for evaluation of a cough. She reports that about 3 weeks ago she developed a “really bad cold” with rhinorrhea. The cold seemed to go away but then she developed a profound, deep, mucus-producing cough. Now, there is no rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Tammy has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.

· Write a differential of at least three (3) possible diagnosis’s and explain how each may be a possible answer to the clinical presentation above. Remember, to list the differential in the order of most likely to less likely.

· Based upon what you have at the top of the differential how would you treat this patient?

· Suppose now, the patient has a fever of 100.4 and complains of foul smelling mucous and breath. Indeed, she complains of producing cups of mucous some days. She has some trouble breathing on moderate exertion but this is only a minor complaint to her. How does this change your differential and why? à Bronchiectasis p. 1256 can happen after an infection

PART No. 3:

A nursing student comes into your office because they are struggling with the concept of pulmonary function. They know you as an experienced FNP and so they are comfortable asking if you could clarify the terms residual volume (RV), functional reserve capacity (FRC), total lung capacity (TLC) inspiratory reserve volume (IRV), and expiratory reserve volume (ERV).

1. Give her a definition of each?
2. List three (3) disorders that can alter the residual volume and explain how they do so?

NR 507 Week 2 Quiz (CH 3, 34-36 + 8 – 13 from week 1)

1. At the arterial end of capillaries, fluid moves from the intravascular space into the interstitial space because the (Points : 2)
2. Physiologic pH is maintained around 7.4 because bicarbonate (HCO3) and carbonic acid (H2CO3) exist in a ratio of (Points : 2)
3. When thirst is experienced, how are osmoreceptors activated? (Points : 2)
4. Chvostek sign and Trousseau sign indicate (Points : 2)
5. Which are indications of dehydration? (Points : 2)
6. In hyperkalemia, cardiac rhythm changes are a direct result of (Points : 2)
7. Water movement between the intracellular fluid compartment and the extracellular compartment is primarily a function of (Points : 2)
8. In tuberculosis, the body walls off the bacilli in a tubercle by stimulating (Points : 2)
9. Pulmonary edema usually begins at a pulmonary capillary wedge pressure or left atrial pressure of _ mm Hg. (Points : 2)
10. Which inflammatory mediators are produced in asthma? (Points : 2)
11. The most successful treatment for chronic asthma begins with (Points : 2)
12. Which pleural abnormality involves a site of pleural rupture that act as a one-way valve, permitting air to enter on inspiration but preventing its escape by closing during expiration? (Points : 2)
13. _ is a fulminant form of respiratory failure characterized by acute lung inflammation and diffuse alveolocapillary injury. (Points : 2)
14. In ARDS, alveoli and respiratory bronchioles fill with fluid as a result of the (Points : 2)
15. Clinical manifestations that include unexplained weight loss, dyspnea on exertion, use of accessory muscles, and tachypnea with prolonged expiration are indicative of (Points : 2)
16. Clinical manifestations of pulmonary hypertension include (Points : 2)
17. Dyspnea is not a result of (Points : 2)
18. High altitudes may produce hypoxemia through (Points : 2)
19. Chest wall compliance in infants is _ in adults. (Points : 2)
20. What is the primary cause of RDS of the newborn? (Points : 2)
21. An accurate description of childhood asthma is that it is a(n) (Points : 2)
22. Cystic fibrosis (CF) is caused by a(n) (Points : 2)
23. Which of the following statements about the advances in the treatment of RDS of the newborn is incorrect? (Points : 2)
24. Which of the following types of croup is most common? (Points : 2)
25. Which immunoglobulin is present in childhood asthma? (Points : 2)

Musculoskeletal and neurologic disorders can present complications for pediatric patients from infancy to adolescence. These disorders affect patients physically and emotionally and often impact a patient’s ability to participate in or carry out everyday activities. Patients with these disorders frequently need long-term treatment and care requiring extensive patient management and education plans. Musculoskeletal and neurologic disorders present various symptoms because they affect multiple parts of a patient’s body. Consider treatment, management, and education plans for the patients in the following three case studies.

Case Study 1:

Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma. Physical examination is negative except for pain with flexion and internal rotation of the right hip and limited abduction of the right hip. Limb lengths are equal.

Case Study 2:

Trevon is an 18-month-old with a 3-day history of upper-respiratory-type symptoms that have progressively worsened over the last 8 hours. His immunizations are up to date. Mom states he spiked a fever to 103.2°F this morning and he has become increasingly fussy. He vomited after drinking a cup of juice this afternoon and has refused PO fluids since then. Pertinent physical exam findings include negative abdominal exam, marked irritability with inconsolable crying, and he cries louder with pupil examination and fights head and neck assessment. You are unable to elicit Kernig’s or Brudzinski’s signs due to patient noncompliance.

Case Study 3:

Molly is a 12-year-old who comes to your office after hitting her head on the ground during a soccer game. Her mother reports that she did not lose consciousness, but that she seems “loopy” and doesn’t remember what happened immediately following her fall. She was injured when she collided with another player and fell backward, striking her head on the ground. She has no vomiting and denies diplopia but complains of significant headache. Physical examination is negative except for the presence of slight nystagmus. All other neurologic findings including fundoscopic examination are normal.

To prepare:

Review “Neurologic Disorders” and “Musculoskeletal Disorders” in the Burns et al. text.

Review and select one of the three provided case studies. Analyze the patient information.

Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.

Consider strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.