Day: November 28, 2019

Please read Chapter 7 Case Study #2 on Pages 334-335

In your first response please address the following:

1. What can you tell about hoe Kodak did needs assessment for executive education?
    
2. What recommendations would you give Kodak for improving this analysis, and what type of training do you think should be done now?
    
3. How would you go about evaluating the effectiveness of these educational experiences?  
    
4. Do you believe that company profitability should be used as a criterion?
    
5. Can more training save Kodak?   
    

    Assuming that a needs assessment is accomplished and specific learning outcomes have identified, feedback over time should be accomplished to determine whether the trainees can demonstrate the desired outcome whether it involves understanding or performing. Presumably if the needs have been properly identified, profits should result but conditions beyond the firm’s control (such as an upturn or downturn in the global economy) may limit the effectiveness of that criterion? 

In your second response, please comment on one of your classmate’s response.  

Do you think that your classmate should have included another factor? Why or Why not? 

Maybe you agree with your classmate, but for another reason that he or she stated.  If 

so, please explain. 

 Please use the concept map to plan care for Mr. Jackson. Mr. Jackson is a 38-year-old African American that presents with an altered level of consciousness (ALOC). He has been having headaches for the last three months but due to a hectic work schedule, he has not been able to go to see his medical practitioner. During his last visit two years ago, his blood pressure was slightly elevated, but he never followed up. Upon arrival, to the ED a CT scan is completed and it shows a large bleed near the frontal lobe. What should Mr. Jackson’s plan of care include? 

Quantitative and qualitative research are the foundations of scientific research studies. Quantitative social science research tries to understand social science by creating quantifiable evidence, like numbers and statistics, analyzed over many different instances to show reliability and validity. You can remember this easily by thinking “quantitative = quantity; quantity = numbers.” Qualitative research tries to understand social science by exploring the totality of a situation, like through observing behavior and monitoring communications, then analyzing them to comprehend the “why” and “how” of the behavior. You can remember this easily by thinking “qualitative = quality; quality = character.” These are very simplistic and generalized definitions that apply to a broad range of sciences, but they are useful as a starting point for this Discussion.

In this Discussion, you analyze the differences between qualitative and quantitative research and conceptualize your own definition of each. Be sure to focus on the specific details of how these research methods are applied to social sciences and human services, providing examples where necessary.

Post your own definition of quantitative and qualitative research. Explain the differences between them, and then provide an example of each.

When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.”

Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position offers a $15,000 per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.

Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process” located at http://www.gdrc.org/decision/problem-solve.html:

• Step One: Define the problem 
• Step Two: Analyze the problem 
• Step Three: Generate options 
• Step Four: Evaluate options 
• Step Five: Make your decision 
• Step Six: Implement and reflect 

Write a four to five (4-5) page paper in which you:

1. Define the problem in the scenario that you have chosen. 
2. Analyze the problem in the scenario. 
3. Generate options for solving the problem in the scenario. 
4. Evaluate the options for solving the problem. 
5. Decide on the best option for solving the problem. 
6. Explain how you will implement the decision made and reflect on whether this option was the most effective. 

The paper should follow guidelines for clear and organized writing:

• Include an introductory paragraph and concluding paragraph. 
• Address main ideas in body paragraphs with a topic sentence and supporting sentences. 
• Adhere to standard rules of English grammar, punctuation, mechanics, and spelling. 
• Based on the guidelines in SWS, “A well-researched assignment has at least as many sources as pages.” Therefore, since this assignment requires you to write at least 4-5 pages, you should include at least 4-5 references. 

The specific course learning outcomes associated with this assignment are:

• Recognize the hindrances to the decision-making process in order to apply problem-solving skills to a variety of situations. 
• Create written work utilizing the concepts of critical thinking. 
• Use technology and information resources to research issues in critical thinking skills and informal logic. 

If your colleagues’ posts influenced your understanding of these   concepts, be sure to share how and why. Include additional insights you   gained.

If you think your colleagues might have misunderstood these   concepts, offer your alternative perspective and be sure to provide an   explanation for them. Include resources to support your perspective.

                                                  Main Post

Agonist-to-Antagonist Spectrum

The agonist-to-antagonist spectrum of action refers to  the action  that is taken by a neurotransmitter to produces a  conformational change  (Stahl, 2013).  The spectrum starts with the  agonist action, which,  with the help of a second-messenger, can turn on  the full potential of  change (Stahl, 2013). Full agonists can be natural  transmitters used to  produce change.  An antagonist blocks the  conformational change of the  potential of the transmitter for binding  with the intended agonist  (Stahl, 2013).  The role of the antagonist is  to keep the receptors in a  baseline state in order to reverse what the  agonist has done (Stahl,  2013). This is the opposite end of the spectrum  and seeks to block  agonists.  In the middle, some partial agonists  mimic its agonist  partner to a lesser degree, and inverse agonists stop  all activity from  occurring on the receptor (Stahl, 2013).  The  conformational change is  needed for a receptor to open to the action of  drugs, particularly,  psychopharmaceutical medications in this case.

G couple proteins and Ion gated channels

G couple proteins are used at the binding site of a  neurotransmitter  to act as a conduit for enzymes (Stahl, 2013). Whereas,  ion gated  channels exist as targets to regulate chemical  neurotransmitters  (Stahl, 2013).  Ion gated channels consist of channels  and receptors  that can only be opened by the neurotransmitters.   Conversely, G couple  proteins attach to neurotransmitters and conform to  enzymes to serve  as a channel for a second messenger (Stahl, 2013).   Most psychotropic  medications aim for the ion gated channels, which open  through chemical  neurotransmission and initiate the signal transduction  cascade (Stahl,  2013).  The cascade results in faster uptake of  psychotropic  medications into the system.

The Role of Epigenetics

According to DeSocio (2016), epigenetics is the study  of how genomes  that undergo changes with certain molecular compounds and   environmental changes can leave the essential DNA unchanged.  It is a   modification of gene expression that is independent of the DNA  (DeSocio,  2016).  DNA is the code that determines much of who we are.   Changes in  that code can be seen as a result of heredity, the  environment, or  neurotransmission (Stahl, 2013).  These alterations  affect individuals  at a physical, emotional, and psychological level.   Stress and adversity  play a significant role in epigenetics by changing  the genomes, which  in turn leads to changes in a person’s DNA (Park et  al., 2019).  These  alterations influence psychological issues related  to many individuals.   It is essential to know how to combat these  changes when determining a  plan of care for clients.

Implications of Findings to Prescribing

As nurse practitioners, it is essential to have an  extensive  understanding of how the above processes affect the way we  prescribe  medications to clients.  It is also essential to take into   consideration how the environment impacts maintaining optimal health  and  healing (DeSocio, 2016).  Knowing the mechanisms of action for   medications that we are prescribing is vital to providing competent   care.  For example, a patient with a generalized anxiety disorder (GAD)   is prescribed Venlafaxine.  The PMHNP needs to understand that the   Venlafaxine works by boosting the serotonin, norepinephrine, and   dopamine neurotransmitters (Stahl, 2014).  This action blocks serotonin   reuptake, norepinephrine reuptake, and the dopamine reuptake (Stahl,   2014).  Each of these actions then increases these neurotransmissions  in  the brain providing therapeutic results. 

                                          References

DeSocio, J.E. (2016). Epigenetics: An emerging framework for advanced practice psychiatric nursing. Perspectives in Psychiatric Care, 52(3), 201-207. https://doi.org/10.1111/ppc.12118

Park, C.,  Rosenblat, J.D., Brietzke, E.,  Pan, Z., Lee, Y., Cao, B.,  Zuckerman, H., Kalantarova, A., McIntyre,  R.S. (2019). Stress,  epigenetics, and depression: A systematic review. Neuroscience and Biobehavioral Reviews, 102, 139-152. https://doi.org/10.1016/j.neubiorev.2019.04.010

Stahl, S.M. (2014). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

Stahl, S.M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications. (4th ed.). New York, NY: Cambridge University Press.