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Explain why access to justice is important. Identify how access to justice is affected by key barriers faced by litigants, including the effects of legal aid cuts. Assessment Overview TMA 03 Introduction The cut-off date for TMA 03 is 12:00 midday (UK local time) on 23 July 2026. This is the latest date by which your TMA must reach your tutor. You must submit your TMA using the online TMA system. This TMA is designed to test your knowledge of Units 12 and 13 and includes a personal reflection.

TMA 03 is worth 20% of your overall assessment score. For more information on module assessment, see Section 3.2 of the W112 Module Guide.

TMA 03 consists of three questions. You are expected to answer all the questions in this TMA. Your answers should be written in your own words.

You must provide a reference list at the end of your answer for the references used in answering the questions. Your marks for this TMA include marks for your ability to reference correctly.

The total word limit for TMA 03 is 2000 words. All the words you use to answer the questions, including quotations and citations, are included in your word count (but footnotes and the reference list are excluded from your word count). You must include an accurate total/overall word count at the end of your assessment.

We suggest that you answer the questions using approximately the number of words shown in the table below:

Table 1 Recommended word count for each question Question 1

900 words

Question 2

900 words

Question 3

200 words

Any words used that exceed the overall word count for the TMA (i.e. those over 2000 words) will not be marked or commented on.

The Guidance section contains information on how to approach this assessment. You should read these notes carefully before beginning work on this TMA.

This TMA falls into category 2 meaning you may use Generative AI to assist, but you are not required to do so. Please ensure that you have read this guidance before you begin your TMA and that you comply with it. The guidance explains how Generative AI can be used, but explains that it should not be used to write your answer for you, it is there to support your learning. If you use Generative AI, you must submit an appendix summarising how you used it. The appendix will not count towards the word count of this assessment.

Learning outcomes This TMA tests the following learning outcomes: Knowledge and understanding: explain access to justice and consider some key barriers to it

apply the law of private nuisance.

Skills: structure and develop arguments in response to an essay question

use the IRAC method to solve legal problems raised by a factual scenario

communicate ideas clearly and concisely in writing

acknowledge the sources of information that you have used, in a style appropriate to the task

reflect on your own learning and development.

Questions The following pages set out the questions for this assignment.

You must ensure that you have read the learning outcomes (in the section above) and the advice given in the ‘Guidance’ sections (below) for these questions before starting work on your assignment.

Question 1 Answer the following essay question:

Explain why access to justice is important. Identify how access to justice is affected by key barriers faced by litigants, including the effects of legal aid cuts.

(45 marks)

Question 2 Raghav owns a flat in a new eco estate called Millbrook, on the edge of a market town. Within Millbrook there is also a business centre that rents out its units to commercial entities which Raghav`s home backs onto. At the start of the year, the main unit within the business centre was rented out to a music school. For much of the year there is not an issue because the business centre is well insulated. However, the business centre has a large amount of glazing, making it prone to overheat in the summer. When this happens, students and staff open the windows, meaning that residents such as Raghav can distinctly hear the students practising, often badly out of tune. Raghav seeks your advice as to whether there is a legal issue that he can raise with the music school in the first instance.

(45 marks)

Question 3 Reflect on how you used previous feedback when planning and writing your answer in response to the problem question in Question 2, addressing each stage of Gibbs’ reflective cycle.

(10 marks)

Guidance The following pages set out the advice on how to approach this TMA. Ensure you read both the general advice and the question advice.

Section 6.2 of the Law undergraduate guide contains definitions of words used in TMA questions. It also gives advice on in-text citations and the reference list that you must produce and include at the end of your work. You should read this guide before attempting this TMA. Note that Section 7.3 of the guide tells you how your TMAs need to be presented and Section 12 of the guide details the marking scale, against which your work will be assessed.

For this assignment: Answer each question separately, numbering them clearly.

Read the questions carefully.

Answer all three questions.

In order to avoid plagiarism, ensure that you answer each question concisely and clearly in your own words and also acknowledge the sources of information used in your answers, using the Law School’s preferred referencing styles of OSCOLA and Harvard.

Write in standard English prose using full sentences and paragraphs. Answers should not include any sort of list.

Write in the third person in your answers to Questions 1 and 2. This means you should not write in the first or second person (e.g. ‘I’, ‘we’, ‘my’, ‘our’, ‘you’ or ‘your’); instead you should use phrases such as ‘A person is …’ or ‘This answer will …’.

Write in the first person for Question 3, as it is a personal reflection and so you should use ‘I’ or ‘my’.

Check your TMA carefully before submission, ensuring that you correct any spelling or grammar mistakes.

Ensure you reference all materials relied upon in this TMA. This is the first assignment where referencing will be marked. Referencing allows you to acknowledge the work of other authors and your use of sources. It also allows anyone reading your work to easily find all the materials that you used as sources of information. For advice on referencing, see Section 8 of the Law undergraduate guide. In summary, you need to fully reference general academic or ‘secondary’ legal sources such as the module materials, books and articles used in your work using the Cite Them Right Harvard in-text referencing style. You should also fully reference ‘primary’ legal sources such as case law and legislation using the Cite Them Right version of OSCOLA footnote referencing style. You also need to provide a reference list of all sources used in the TMA at the end of your submission. The reference list does not form part of the word count.

Question 1 guidance Question 1 is an essay question, and you should refer to the advice on answering essay questions provided in Section 6.1.3 of the Law undergraduate guide, Section 9 of Unit 2 and Section 7 of Unit 5. Remember, you should refer to Section 6.2 of the Law undergraduate guide for an explanation of the process words used in assessments. Make sure that your answer is structured correctly with an introduction, main body and conclusion and that each of these sections contains the correct content, as described in Section 6.1.3 of the Law undergraduate guide and Section 9 of Unit 2. You can find additional guidance, with further support, in the Law Toolkit, including the ‘Structuring an essay’ section.

You should use the module materials, in particular Unit 12. Unit 11 Section 7.1 may also be helpful. You should begin by establishing what is meant by access to justice. This will give context to your work. Consider the barriers to this that might be faced and the impact of cuts to legal aid. You do not need to use additional information from beyond the module materials, but you are permitted to do so. However, you can achieve a strong pass without doing so. You may find some wider reading useful to enhance your understanding of the topic. For example, you can find relevant materials in Chapter 1 of the module textbook, Horsey and Rackley (2023).

Question 2 guidance Question 2 is a problem-style question. This type of question requires you to use the IRAC method. You were introduced to problem-style questions in Section 7 of Unit 3, where you were also introduced to the IRAC method in Sections 7.1 and 7.2. Further guidance on the use of the IRAC method is set out in the Law undergraduate guide.

When writing your answer, you need to include a short introduction as set out in the guidance for problem-style questions. Then, for each of the issues, you need to use the IRAC method. Therefore, if there are five issues, you will need to follow the IRAC approach five times. Each time you set out the rule, you will need to provide a source for that rule such as a case, statute or reference to the module materials. Note that, although you may use an IRAC table in planning your answer, in the final answer that you submit you should not use a table but should write in continuous prose, using full paragraphs which follow the IRAC method. Once you have applied the IRAC method through enough times, you will then need to give a final summary of your conclusion.

Question 3 guidance This is a reflective question referring to Gibbs’ reflective cycle, which was introduced in Section 7 of Unit 1. When reflecting on how you approached the process of planning and writing your problem question using previous advice, you should answer by referring to Gibbs’ reflective cycle. Ensure you address each of the six specific steps of the cycle.

Finally When your marked TMA is returned, you should reflect on your tutor`s comments and make notes on anything you want to do differently for TMA 04 (the emTMA).

Application of the assessment guidance to this TMA The categories below provide information for how the knowledge and skills in this question will be evaluated when marking your work, based on the general marking guidelines in Section 12 of the Law undergraduate guide.

Mark range

Question 1

Question 2

Question 3

85–100%

An answer in this band will show an excellent approach to writing an essay on access to justice. There may be minor errors.

An answer in this band will show an excellent understanding and application of the law of private nuisance to support an excellent, logical and reasoned application of the relevant law to the facts of the problem. There may be minor errors.

The writing style will be fluent and clear and the IRAC structure observed.

The answer will show an excellent ability to reflect on feedback when planning and writing a problem question. It will follow Gibbs’ reflective cycle.

70–84%

An answer in this band will show a thorough approach to writing an essay on access to justice but may have some gaps and/or errors.

An answer in this band will show a good understanding of the law of private nuisance to support a logical and, on the whole, reasoned application of the relevant law to the facts of the problem. There may be some gaps or errors, but the writing style will be fairly clear and the IRAC structure generally observed.

The answer will show a good ability to reflect on feedback when planning and writing a problem question. It will follow Gibbs’ reflective cycle.

55–69%

An answer in this band will show a satisfactory approach to writing an essay on access to justice, but with flaws and gaps.

An answer in this band will show a satisfactory understanding of the law of private nuisance to support a logical and to an extent reasoned application of the relevant law to the facts of the problem. There may be some flaws and gaps and the writing style may not always be clear. The IRAC structure may not be completely observed.

The answer will show a satisfactory ability to reflect on feedback when planning and writing a problem question. Use of Gibbs’ reflective cycle may be incomplete.

40–54%

An answer in this band will show a basic understanding of how to write an essay on access to justice.

An answer in this band will show a basic understanding of the law of private nuisance to support a basic application of the relevant law to the facts of the problem. The writing style will be basic and at times unclear. The IRAC structure may not be correctly employed.

The answer will show a general ability to reflect on feedback when planning and writing a problem question. Use of Gibbs’ reflective cycle may be incomplete or non-existent.

30–39%

An answer in this band will include some relevant

An answer in this band will include some relevant content relating to the law of private nuisance. The

The answer may demonstrate

The Complete assignment should include question prompts that require a response of 2400 words with five scholarly sources. Minimum of five scholarly sources. Textbook can be one of the sources.

Maybe you have been curious about a particular artificial intelligence platform that you could use for your schoolwork. To keep this exciting, you get to pick the platform. Specifically, for this Complete Section assignment, you are tasked with selecting one artificial intelligence platform of your choice (such as ChatGPT, Grok, Gemini, IBM Watson, Magicx, HeyGen, TensorFlow, PyTorch, Sora, Midjourney, Jasper, Synthesia, Claude, etc. There are over 1.4 million different AI platforms). After picking your choice of platform, you will critically analyze one ethical application of that platform for your schoolwork here at Bethel University. Remember that your analysis should demonstrate a deep understanding of the platform capabilities (pros and cons), its potential impact, and the ethical considerations required for responsible use.
Special Note: Please get in touch with me before beginning the assignment if you have any questions regarding platform selection.
Just so there is no confusion I will be looking for the following very specific items in your submission:

Depth of Research

Demonstrates comprehensive understanding of the chosen AI platform and its context.

Ethical Analysis

Clearly explains the ethical implications and articulates a thoughtful, well-justified case for your proposed use.

Use of Evidence

Appropriately references scholarly sources from the Bethel Library.

Clarity and Structure

Presents ideas logically, with clear organization and academic writing style.

Originality

Offers unique insights/perspectives.

Formatting and Citations

Adheres strictly to APA 7th edition guidelines and proper citation practice

 Must be Authentic Answer 5 questions each with at 1500 words. With citations.

 Pearce Chapter 5: Managing Performance and Encouraging Innovation (motivation)

Chapter 6: “Empathy and Social Awareness” by Bobbie Ann Adair White from Leading Self and Others with Emotional Intelligence.

This chapter 6, Empathy and Social Awareness, emphasizes that successful leaders possess the ability to understand and appreciate the emotions, perspectives, and needs of others. Through empathy and social awareness, leaders can build trust, improve communication, strengthen teamwork, and create inclusive workplaces. The chapter underscores that these competencies are critical for effective leadership and can be developed through active listening, perspective-taking, and increased awareness of interpersonal and organizational dynamics.

Empathy is the ability to understand and share the feelings of another person. It involves putting oneself in another person’s position and appreciating their experiences without judgment. Empathetic individuals:

Listen actively and attentively.

Show compassion and understanding.

Build trust and strong relationships.

Recognize and validate the emotions of others.

Foster a supportive and inclusive environment. 

Social awareness refers to the ability to accurately perceive and understand the emotions, behaviors, and dynamics within individuals and groups. Socially aware leaders are to:

Interpret verbal and nonverbal cues.

Understand organizational culture and interpersonal relationships.

Recognize the concerns and motivations of others.

Adapt their communication style to different audiences.

Navigate conflict and workplace challenges effectively.

Empathy and social awareness are essential emotional intelligence competencies that allow leaders to understand others, build meaningful relationships, and foster healthy, productive work environments. Leaders who cultivate these skills are better positioned to inspire trust, encourage collaboration, and lead effectively in diverse and changing environments.

 

Lester & Lester Chapter 7: Behavioral Theories In this chapter Lester & Lester describe how your leadership identity can be strengthened or weakened by the behavior and leadership actions taken over time.

 

• Pearce, J. L. (2021). Organizational Behavior: Real Research for Real Managers (5^th). Irvine, CA: Melvin & Leigh. (ISBN: 978-1-7360-4020-1)
• Lester, G. V. & Lester, P. (2023). Applied Organizational Behavior and Leadership Development: An Identity Approach. Kendall Hunt Publishing. (ISBN: 978-1-792-49445-1)
• Adair White, B. A. (2024). Leading Self and Others with Emotional Intelligence. Kendall Hunt Publishing. (ISBN: 979-8-765-79272-8)

 

 

 

 

Additional Readings or Resources

https://youtu.be/ht4SQXIcQts?si=-2kKClyw1h2mg7R2

https://www.youtube.com/watch?v=JEikQP8-es0&t=305s

 

·        Video Recommendation on SpaceX

SpaceX’s organizational culture reflects Elon Musk’s high-performance leadership philosophy. Employees are expected to work under intense pressure, meet

ambitious goals, and adapt quickly to changing priorities. Musk has frequently implemented layoffs, restructuring efforts, and performance-based expectations that some employees perceive as ultimatums. This environment can foster innovation and accountability, but it may also contribute to heightened stress, burnout, and employee turnover. Organizational Behavior theories suggest that while high performance standards can improve productivity, excessive pressure and low job security may negatively affect employee motivation.

 

(198) How To Motivate Your Employees As A Leader – YouTube

 

One of the core tasks of team leaders is keeping motivation and inspiration high. This doesn’t mean all great leaders are charismatic and inspiring. In fact, the opposite is often true. Motivating employees isn’t about what you say to them; it’s about understanding what they’re seeking from work. And while understanding the unique desires of each team member might take a while, there’s a proven model for understanding human motivation that just might help you uncover your team’s motivation mysteries faster. In the mid-1980s, researchers Edward Deci and Richard Ryan outlined a model of motivation called “self-determination theory.” Their theory posited that intrinsic motivation comes in three forms: autonomy, competence, and relatedness.

 

Mock scenario:

At Larkin Consulting, the operations team showed up each day and completed their tasks—but little more. Work was getting done, yet deadlines slipped, ideas were scarce, and no one seemed particularly invested.

Their manager, Daniel, saw this as a motivation issue.

“We just need to be more proactive,” he said in meetings, repeating the same message each week. What he didn’t realize was that the team wasn’t resisting effort—they didn’t understand what they were working toward.

Goals shifted frequently, often without explanation. One week efficiency was the focus; the next, innovation. Priorities were mentioned briefly, then replaced before they took hold. Team members like Aisha found themselves asking quietly, What actually matters here?

Over time, that uncertainty turned into disinterest. Without clear goals or purpose, tasks felt routine and disconnected. People stopped going beyond what was asked because they didn’t see the point. Daniel, meanwhile, remained focused on output. He rarely asked for input or checked in on how the team was experiencing the work. When meetings felt quiet, he interpreted it as agreement rather than disengagement—missing the signs of low morale and confusion.

His feedback, when given, was vague. “Let’s just improve this next time,” he’d say, without clarifying expectations. When the results didn’t change, he grew visibly frustrated but didn’t adjust his approach. This reflected a low sense of leader identity—he held the title, but didn’t actively shape direction, support, or meaning for his team.

As a result, relationships weakened. Team members worked in parallel rather than together. Questions went unasked. The initiative faded.

The cost was gradual but clear: slower progress, inconsistent quality, and a team that had mentally checked out. Even high performers began doing the minimum, conserving energy for work that felt meaningful elsewhere.

And despite Daniel’s repeated calls to “be more motivated,” nothing improved—because the root issue was never addressed.

 

Discussion Questions:

1. What specific actions could Daniel take to increase motivation, engagement, and performance within a team?

2. How does having unclear goals and inconsistent priorities affect employee motivation?

3. How can leaders identify when a lack of motivation is a leadership problem rather than an employee problem?

4. What actions do you think employees will take if these conditions and environment continue at Larkin Consulting? What is the best response to a leader like David?

5. How can Daniel leverage self-awareness to recognize how his vague feedback fuels the team’s confusion, and social awareness to accurately read their silence as disengagement rather than agreement, to establish the clear goals necessary for true employee accountability?

The objective of this journal is to analyze how the 4Ps (product, price, place, and promotion) influence the strategic decisions of a global customer brand. Additionally, you will apply the consumer buying decision process to a new product launch, providing a concise yet comprehensive understanding of both theoretical and practical marketing applications. Select a well-known global brand (e.g., Apple, Coca-Cola, Nike, Samsung) that operates in multiple international markets. Remember, not every global company is a brand. For example, Proctor and Gamble owns over 80 brands. 4Ps Analysis: Briefly discuss how the brand tailors its product offerings to meet the needs and preferences of different international markets. Focus on key aspects such as product design, features, and quality. Provide an overview of the pricing strategy. Discuss how pricing varies across different markets and the factors influencing these decisions. Evaluate the distribution strategy. Highlight the main distribution channels and logistical considerations for ensuring product availability. Assess the promotional strategies used by the brand. Discuss how promotional tactics are adapted to fit cultural norms and media consumption habits of different countries. New Product Launch: Identify the consumer needs or problems the new product aims to address. Discuss how consumers might seek information about the new product. Analyze how consumers evaluate the new product against competing products. Examine the factors influencing the consumer’s decision to purchase the new product. Explore how the brand plans to ensure customer satisfaction and foster loyalty after the purchase. Begin with an introduction. Support your journal with at least one source. Your journal must be at least 8 pages in length, not counting the required references page. Follow APA Style when creating citations and references for this assignment.

Promoting Interprofessional Collaboration in Healthcare Teams

Purpose:

1. Understand the significance of interprofessional collaboration in improving patient care outcomes.
2. Identify key techniques and strategies for facilitating effective collaboration and teamwork in healthcare teams.
3. Analyze common barriers to collaboration and develop solutions for overcoming these challenges.
4. Reflect on personal experiences and observations to enhance understanding of interprofessional collaboration in healthcare settings.

Instructions:

In this assignment, you will explore techniques for facilitating collaboration and teamwork within interprofessional healthcare teams. You will analyze the importance of effective communication, shared decision-making, and mutual respect in achieving positive patient outcomes. Additionally, you will identify strategies for overcoming common barriers to collaboration and promoting a culture of teamwork in healthcare settings.

• Conduct a literature review on the importance of interprofessional collaboration in healthcare settings. Identify at least five peer-reviewed articles that discuss techniques and strategies for facilitating collaboration and teamwork within interprofessional healthcare teams.
• Work with your preceptor and stakeholders at your project site to develop an action plan for promoting interprofessional collaboration in your healthcare setting. Submit this in the appendices section.
• Brainstorm strategies for fostering effective communication, enhancing team dynamics, and resolving conflicts. Submit this in the appendices section.
• Outline specific steps, responsibilities, and timelines for implementing the action plan within the healthcare setting. Submit this in the appendices section.

Submission Instructions:

• Include your action plan, brainstorming, outline, and timeline in the appendices section of your literature review.
• Submit a plan describing role responsibilities for your group in the appendices section of your literature review.
• The literature review is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
• The literature review should be formatted per current APA and a minimum of 5 pages in length, excluding the title, abstract and references page. Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
• Your submission will be assessed through Turnitin.

Grading Rubric

Your assignment will be graded according to the grading rubric.

Final Essay/Paper Rubric

Final Essay/Paper Rubric
Criteria	Ratings	Points
Identification of Main Issues/Problems	Distinguished Identifies and demonstrates a sophisticated understanding of the issues/problems. 10 to >9 pts Excellent Identifies and demonstrates an accomplished understanding of most issues/problems. 9 to >7 pts Fair Identifies and demonstrates an acceptable understanding of most issues/problems. 7 to >0 pts Poor Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted. 0 pts	/10 pts
Analysis and Evaluation of Issues/Probelms	Distinguished Presents an insightful, thorough analysis and evaluation of issues/problems. 10 to >9 pts Excellent Presents a thorough analysis and evaluation of most of the issues/problems. 9 to >7 pts Fair Presents a superficial or incomplete analysis and evaluation of issues/problems. 7 to >0 pts Poor Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted. 0 pts	/10 pts
Demonstrates a Conceptual Understanding	Distinguished Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding. 10 to >9 pts Excellent Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding. 9 to >7 pts Fair Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding. 7 to >0 pts Poor Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted. 0 pts	/10 pts
Use of Citations to Course Readings and Additional Research/Literature	Distinguished Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. 10 to >9 pts Excellent Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. 9 to >7 pts Fair Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. 7 to >0 pts Poor Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted. 0 pts	/10 pts
Writing Mechanics and APA Formatting Guidelines	Full Marks Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors. 10 to >9 pts Excellent Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail. 9 to >7 pts Fair Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail. 7 to >0 pts Poor Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted.

COMPLEX CASE STUDY PRESENTATION

In Weeks 4, 7, and 9 of the course, you will participate in clinical discussions. In one of these three weeks, you will be a presenter as well as help facilitate the online discussion; in the others you will be an active discussion participant. When it is your week to present, you will create a Focused SOAP note and a short didactic (teaching) video presenting a real (but de-identified) complex patient case from your practicum experience.

You should have received an assignment from your Instructor letting you know which week of the course you are assigned to present.

 

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE:

• Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
• Select a child/adolescent or adult patient from your clinical experience that presents with a significant concern. Create a focused SOAP note for this patient using the template in the Resources. All SOAP notes must be signed by your Preceptor. When you submit your SOAP note, you should include the complete SOAP note as a Word document and PDF/images of completed assignment signed by your Preceptor. You must submit your SOAP Note using Turnitin.
  Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
• Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice what you will say beforehand, and ensure that you have the appropriate lighting and equipment to record the presentation.
• Your presentation should include objectives for your audience, at least 3 possible discussion questions/prompts for your classmates to respond to, and at least 5 scholarly resources to support your diagnostic reasoning and treatment plan.

Video assignment for this week’s presenters:

Record yourself presenting the complex case study for your clinical patient. In your presentation:

• Dress professionally and present yourself in a professional manner.
• Display your photo ID at the start of the video when you introduce yourself.
• Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
• State 3–4 objectives for the presentation that are targeted, clear, use appropriate verbs from Bloom’s taxonomy, and address what the audience will know or be able to do after viewing.
• Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
• Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
• Pose three questions or discussion prompts, based on your presentation, that your colleagues can respond to after viewing your video.
• Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide.
  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis, and why? Describe how your primary diagnosis aligns with DSM- 5-TR diagnostic criteria and is supported by the patient’s symptoms.
  • Plan: What was your plan for psychotherapy (include one health promotion activity and patient education)? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.  Discuss an identified social determinate of health impacting this patient’s mental health status and provide your recommendation for a referral to assist this patient in meeting this identified need (students will need to conduct research on this topic both in the literature and for community resources).
  • Reflection notes: What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow-up, discuss what your next intervention would be.

MSDA 628 Supply Chain Business Analytics

Module 1 Assignment

General requirement

• Make sure that each problem/sub-problem is on its own worksheet.
• Your Excel model must be executable. If your excel model is ran, it should generate the same results you submit. That means the spreadsheet has correct embedded formulae and Solver dialog boxes have all the inputs. If ‘Solve’ is clicked and your spreadsheet does not produce the reported results, a zero score will be assigned to that problem.
• Name the Excel file as “Homework 1_Last Name.xlsx”.
• Please contact the instructor if you have any questions regarding the assignment.

Problem 1

The Weinberger Electronics Corporation manufactures four highly technical products that it supplies to aerospace firms that hold NASA contracts. Each of the products must pass through the following departments before being shipped: wiring, drilling, assembly, and inspection. The time requirement in hours for each unit produced and its corresponding profit value are summarized in the following table:

	PRODUCT
DEPARTMENT	XJ201	XM897	TR29	BR788
Wiring	0.5	1.5	1.5	1.0
Drilling	0.3	1.0	2.0	3.0
Assembly	0.2	4.0	1.0	2.0
Inspection	0.5	1.0	0.5	0.5
Unit Profit ($)	9.0	12.0	10.0	8.0

The production available in each department each month and the minimum monthly production requirement to fulfill contracts are as follows:

DEPARTMENT	CAPACITY (HOURS)	PRODUCT	MINIMUM PRODUCTION LEVEL
Wiring	15,000	XJ201	150
Drilling	17,000	XM897	100
Assembly	26,000	TR29	300
Inspection	12,000	BR788	400

The production manager has the responsibility of specifying production levels for each product for the coming month. Use Excel spreadsheet to solve Weinberger’s profit-maximization problem using LP.

Problem 2

A sudden increase in the demand for smoke detectors has left Hanson Alarms with insufficient capacity to meet demand. The company has seen its monthly demand for electronic and battery-powered smoke detectors rise to 27,500 and 14,450, respectively. Tommy Hanson, the CEO of Hanson Alarms, has told his COO Julia Hanson that the company must always meet demand for its products. Hanson’s production process involves three departments: fabrication, assembly, and shipping. The data for production and prices is summarized below.

	Hours required to manufacture 1 unit
DEPARTMENT	Electronic powered	Battery powered	Monthly Hours Available
Fabrication	0.20	0.13	2,500
Assembly	0.25	0.22	4,470
Shipping	0.15	0.18	3,200
Variable cost/unit	$18.80	$16.00
Retail price	$32.50	$31.60

 

The company also has the option to obtain additional units from a subcontractor, The ChrisJones Company, who has offered to supply up to 25,000 units per month in any combination of electronic and battery-powered models, at a cost of $22.75 per unit. For this price, ChrisJones will assembly, test, and ship its models directly to the distributors without using Hanson’s production process. Use Excel spreadsheet to determine the optimal quantities to make and/or buy that will maximize profit.

(Hint: For making or buying a product, Unit profit = Unit retail price – Unit Cost)

Using the topic you selected for Week 2: Paper and Week 5: Research Paper Part I, complete your final research paper. Consider the following:

• What are the major findings from the scholarly sources you found?
• How will can your research be applied in an organizational setting?
• What are the potential implications of your findings?
• What are your recommendations for additional research on the topic?

Your paper must have 7-10 scholarly references. Ideally, these references will be the some of the ones you listed in your annotated bibliography. The 7-page essay (2400 words minimum in the body of the text) should be written in APA.

Essentially, here’s what I will be grading you on:

• Does this student understand the material?
• Can this student demonstrate synthesis through writing?
• Can this student apply critical thinking skills on the topic they have chosen?
• Can this student write in their own words?
• Can this student write at the graduate level?

IMPORTANT

Remember that your final paper is automatically checked for plagiarism through turnitin.com.

Assignment: PowerPoint Presentation on Staffing, Professional Development, and Performance Appraisal For this assignment, you have been tasked with creating a PowerPoint presentation that provides your audience with a brief yet comprehensive overview of the connections between staffing, professional development, and performance appraisals.

Your Poster or PowerPoint Presentation should include the following sections:

Abstract Provide a summary of the key parts of your presentation. Length requirement: 150–250 words. Purpose/Objectives Combine the purpose and objectives of your presentation into this section (2–3 bullets). Be sure to highlight how staffing, professional development, and performance appraisals are interconnected in supporting organizational effectiveness. Background Provide a brief overview of the importance of staffing, professional development, and performance appraisals. Include relevant and interesting statistics (e.g., turnover rates, cost of training, appraisal effectiveness, or workforce development trends). Staffing Approaches Discuss key strategies for effective staffing, including recruitment, retention, and alignment with organizational goals. Consider the impact of proper staffing on professional growth opportunities and performance outcomes. Professional Development Describe the role of professional development in employee growth and organizational success. Highlight different methods such as continuing education, mentoring, certifications, workshops, and career ladders. Connect how professional development influences both staffing outcomes (e.g., retention, morale) and performance appraisal results. Performance Appraisal Tools Discuss, compare, and contrast four to five different types of appraisal tools. Explain how these tools can also identify staffing needs and professional development opportunities. Performance Appraisal Strategies Discuss strategies managers can use to ensure appraisals are effective, accurate, and fair. Include steps managers should take before, during, and after the appraisal process. Integrate how appraisal feedback can inform staffing decisions and drive professional development plans. Discussion Provide a personal reflection on your own experiences with staffing, professional development, or performance appraisals. If you are in a supervisory role, reflect from the perspective of a manager responsible for these processes. If you are not in a supervisory role, reflect as an employee engaging in them. Consider: Was your staffing experience adequate for your role? Did you receive professional development support? Were appraisals tied to unit or institutional goals? Did these processes contribute to your growth? Conclusion Summarize the key content/points discussed in the presentation. Address the future implications of integrating staffing, professional development, and performance appraisals for building a sustainable, high-performing workforce. References Use at least three additional references beyond your textbook (minimum of four total). Visuals In addition to bullets, paragraphs, and sentences, incorporate at least two of your choice of the following: charts, graphs, tables, and other visuals to help convey key content to your audience in your poster presentation. Remember this is a stand-alone presentation so the PPT should be able to speak for itself without a voiceover. No Voicethread (VT) required for this assignment but link placed in VoiceThread Groups to upload a presentation in VT to share with your groupmates.

If you decide to do a poster, you can use the attached template. Once finished save it as a pdf file before uploading your presentation into Blackboard to maintain the layout.

Additional Resources:

Read the Developing a Professional Poster Presentation article. (attached) Review this web article Developing an Effective Poster Presentation

First, read Covey, Matthews, BuzzFeed, McGregor et al., SportsDayDFW.com., and Moore (all articles can be found in the “Module 6 Reading” above). In addition, view the presentation on “A New View of Failure and Success,” and watch the videos with J.K. Rowling.

According to Dr. Charles Manz, “Changing our perspective is often the key to finding success in seeming failure,” and he suggests that we need a paradigm shift to learn to discover opportunities in problems. In this week’s discussion, you are tasked with thinking critically about the content presented on rejection and changing our perspectives on failure and success. Some possible prompts follow. You do not have to address every prompt. Your post should be a minimum of two well-developed paragraphs.

Do you agree with Manz that a change in paradigm shift is necessary? Why or why not? What do you take away from the stories about authors being rejected? What do you take away from the readings about the importance of failure? How does the Covey reading on Think Win/Win relate to the other readings in the module? Do you agree that both failure and success should be viewed differently? Why or why not? Read in Covey text, Habit 4: Think Win/Win  Read the article “How Failure Breeds Success”  How Failure Breeds Success.pdf   Read the following web articles (Click on the links below to view): A Writing Class May Help 20 Brilliant Authors Whose Work Was Initially Rejected Michael Irvin: I Hope The Cowboys Lose to the Redskins Watch the following videos: (links below) Module 6 Failure and Success J.K. Rowling Speaks at Harvard Commencement https://youtu.be/XZLaT-rOyEc?is=s2tiJJpMxGs5OVcQ

https://youtu.be/wHGqp8lz36c?is=pWIWy5Xoos7u8qLg