group work 2

we suppose to watch this film. it’s group work and my job is to help everyone make connections to other important ideas, both to

ideas from this class and also to other cultural, social, political, and economic ideas. You may make

connections to other reading assignments, lectures, TV shows, movies, or other experiences. You will

need to turn in at least two connections, including a summary of the connections and discussion questions

to help others make the connections themselves.

 

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Review the Mini Mental State Exam (MMSE) video program.  Complete the MMSE exam by responding as if you are the client. Make sure to write down your answers. Score your answers and save your result

  • Review the Mini Mental State Exam (MMSE) video program. 
  • Complete the MMSE exam by responding as if you are the client. Make sure to write down your answers.
  • Score your answers and save your results.
  • Take the Jung Typology assessment online. Score your answers and save your results.

By Day 3 of Week 8

  • -In 1-2 paragraphs, share what the experience was like to be asked the questions in the Mini Mental State Exam.
  • -Describe what it was like to answer the questions, your thoughts as you went through the exam, and how you reflected on your final MMSE score.
  • -What was it like to take the Jung assessment online? Do you feel that it describes you?
  • -What insights did you gain in terms of how it felt to be assessed?
  • -How do you imagine clients may react?

Resources:

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 9: “Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 190-220). Stamford, CN: Cengage Learning.Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 11: “Clinical assessment: Objective and projective personality tests.” In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 247-280). Stamford, CN: Cengage Learning.Humanmetrics Inc. (1998-2017). Jung typology test. Retrieved at http://www.humanmetrics.com/

 

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SPECIAL DEMANDS ON THE PROJECT MANAGER

A number of demands are unique to the management of projects,
and the success of the PM depends to a large extent on how capably they are
handled. These special demands can be categorized under the following
headings. 

Acquiring Adequate Resources

It was noted earlier that the resources initially budgeted for a
project are frequently insufficient to the task. In part, this is due to the
natural optimism of the project proposers about how much can be accomplished
with relatively few resources. Sometimes, it is caused by a deliberate,
unethical understatement of resource requirements to ensure that a project is
accepted for funding. At times it is caused by the great uncertainty associated
with a project. Many details of resource purchase and usage are deferred until
the project manager knows specifically what resources will be required and
when. For instance, there is no point in purchasing a centrifuge now if in nine
months we will know exactly what type of centrifuge will be most useful. 

The good PM knows there are resource trade-offs that need to be
taken into consideration. A skilled machinist can make do with unsophisticated
machinery to construct needed parts, but a beginning machinist cannot.
Subcontracting can make up for an inadequate number of computer programmers,
but subcontractors will have to be carefully instructed in the needs of the
contractor, which is costly and may cause delays. Crises occur that require
special resources not usually provided to the project manager. 

All these problems produce glitches in the otherwise smooth
progress of the project. To deal with these glitches, the PM must scramble,
elicit ajd, work late, wheedle, threaten, or do whatever seems necessary to
keep the project on schedule. On occasion, the additional required resources simply
alter the project’s cost-benefit ratio to the point that the project is no
longer cost-effective. Obviously, the PM attempts to avoid these situations,
but some of what happens is beyond the PM’s control. 

Case #1-  Turning
London’s Waste Dump into the 2012 Olympics Stadium

Back in 2006, the 2012 Olympic Delivery Authority (ODA) chose a
river-surrounded, 1-square-mile East London disposal site loaded with discarded
appliances, tops of waste, shanties, and soil polluted with petrol, oil, lead,
tar, and arsenic as the site for their 2012 Olympic Stadium to seat 80,000
visitors. To meet a mid-2011 completion due date, the ODA project manager lan
Crockford quickly assembled a project team of over 1000, including governmental
employees and other stakeholders, such as the London Development Agency as
landowner, politicians, utility firms, community councils, miscellaneous local
governmental groups, and of course, the athletes, all of whom wanted a voice in
the site design. To clean up the site, the team created a “Soil
Hospital” on-site with 60 scientists and technicians who processed and
cleaned 800,000 tons of soil. To use the surrounding river for transporting
equipment and materials to the site, others on the team dredged 30,000 tons of
silt, gravel, garbage, and one car from 2.2 kilometers of the river, which
hadn’t seen commercial use in over 35 years. 

When they were ready to design the stadium, they referred
to plans and schedules for London’s 90,000 seat Wembley Stadium (but that took
10 years to build) and Sydney’s 2000 Olympics 80,000-seat stadium (but that
would have stretched halfway across the surrounding rivers on the London site).
Moreover, the scope for this stadium was that 25,000 seats would be permanent
but the other 55,000 would be temporary, built solely for the 2012 Olympics. To
respond, the design team planned a highly-compact field of play that was
acceptable to everyone, including the athletes. Construction started in May
2008 with the pouring of concrete, but soon they found that the steel-beamed
roof as designed would create turbulence on the compact field. The team redesigned
a lighter, more flexible roof made, in part, with 52 tons of scrap metal from
old keys, knives, and guns confiscated by the London police, fitting with the
ODA’s goals of using recycled materials. The entire stadium uses only
one-quarter the amount of steel used in the 2008 Olympic stadium in Beijing.
Construction was completed by the mid-2011 deadline at a price of £486 million,
£51 million under budget. 

Questions:

  1. What shape of life cycle did this stadium
    project have? Compare it with the life cycle of the river dredging portion
    of the effort. Compare it also with the Olympic Torch Relay project
    described earlier.
  2. Which of the “triple constraints”
    seems to be uppermost here? Which constraints was Crockford trading between?
  3. Were there any ancillary goals for this
    project
    What might they have been?

 Source: J.
Danko, “Serious Conditioning,” PM Networks, Vol
24. 

 

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PSYCHOLOGY DISCUSSSION QUESTIONS – My Nursing Experts

DISCUSSION #1.Consider the following scenario: You have a five-year-old daughter who suddenly refuses to go to bed on time. She comes up with the classic excuses: needs a story, a song, a kiss, a glass of water, to use the bathroom. Then, when all appeals are exhausted, she moves into the toughest thing for a parent to defend against: monsters!
You suspect that she is not really frightened and that this is just another delay tactic. You even give her a water pistol to shoot the monsters, but this just results in damp posters on her walls. You need to find a way to get your child to go to bed on time.
DISCUSSION #2.For this discussion draw on behaviorist principles learned in your text and other readings to create a plan for modifying your child’s behavior. Name specific behavioral principles (positive reinforcement, schedules of reinforcement, and so on), and link your action plan to the specific principles.
Depending on the technology and its use, research shows both positive and negative influences of technology on people’s ability to self-regulate their behavior. To prepare for this discussion, you will need to look in the Capella library and locate at least one scholarly research article on how technology influences the ability to self-regulate. You will use this article in this discussion.
Note: Although there are articles linked in the unit resources for your knowledge and as examples, please search for at least one article from the library that is not listed in the unit. This will contribute a variety of technology examples to make our discussion robust and add to our learning.
In what ways has technology affected people’s ability to self-regulate their behavior? What examples from the media (news reports, commercials, television shows, movies, et cetera) can you think of that highlight the conflict between impulse and self-regulation?
Summarize the article you found in the library. What relationship between technology and self-regulation is described in the article? How can professionals in the field of psychology use the findings to promote self-regulation?
DISCUSSION #3.A particularly important aspect of the nervous system is how neurons “fire,” or act to transmit information. This process is known as the action potential, and is governed by several different factors including neurotransmitters and electrolytes. Action potentials are subject to several laws. For instance, according to the all-or-none principle, an action potential occurs at full strength or not at all. This theory has been a foundation of brain studies and is widely applied in today’s medical field, as well as the computer world and robot industry.
Task: Using your text and other resources, study neurotransmission theory. Focus your discussion on answering the following questions:
· Do you expect there will one day be a “magic drink” with a mixture of chemicals that can make one “smarter,” or prevent neurological and psychological disorders?
· What neurotransmitters might be involved in creating such a drink?
· What is the likelihood such a drink would be successful? Why or why not?
· Remember to support your answers with sources from the text, assigned readings, and outside sources.