Module 04 Discussion – Overview Of Acid/Base Imbalance: Buffer Systems And Methods To Regulate PH

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Describe a patient that you would suspect has an acid/base imbalance including possible history, signs, and symptoms (you get to “invent” this patient!)

  1. State what you would report to the RN
  2. State what Doctor’s orders you might anticipate

 

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Discussion Questions for Atlantic Computer Case

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The purpose of the Atlantic Computer case is to introduce students to the following commonly used approaches to determining price: (a) status-quo pricing, (b) comparative framing (or competition-based) pricing, (c) cost-plus pricing, and (d) value-based pricing. You are also asked to consider the reactions of competitors, customers, and internal stakeholders (e.g., salespeople) to different pricing approaches. After working on this case, you should have a firm grasp of basic pricing approaches and an appreciation for the many moving parts to be considered when setting price for a new product. 

Please consider the following questions in preparing your class discussion.

1. What price should Jowers charge DayTraderJournal.com for the Atlantic Bundle (i.e., Tronn servers+PESA software tool)? do a Excel form！

2. Think broadly about the top-line revenue implications from each of the four alternative pricing strategies. Approximately how much money over the next three years will be “left on the table” if the firm were to give away the software tool away for free (i.e., status quo pricing) versus utilizing one of the other pricing approaches?

3. How is Matzer likely to react to your recommendations?

4. How is Cadena’s sales force likely to react to your recommendation?

5. What can Jowers recommend to get Cadena’s hardware-oriented sales force to understand and sell the value of the PESA software effectively?

6. How are customers in the firm’s target market likely to react to your recommended pricing strategy? What response can be provided to overcome any objections?

7. How is Ontario Zink’s senior management team likely to react to the Atlantic bundle?

 

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Please review the guide prior to beginning the assignment to become familiar with the expectations for successful completion.

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In many instances, it may be necessary to advertise your group as a method to draw in new members. For this assignment, you need to develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group as indicated in Group Design Part One to the public.

The brochure should be written to apply to a wide variety of people as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group). Complete this assignment in Microsoft Word.

To design your brochure, use the templates in Microsoft Office Publisher or any alternative word processing program. If you do not have these programs, you can use the online template resources on the Word Automation website. Omit/delete items on templates that do not pertain to assignment criterion. Keep in mind that only .doc, .docx, .eps, .htm, .pdf, .rtf, .txt, or .wpd files are accepted, with file size not to exceed 10 MB.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a scoring guide. Please review the guide prior to beginning the assignment to become familiar with the expectations for successful completion.

 

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reading a transcribed phone call and answering 5 questions about it 1000 words max

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Hi, This assignment requires reading the transcribed phone call below and then answering these 5 questions about it. Please make sure to read the questions and the transcribed phone call very carefully as this assignment is worth 35% of my overall grade for the class meaning if I get a bad grade on this I can fail the class. I am going to attach the document for this assignment so you can read it in better quality.

Exercise 3: Doctor-Patient Interaction

The transcript below is from an “out of hours” call to an on-call doctor from an anxious mother. Focusing on just the five question-answer sequences beginning at lines 39, 43, 45, 50, 56:

1) Identify the grammatical form of each question (e,g., interrogative, declarative, etc.) and discuss its epistemic gradient.

2) Is the question grammatically designed for a ‘yes’ or ‘no’ response?

3) Does the caller’s response conform to the question’s topic and action agenda?

4) Does the caller’s answer align with the grammatical preference of the question?

5) Can you identify anything in the prior talk that might be a factor in the design of this question?

Format: Analyze each question, numbering each answer 1-5. Address all the issues for each question before moving on to the next.

Length: Your paper should be no more than 1000 words or about 3 double-space pages (not including transcript excerpts). Be as thorough as you can within this limit.

Doctor’s Emergency Calls, Tape 1, Side 1, Call 8 (27:20 – 30:30)

((Most names omitted from recording)

1 Doc: Hello:

2 Clr: Hello¿

3 Doc: ˙h[h

4 Clr: [Doc-=

5 Doc: =Doct- yes, ((omitted)) speaking, ˙hh

6 Clr: E:hm

7 Doc: Is that Missus ((omitted))

8 Doc: Hello, sorry I was out earlier, ˙hh

9 Clr: That’s alright,

10 Doc: How can I help¿

11 (0.8)

12 Clr: Uh(p0- (0.5) my little girl, she’s ten.

13 Doc: Ye:s,=

14 Clr: =Took her to the doctor’s yesterday morning ’cause she’s had

15 >diarrhea and sickness for-< (.) three days.

16 Doc: Ri:ght,

17 (0.6)

18 Clr: And (1.1) sh:-‘e said just k- keep givin’ ‘er: (1.0) drinks,

19 Doc: Yes,

20 Clr: And let’er rest, and give ‘er paracet’mol.=I been doin’ that,

21 Doc: Yes,

22 Clr: (The) temperature’s gone down,

23 (0.4)

24 Doc: Right,

25 Clr: But- (0.9) sh:sh:e’s still: losin’ a lot of (2.0)

26 (di- di- it’s) green, you know, [just green water,

27 Doc: [>Does sh- i-<

28 Doc: She’s ten, did you say¿

29 (0.8)

30 Clr: [(Yeah)/(Yes),

31 Doc: [Te- ten years old¿

32 Clr: Yeah,=

33 Doc: =Yes, ˙hh[h

34 Clr: [She’s gone ever so thin, she’s like a skeleton,

35 Doc: Is she? [˙hh

36 Clr: [(do it) and she’s keep[s cryin’ because she’s hungry,=

37 Doc: [p!

38 Clr: =but she can’t eat anything,

39 Doc: (An)/(N:)is she drinking plenty?

40 Clr: Yes, she’s drinkin’ plenty, but it’s just goin’ straight

41 through ‘er.<As soon as she drinks it it jes’ ˙hhh (sh)

42 [( )

43 Doc: [(Been) coming out straight out, is it?

44 Clr: Yes,

45 Doc: Yeah, ˙hh a:hm, have you given her anything at all apart from

46 just (0.4) drinks¿

47 Clr: No, just the drinks. ‘C- ’cause (at’s) what he said to me,

48 don’t give her anything to eat, jus’- ’cause she was sick as

49 well,

50 Doc: Was she¿

51 Clr: Ye[ah, but she stopped being sick, (sort’ve, well her stomach’s=

52 Doc: [Right,

53 Clr: =empty),

54 Doc: eYes, yes,

55 Clr: (˚But-)=

56 Doc: =˙h But she’s keeping all her fluids down¿

57 (1.4)

58 Clr: Yeah, n[ow she is, but-=

59 Doc: [Yeah,

60 Doc: =Yeah, ˙hh Now, I mean, the thing is- you could- .hh some people

61 say that it’s okay to: um try: (.) .h to eat a bit, (.) even

62 when you’re still having a bit of diarrhea,

63 Clr: Yes,

64 Doc: mt˙hh A:um, so it might be worth t:rying her o-just on some

65 simple (.) a light diet, ˙hh=

66 Clr: =˚(Ye[ah,)

67 Doc: [li:ke uh dry toast, ˙h[h

68 Clr: [˚Yes,

69 Doc: P’rhaps a-a-an- an egg or something,

 

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