GRIT

Growth (mindset):

a propensity to seek and consider new ideas, alternatives, approaches, and fresh perspectives. This component not only encourages individuals to be open-minded and curious; it also fosters a spirit of exploration and a willingness to simply “do more,” to devote the extra time and energy it takes to stretch oneself, even in situations of adversity or significant challenge.

Resilience:

the capacity to not only bounce back from adversity or failure but also to deal with adversity constructively, turning an unsuccessful experience into “fuel” for increasing one’s effort in the next attempt. Resilience enables individuals to endure setbacks, to try again harder, and to keep seeking solutions. It develops the mindset that taking risks, facing adversity, or tackling anything difficult is more meaningful, more intrinsically motivating, and ultimately more rewarding than simply performing the minimum amount of work or taking on only what is easy in life or school.

• Instinct:

the innate desire to pursue the worthiest goals in the smartest ways. This component reveals one’s capacity to harness past experiences and information gathered from others, to think critically, and to solve problems strategically. It encourages creativity, agility, and practicality in working toward goals.

• Tenacity:

persistence toward the goal, in spite of difficulty or discomfort. This component also involves the ability to delay gratification, to repeatedly marshal focused energy and effort, and to willingly exhibit passionate personal commitment to a goal.

As an accounting major and graduating senior, Apply GRIT

Reflect on your GRIT in relation to your pending accounting degree

1. Which aspect of GRIT has served you best so far?

2. Which area of GRIT do you want to improve most?

3. How will you use GRIT to reach your career goal?

1. A nurse is caring for a client who is undergoing electroconvulsive therapy. Which of the following tasks should the nurse delegate to assistive personnel?

1. Assist the client to ambulate for the first time following the procedure
2. Check the client’s condition after the procedure
3. Witness the client’s signature on the consent for the procedure
4. Give the client atropine 30 mins before the procedure

2. A nurse is caring for a client who has depression following a recent job loss. Which of the following questions should the nurse ask to assess the client’s personal coping skills?

1. “How have you deal with similar situations in the past?”
2. “Do you see your current situation affecting your future?”
3. “How does this situation affect your life?”
4. “Can you describe how you are currently feeling?”

3. A nurse conducting an admission interview with a new client who tells the nurse. “My life is so stressful. I can’t take it anymore.” Which of the following responses should the nurse take first?

1. “How have you dealt with stress in the past?”
2. “Let’s talk more about what you are experiencing.”
3. “Are you thinking of harming yourself?”
4. “Tell me what makes you feel stressed.”

4. A nurse is caring for a client who is experiencing alcohol withdrawal and notes visible tremors and an elevated blood pressure and heart rate. Which of the following mediations should the nurse prepare to administer?

1. Naltrexone
2. Lorazepam
3. Methadone
4. Disulfiram

5. A nurse is caring for a school-age child who has a diagnosis of attention-deficit hyperactivity disorder. The nurse should anticipate a prescription for which of the following medications?

1. Valproate
2. Methylphenidate
3. Lithium
4. Risperidone

Question 101 pts

Mike, Dennis, Larry, and Pete are brothers and sole shareholders in the Our Gang Corporation, a close corporation. They are all officers and directors, and share in the day-to-day management of the company. Under which of the following scenarios might the brothers be personally liable for the debts of the corporation?

Group of answer choices

If they fail to hold an annual shareholder meeting

If Dennis, the CFO, deposits accounts receivables in his personal bank account

If they hire their children to work in the company

A and B only

A, B and C

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Question 111 pts

Duff is a school teacher who bakes cakes in the summers and sells them to his friends. Last year, his colleague Martha, also off for the summer, began to help out. She concocted a popular cake using lemons she bought from her neighbor’s orchard, and brought in new customers from her neighborhood. Duff agreed to pay Martha half of the profits from the business. Which best describes the business organization?

Group of answer choices

A sole proprietorship, where Duff is the owner and Martha is an employee

An express partnership, where Duff and Martha have entered into an agreement to be co-owners of a business

A partnership by estoppel, where Duff is estopped from claiming that Martha is not his partner because Martha relied on Duff’s actions in treating her like a partner

An implied partnership, based on the fact that Duff and Martha shared the profits of the business, Martha incurred debts on behalf of the organization, and Martha participated in decision-making

A limited liability company, because Duff and Martha want to avoid paying damages if someone contracts food poisoning from eating a cake

Thalidomide is a tranquilizer that was prescribed in the late 1950’s and early 1960’s to pregnant women, with the devastating result of over 12,000 birth defects in 48 countries before it was banned in 1962. (It was never sold in the United States.) Since then, the drug has reappeared as a possible solution to a number of medical problems. The U.S. National Institutes of Health announced on 31 October 1995 the results of a study in 30 hospitals of the effectiveness of thalidomide in healing mouth ulcers in AIDS patients. In the study, which was chaired by Dr. Jeffrey Jacobson of the Bronx Veteran Affairs Medical Center and the Mount Sinai School of Medicine in New York, it was found that 14 out of 23 patients who received thalidomide had their ulcers heal compared to 1 out of 22 patients who received a placebo. As a result of these early trial outcomes, the researchers suspended the trial giving thalidomide to all the patients in the study. THIS IS ALL THE INFO GIVEN.

1. Find a 90% confidence interval for the difference in proportion of healing assuming that both samples are simple random samples and independent of each other.
2. Conduct the appropriate large-sample test of significance. Discuss your results and compare your conclusion with the decision of the researchers.
3. By hand, draw a bar graph depicting the sample proportions of healing. Add a whisker to the top of each bar to denote the standard error of the sample proportion.  DO NOT SUBMIT.
4. Examine the bar graph you produced for part (a). Briefly comment on whether there appears to be a difference in proportions.
5. Conduct the appropriate hypothesis test for a two-by-two contingency table and report the P-values for Fisher’s exact test and the asymptotic chi-square distribution approximation for this test. Compare these results with your answer to part (b) in Exercise 1.

Marco Suarez is starting a new job in the Sales and Marketing Department of a financial services company. He is part of a team redesigning the company’s website and wants to become better acquainted with current website design principles. Search for this year’s best website designs and then examine the sample webpages. What are the current trends in website design? What principles should Marco use to suggest changes to his company’s website?

Emma Jackson is thinking of starting a retail business with two friends who have extensive experience in sales and business organization. They want to determine whether they should run the business as an e-commerce website or a brick-and-mortar store. Research the pros and cons of e-commerce for businesses and recommend an option to Emma.

Ken Chao is a veteran returning to school after six years in the military. After an injury that affected his sight, he finds it difficult to read text on computer screens. However, many of his classes require online research. How can Ken complete his search assignments effectively? How can search engines become more accessible for people with low vision like Ken?

You have been putting off writing a research paper, and now it’s due in two days. You have gathered a few notes, but fear you will not complete the assignment on time. You are considering purchasing a paper from a website that produces research papers on any topic, though you are concerned the content might not be original. Should you take a chance and purchase the research paper? Is using the website’s services even ethical?

2. Explain the roles of people and information technology in providing quality service. How does the Ritz carlton Hotel Group use employees and information technology for quality service? Give examples.

3. Discuss how either good or poor quality affects you personally as a consumer. Describe experiences in which your expectations were a. Met b. Exceeded c. Not met. Did your experience change your regard for the organization and/or its products? Explain how.

4. High quality is not necessarily related to price. Drawing from your own knowledge and experience, provide examples where this a. May or b. May not be true.

5. Choose a product or service to illustrate in detail how several definitions of quality can apply simultaneously.

6. How can you internalize and practice quality at a personal level in your daily activities. Dive detailed examples.

7. Why should a company make it easy for customers to complain? Use an example that you personally experienced to describe in detail the features of an effective complaint Management process.

8. Many organizations, such as banks, cellphone providers and cable/satellite TV providers, offer significant incentives to attract new customers. However, existing customers rarely receive incentives to stay. Have you encountered any of these practices in your personal life? What are the implications, pro and con, of them? Give details.

9. Design a customer satisfaction questionnaire for high school students and their parents who take a campus visit and are considering applying to a university.

10. How should teams deal with slackers? How would you deal with them in the context of a student project team? Give details

Problem

Write in drjava is fine.

Using the classes from Assignment #2, do the following:

1. Modify the parent class (Plant) by adding the following abstract methods:
   1. a method to return the botanical (Latin) name of the plant
   2. a method that describes how the plant is used by humans (as food, to build houses, etc)
2. Add a Vegetable class with a flavor variable (sweet, salty, tart, etc) and 2 methods that return the following information:
   1. list 2 dishes (meals) that the vegetable can be used in
   2. where this vegetable is grown

The Vegetable class should have the usual constructors (default and parameterized), get (accessor) and set (mutator) methods for each attribute, and a toString method

Child classes should call parent methods whenever possible to minimize code duplication.

The driver program must test all the methods in the Vegetable class, and show that the new methods added to the Plant class can be called by each of the child classes. Include comments in your output to describe what you are testing, for example   System.out.println(“testing Plant toString, accessor and mutator”);. Print out some blank lines in the output to make it easier to read and understand what is being output.

Assignment Submission:

Submit a print-out of the Plant and Vegetable classes, the driver file and a sample of the output. Also include a UML diagram of the classes involved. (Use tables in Word to create the various classes. Remember to use the correct arrows between the classes)

Marking Checklist

1. Does EACH class have all the usual methods?
2. Are all methods in EACH class tested, including child objects calling inherited parent methods?
3. Does the child class call the parent’s constructor?
4. Does the child class override the parent’s toString?
5. Does the output produced have lots of comments explaining what is being output?
6. Does each class, and the output, have blank lines and appropriate indenting to make them more readable?
7. public class Plant
8. private String name;

9. private String lifespan;

class Plant{
    String name;
    String lifeSpan;

    //Default Constructor
    public Plant(){

    }

    //Parametrized Constructor
    public Plant(String name,String lifeSpan){
        this.name=name;
        this.lifeSpan=lifeSpan;
    }

    public String getName() {
        return name;
    }

    public void setName(String name) {
        this.name = name;
    }

    public String getLifeSpan() {
        return lifeSpan;
    }

    public void setLifeSpan(String lifeSpan) {
        this.lifeSpan = lifeSpan;
    }

    public String toString(){
        return "\n\tName:"+name+"\n\tLifeSpan:"+lifeSpan;
    }
}

class Tree extends Plant{
    float height;

    //Default Constructor
    public Tree(){

    }

    //Parametrized Constructor
    public Tree(float height,String name,String lifeSpan){
        super(name,lifeSpan); //Super Class Constructor
        this.height=height;
    }

    public float getHeight() {
        return height;
    }

    public void setHeight(float height) {
        this.height = height;
    }

    public String toString(){
        return "\n\t"+super.toString()+"\n\tHeight:"+height;
    }

}

class Flower extends Plant{
    String color;

    //Default Constructor
    public Flower(){

    }

    //Parametrized Constructor
    public Flower(String color,String name,String lifeSpan){
        super(name,lifeSpan); //Super Class Constructor
        this.color=color;
    }

    public String getColor() {
        return color;
    }

    public void setColor(String color) {
        this.color = color;
    }

    public String toString(){
        return "\n\t"+super.toString()+"\n\tColor:"+color;
    }
}


public class drjava{
    public static void main(String args[]){

        System.out.println("\n\nPlant DETAILS\n");
        Plant plant=new Plant();
        System.out.println("Testing Plant Setter and Getter and toString Methods");
        plant.setName("Rose");
        plant.setLifeSpan("2Years");
        System.out.println("Plant Name:"+plant.getName());
        System.out.println("Plant LifeSpan:"+plant.getLifeSpan());
        System.out.println("Plant toString:"+plant.toString());

        System.out.println("\n\nTREE DETAILS\n");
        Tree tree=new Tree();
        System.out.println("Testing Tree Setter and Getter and toString Methods");
        tree.setName(plant.getName());
        tree.setLifeSpan(plant.getLifeSpan());
        tree.setHeight(3.565f);
        System.out.println("Tree Name:"+tree.getName());
        System.out.println("Tree Height:"+tree.getHeight());
        System.out.println("Tree LifeSpan"+tree.getLifeSpan());
        System.out.println("Tree toString:"+tree.toString());

        System.out.println("\n\nFlower DETAILS\n");
        Flower flower=new Flower();
        System.out.println("Testing Flower Setter and Getter and toString Methods");
        flower.setName("Rose Flower");
        flower.setLifeSpan("2days");
        flower.setColor("Red");
        System.out.println("Flower Name:"+flower.getName());
        System.out.println("Flower Lifespan:"+flower.getLifeSpan());
        System.out.println("Flower Color:"+flower.getColor());
        System.out.println("Flower toString:\n"+flower.toString());
    }
}      

please put each class and driver,thank you!

Problem

Write in drjava is fine.

Using the classes from Assignment #2, do the following:

1. Modify the parent class (Plant) by adding the following abstract methods:
   1. a method to return the botanical (Latin) name of the plant
   2. a method that describes how the plant is used by humans (as food, to build houses, etc)
2. Add a Vegetable class with a flavor variable (sweet, salty, tart, etc) and 2 methods that return the following information:
   1. list 2 dishes (meals) that the vegetable can be used in
   2. where this vegetable is grown

The Vegetable class should have the usual constructors (default and parameterized), get (accessor) and set (mutator) methods for each attribute, and a toString method

Child classes should call parent methods whenever possible to minimize code duplication.

The driver program must test all the methods in the Vegetable class, and show that the new methods added to the Plant class can be called by each of the child classes. Include comments in your output to describe what you are testing, for example   System.out.println(“testing Plant toString, accessor and mutator”);. Print out some blank lines in the output to make it easier to read and understand what is being output.

Assignment Submission:

Submit a print-out of the Plant and Vegetable classes, the driver file and a sample of the output. Also include a UML diagram of the classes involved. (Use tables in Word to create the various classes. Remember to use the correct arrows between the classes)

Marking Checklist

1. Does EACH class have all the usual methods?
2. Are all methods in EACH class tested, including child objects calling inherited parent methods?
3. Does the child class call the parent’s constructor?
4. Does the child class override the parent’s toString?
5. Does the output produced have lots of comments explaining what is being output?
6. Does each class, and the output, have blank lines and appropriate indenting to make them more readable?
7. public class Plant
8. private String name;

9. private String lifespan;

class Plant{
    String name;
    String lifeSpan;

    //Default Constructor
    public Plant(){

    }

    //Parametrized Constructor
    public Plant(String name,String lifeSpan){
        this.name=name;
        this.lifeSpan=lifeSpan;
    }

    public String getName() {
        return name;
    }

    public void setName(String name) {
        this.name = name;
    }

    public String getLifeSpan() {
        return lifeSpan;
    }

    public void setLifeSpan(String lifeSpan) {
        this.lifeSpan = lifeSpan;
    }

    public String toString(){
        return "\n\tName:"+name+"\n\tLifeSpan:"+lifeSpan;
    }
}

class Tree extends Plant{
    float height;

    //Default Constructor
    public Tree(){

    }

    //Parametrized Constructor
    public Tree(float height,String name,String lifeSpan){
        super(name,lifeSpan); //Super Class Constructor
        this.height=height;
    }

    public float getHeight() {
        return height;
    }

    public void setHeight(float height) {
        this.height = height;
    }

    public String toString(){
        return "\n\t"+super.toString()+"\n\tHeight:"+height;
    }

}

class Flower extends Plant{
    String color;

    //Default Constructor
    public Flower(){

    }

    //Parametrized Constructor
    public Flower(String color,String name,String lifeSpan){
        super(name,lifeSpan); //Super Class Constructor
        this.color=color;
    }

    public String getColor() {
        return color;
    }

    public void setColor(String color) {
        this.color = color;
    }

    public String toString(){
        return "\n\t"+super.toString()+"\n\tColor:"+color;
    }
}


public class drjava{
    public static void main(String args[]){

        System.out.println("\n\nPlant DETAILS\n");
        Plant plant=new Plant();
        System.out.println("Testing Plant Setter and Getter and toString Methods");
        plant.setName("Rose");
        plant.setLifeSpan("2Years");
        System.out.println("Plant Name:"+plant.getName());
        System.out.println("Plant LifeSpan:"+plant.getLifeSpan());
        System.out.println("Plant toString:"+plant.toString());

        System.out.println("\n\nTREE DETAILS\n");
        Tree tree=new Tree();
        System.out.println("Testing Tree Setter and Getter and toString Methods");
        tree.setName(plant.getName());
        tree.setLifeSpan(plant.getLifeSpan());
        tree.setHeight(3.565f);
        System.out.println("Tree Name:"+tree.getName());
        System.out.println("Tree Height:"+tree.getHeight());
        System.out.println("Tree LifeSpan"+tree.getLifeSpan());
        System.out.println("Tree toString:"+tree.toString());

        System.out.println("\n\nFlower DETAILS\n");
        Flower flower=new Flower();
        System.out.println("Testing Flower Setter and Getter and toString Methods");
        flower.setName("Rose Flower");
        flower.setLifeSpan("2days");
        flower.setColor("Red");
        System.out.println("Flower Name:"+flower.getName());
        System.out.println("Flower Lifespan:"+flower.getLifeSpan());
        System.out.println("Flower Color:"+flower.getColor());
        System.out.println("Flower toString:\n"+flower.toString());
    }
}

CASE STUDY: CRYSTAL SMITH

Crystal Smith, a 33-year old African American homemaker, cake to an outpatient clinic seeking “someone to talk to” about feelings of despair that had intensified over the previous 8-10 months. She was particularly upset about marital conflict and an uncharacteristic mistrust of her in-laws.

Ms. Smith said she had begun to wake before dawn, feeling down and tearful. She had difficulty getting out of bed and completing her usual household activities. At times, she felt guilty for not being her “usual self.” At other times, she became easily irritated with her husband and her in-laws for minor transgressions. She had previously relied on her mother-in-law to assist with the children, but she no longer entirely trusted her with that responsibility. That worry, in combination with her insomnia and fatigue, made it very difficult for Ms. Smith to get her children to school on time. In the past few months, she had lost 13 pounds without dieting. She denied current suicidal ideation, saying she “would never do something like that,” but acknowledged having thought that she “should just give up” and that she “would be better off dead.”

Two months previously, Ms. Smith had seen a psychiatrist for several weeks and received an anti-depressant. She reluctantly gave it a try, discontinuing it quickly because it made her feel tired. She had also dropped out of therapy, indicating that the psychiatrist didn’t seem to understand her.

Ms. Smith lived with her husband of 13 years and two school-age children. Her husband’s parents lived next door. She said her marriage was good, although her husband suggested she “go see someone” so that she would not be “yelling at everyone all the time.” While historically sociable, she rarely talked to her own mother and sister, much less her friends. A regular churchgoer, she had quit attending because she felt her faith was “weak.” Her pastor had always been supportive, but she had not contacted him with her problems because “he wouldn’t want to hear about these kinds of issues.”

Ms. Smith described herself as having been an outgoing, friendly child. She grew up with her parents and three siblings. She recalled feeling quite upset at age 10-11 when her parents divorced and her mom remarried. Because of fights with other kids at school, she met with a school counselor with whom she felt a bond. Unlike the psychiatrist she had recently consulted, Ms. Smith felt the counselor did not “get into my business” and helped her recover. She said she became quieter as she entered junior high school, with fewer friends and little interest in studying. She married her husband at age 20 and worked in retail sales until the birth of their first child when she was 23 years old.

Ms. Smith had not used alcohol since her first pregnancy and denied any use of illicit substances. She denied past and current use of prescribed medications, other than the brief trial of the antidepressant medication. She reported generally good health.

On the mental status examination, Ms. Smith was a casually groomed young woman who was cohere and goal-directed. She had difficulty making eye contact with the white middle-aged therapist. She was cooperative but mildly guarded and slow to respond. She needed encouragement to elaborate her thinking. She was periodically tearful and generally appeared sad. She denied psychosis, although reported occasionally feeling mistrustful of her family. She denied confusion, hallucinations, suicidality, or homicidality. Cognition, insight, and judgment were all considered normal.

List what you would diagnose for each of the 5 axes and a brief explanation of why:

AXIS I: _________________________________

Explain your reason for this specific choice:

AXIS II: _________________________________

Explain your reason for this specific choice:

AXIS III: _________________________________

Explain your reason for this specific choice:

AXIS IV: _________________________________

Explain your reason for this specific choice:

AXIS V: _________________________________

DSM-5 Diagnosis (write diagnosis in format of DSM-5 as well):