Category: Questions

If you elect to do the interview (and report), you will undertake a much different set of assignment activities. Instead of doing secondary research (i.e., reading about research done by others), you will do primary research by gathering first-hand information from the woman, lesbian, gay, or bisexual (LGB) person, and/or gender-nonconforming/transgender person you interview. In addition to arranging for and conducting the interview, you will need to prepare a written report of the interview.

Follow these steps to prepare your interview and written report:

To begin, identify a woman, LGB person, and/or gender-nonconforming/transgender person who would be able and willing to participate in an interview. They might be someone in your own family, a family friend, or someone suggested by a friend or colleague. Ideally, the person you interview should have extensive experience working for pay and/or working at home and be able to talk comfortably and in some detail about their current work situations.

Once you have identified a potential interviewee, contact that person to determine if they would be willing to participate in an interview.

Complete the Recruitment Form for Assignment 2B. The recruitment form will help you explain the interview process to your interview subject. Be sure to describe the purpose of the interview and let the subject know that this activity is part of an AU course assignment.

Review the ethical obligations you have as a researcher. First, tell the interviewee that you will guarantee their anonymity, which means that you will not write up the interview in any way that would reveal the interviewee�s name or any personal details that would allow them to be identified. Second, assure the interviewee that you will treat all information they provide as confidential, which means that you will not share this information with family members, friends, or coworkers. Finally, tell the interviewee that they have the right to refuse to answer any question asked. Should the subject then agree to an interview, you can arrange for a time and place that is convenient for them. When you begin the interview, reiterate your promises on these three points.

Complete three copies of the Consent Form for Assignment 2B. Review the content of the form with your interview subject and, if they agree to the interview, have them sign and date all copies. Leave one copy with them, mail the hard copy or email a scanned copy to your tutor (contact your tutor for a mailing address), and keep a copy for your files. Do not conduct the interview until you have a signed consent form.

Before the interview, prepare a list of questions that you intend to ask the subject about their work experience. You may want to discuss their work history, how they moved through different jobs, and how they have combined their paid and unpaid work, or you might want to focus on their current work situation by exploring what they do now and how they feel about it. You will need to decide if you want to do a structured interview, in which you prepare 15 to 20 specific questions that you ask in a particular order, or a semistructured interview, in which you prepare 5 to 10 broad questions to which the interviewee can respond at greater length and for which the order is less important.

In developing your interview questions, reflect on the assigned readings for Unit 2 and on the current situation of women, LGB people, and/or gender-nonconforming/transgender people working in Canada. You may want to ask questions that touch on the following issues:

The interviewee�s education and training

Challenges that the interviewee has had in gaining access to postsecondary education of their choice

How the interviewee found their current job and how it relates to their past employment

The interviewee�s current paid job

The interviewee�s reasons for working, and their feeling about their work

The interviewee�s working conditions (e.g., hours of work, place of work, health and safety, stress)

The interviewee�s experiences in nontraditional jobs, masculine work environments, and expectations about gender performance

The interviewee�s experiences with disability and accessibility in education and their workplace(s)

The interviewee�s experiences as a single parent, and unpaid and paid work

Their unpaid work at home; that is, the specific work they do in the home on a daily basis

How the interviewee�s household work is organized; that is, who does what and when

The interviewee�s experience of balancing paid and unpaid work, and how easy or difficult this situation is for them

The types of changes the interviewee thinks would help support people�s work at home

The interviewee�s beliefs about hiring people to do domestic labour, as well as their experiences with hiring people to do domestic labour

The interviewee�s experiences with poverty and/or government social supports

The interviewee�s views or experiences with advocacy efforts to improve work for women, LGB people, and/or gender-nonconforming/transgender people

When you meet for your interview, be sure to thank the subject for participating and for volunteering their time. You should also repeat the assurances you gave earlier concerning confidentiality, anonymity, and the right to refuse to answer questions.

If you want to record the interview in any way, you must ask for and obtain permission to do so before you start, and you must respect the interviewee�s wishes in this matter. Note that recording is done primarily for purposes of accuracy and that any recordings made will be deleted once you have completed your report.

The interviewee might ask for a copy of the interview recording, and if so, you can offer to send the recording to them once you have completed your report. You might also offer to provide them with a copy of your written account of the interview.

If the participant prefers that the interview not be recorded, you will need to take notes as they talk.

Begin by asking easy, conversational questions about the interviewee�s background, such as where they grew up, their family, how they lived, and so on. You can then ask the questions you developed for either a structured or semistructured interview. Let the subject answer each question fully, and listen carefully for any issues you want to clarify or follow up on. At some points in the interview, you may need to ask probing questions to obtain additional details, or you might ask them to provide a specific example to illustrate their point or to explain in detail how a particular event or decision occurred. You may also want to ask clarifying or follow-up questions to ensure that you understand what they have said. You can ask these questions at points where natural breaks in the conversation occur, or you can ask them at the end of the interview.

It is important to go into the interview with an open mind. Do not assume or expect your interviewee to have certain views or experiences. Listen carefully and learn as much as you can. Ask questions that will help you understand more about their life and points of view. For example, if your subject has a different view than you about a certain issue, ask them why they feel this way.

When the interview is completed, sit down as soon as possible and develop more extensive notes based on your recollection of the discussion. It is crucial that you do this immediately; otherwise, important details will be forgotten. Following the interview, be sure to send the interviewee a thank-you note. Remember to send along any promised recordings or notes from the interview as well. Sharing your recording or interview notes also gives your subject an opportunity to correct or expand on anything that they said.

Once you have completed the interview and follow-up, begin preparing your written report. Review your interview recording and/or notes while reflecting on the unit�s assigned readings. Your written report should not be a word-for-word transcript of the interview; rather it should provide a summary and analysis of the interviewee�s current working life. Try to identify the key events and/or issues that emerge from the interview. Include direct quotes from your interviewee to illustrate the issues that are important to them. Ideally, your report should provide the reader with a sense of who the person is, the types of paid and unpaid work they do, their feelings and insights about their work, and their views on any specific issues you have addressed.

Identify the interdisciplinary theory you have selected.
Discuss the origins of the theory.
Describe how the theory has been utilized in the past. Provide examples.
Summary of the theory: (5 points)
Scope: Describe the central thesis of the theory.
Context: Describe the nursing metaparadigm concepts addressed by the
theory.
Content: Describe the unique concepts of the theory.
Application of theory to healthcare. (5 points) Justify the use of the theory for a
specific setting or project. (Refer to Butts & Rich pp. 663-666)
Description of the setting in which the theory will be applied
Pragmatic adequacy (utility in real world of nursing practice)
Social meaningfulness (clinical significance, meaningful for practice)
Feasibility (evaluation of resources)
Compatibility with practice situation

1. Explain the principles of business and financial economics in an international context.
2. Identify and explain the impact of governmental, monetary and economic policy on decision making in a business context.
3. Describe and apply macro and micro concepts and models to business decision making.
4. Interpret financial information (external and internal) and apply to decision making within a business context.
5. Discuss the rationale and impact of decisions for business strategies to users and stakeholders.
6. Examine and discuss the relationship between theory, and application in business and financial economics in an international context.

1.
In a competitive economy, ‘consumer sovereignty’ assumes that buyers influence
production decisions. Discuss the notion that the pursuit of profit maximisation is
consistent with consumer sovereignty. You should explain the business economics
. (20 marks) (600 words).
concepts or models and practice

2. Consumers obtain goods and services from several companies including Tesco, British Airways, the McDonald’s restaurant, and the hairdressers. Produce a report that critically examines the market structure, demand and supply. Your answer should include both the theory of business concepts and empirical evidences. (600 words) (20 marks).
   3.
   (Learning outcome 3 and 6) .
   As a business manager, part of your day-to-day roles includes taking decisions on the firm’s resources (e.g. growing the business to achieve the firm’s objectives). Two concepts have been paramount to the objectives of financial management – wealth maximisation and profit maximisation. (a) Compare and contrast wealth maximisation and profit maximisation (300 words) (b) Discuss the statement that wealth maximisation is superior to profit maximisation (300 words). Your answer should include both the theory and concepts taught in this module with relevant hypothetical examples. (Total 600 words) (20 marks)
   (Learning Outcomes 5 and 6)
   Write a report that applies the business economics concepts of environmental policy, fiscal policy, supply side policies to the desire of the UK government to seek economic prosperity for the country. Your answer should include both the theory of these concepts and empirical evidence from the actions of the UK government. (600 words) (20 marks.)
   (Learning Outcomes 2 and 6)
   4.
   (Learning outcome 1 and 6)
   GSM
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FELM4026 SPRING 2019 COURSEWORK BRIEF
5 (a)
Extract from the Zenobia Limited accounts for the year ended 31 March 2018
Sales Turnover Operating costs Operating profit
Current Assets
Stocks 250 Debtors 2,168 Investment 798
Loans and other borrowing Other creditors
2017 £m
7,653 (5,778)
1,875
2018 £m 6876
(5,342) 1,534
208 1,945 252 55 2,460
303 1,794 2,097
363
2,715 907 2,036
5,658 (316)
5,342
Cash at bank
Creditors
A
61 3,277
265 2,568 2,833
444
2,807 933 2,345
6,085 (307)
5,778
Net current assets
Operating costs
Staff costs Depreciation Other
B A – B
Less cost of own stock
Ratio Analysis
Current ratio = Quick ratio =
Debtors payment period = Stock turnover period =
2017
2018
Required:
Based on the above information, calculate (a) the current ratio, (b) quick ratio, (c) debtors payment period and (d) Stock Turnover for 2017 and 2018. Show all your workings including formulae
(8 Marks)
GSM
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FELM4026 SPRING 2019 COURSEWORK BRIEF
5.
(b) Assume Adam has decided to pay £105 each month for the next three years rather than deposit these amounts in her savings account. If she can invest a lump-sum
amount in a savings account that pays 234 % interest per year, how much money does Adam need to deposit today to accomplish his objective?
(6 marks) [Hint: Present Value].
(c)
Tobe is proposing two mutually exclusive projects for a possible investment in the Greenford and Greenwich Boroughs of London. He has provided the following projected cash flows for your advice:
Year Project A
0 (£175,000)
1 0
2 0
3 0
4 0
5 175,000
Project B (£175,000) 60,000 30,000 25,000 20,000
40,500
If the required rate of return on these projects is 578 percent, which would be chosen and
why? Show your calculations/explanations. (6 marks) [Hint: Net Present Value] (100 words) (20 marks total)
(Learning outcomes 4 and 5)

Review the importance of e-commerce and the changes to society and business arising out of e-commerce.
Identify the technology involved in the successful adoption of e-commerce and demonstrate how organisations can apply e-business technologies to create competitive advantage.
Identify and analyse the relative significance of issues in the external and internal business environment when developing e-commerce.
Explore the nature of the legal and ethical frameworks for e-commerce, and why they are considered necessary.

How is the idea of civilization connected to violence? Is all violence a sign of a lack of civilization without exception?
Explain in about 135 words. How does Hobbes view war? What is the relationship of war to the state?

From a managerial perspective, explain how you can make informed decisions. Consider the following: How can you use data to make informed decisions? Why is valid data important? How can you work with your team to make decisions?

Investigate the degree to which human resources are related to the other factors (project management, product design, process strategy, location decisions, layout decisions, etc.).

*Identify inefficiencies in the way that human resources are utilized in a business at which you have worked in the past or with which you are familiar.

*Describe ways in which the inefficiencies that you have identified could be reduced or eliminated.

*Define what changes would be required to job designs in order to implement your suggested strategies for eliminating the inefficiencies.

*Identify how the way people are measured might need to be adjusted as a result of your suggestions.

*Explain whether additional compensation might need to be offered as a result of your plan to change job designs and work measurements. Support your rationale with examples.

*Find an example of an actual corporate code of ethics (you may also use the code of ethics from your current employment).

*Critique the code of ethics by addressing the following questions:

*What seems to be the key focal points of the code of ethics?
*Does the firm urge all its employees to uphold the code and perform only in ethically acceptable ways? How?
*Does the code discuss the firm’s values and reflect the corporate culture? How?
*Recommend at least three improvements the organization could make to its code of ethics.

Milestone One: Analyse the potential impact of healthcare trends on the finances and mission of healthcare organizations.
Milestone Two: Cost-Benefit Factors In Module Four, you will submit a short paper explaining why working capital, classification of cost elements, utilization trends, cash flow, and managing the revenue cycle are important factors to consider when determining cost-benefit.
Milestone Three: Departmental Budget and Presentation Outline In Module Five, you will create a budget for a healthcare department and outline your capital proposal presentation.
Milestone Four: Implementation Options and Cost-Benefit In Module Six, you will submit a short paper describing options for implementing your capital budget item(s), their cost-benefit, and their anticipated impact on key healthcare operating indicators.

Case Vignette for Comprehensive Examination
Please read the vignette carefully. Based on information provided in the vignette, please compose a well-written and organized response to each of the questions that follow:
Presentation of the Problem
On a Saturday morning approximately three weeks ago, a woman called the local county sheriff’s office and reported that her “lunatic neighbor, had attempted to shoot her two sons Peter and Paul (ages 15 and 13) and her nephew Mario (age 15). The caller identified herself as Peter and Paul’s mother and claimed that the three boys had not been hit, but shots had been fired at them. She said, my son Peter broke his leg as he tried to run away from a spray of bullets that were being fired in his direction, and added that her sons and her nephew identified the shooter as Mr. Adams who lived up the hill from her in the forested area next to their new subdivision. She demanded that Mr. Adams be apprehended immediately, adding that he presented a threat to their community. Mr. Adams was arrested by the police at his home that evening. Mr. Adams has been held at the county jail for two weeks after being charged with “Aggravated Assault” for allegedly attempting to shoot three minors who were trespassing on his property. He denies responsibility for the charges. Although he admits to shooting his “high-velocity rifle” in the direction of the teenagers who were trespassing on his property, he stated stubbornly that his intention “was to scare them rich delinquent city boys away for good but never to hurt them like they are saying now.” Subsequently, the parents of all three boys pressed criminal charges claiming that their sons had been emotionally scarred and physically injured. In fact, upon investigation, it was found that the youngest (Paul), received treatment for anxiety and sleep disturbance following the incident and that Peter had suffered a broken leg and had hearing loss in his left ear.
Psychosocial History
Mr. George Huey Adams is a sixty-nine year old Caucasian man born on July 4, 1949, and raised in a rural area of Kentucky close to the Appalachian Mountains. Huey, as he prefers to be called, described himself as a real American, proudly emphasizing that he is one-eighth Cherokee on his paternal side. He stated, with evident bitterness, that neither the United States government nor the Cherokee Nation has acknowledged his Native American heritage. According to his background records, his parents, grandparents and great-grandparents were all born in Kentucky. He said that his family never had much money or property except for the land his family home has sat on for several generations.
Huey reported no prenatal, perinatal, or postnatal complications. Per self-report, all developmental milestones were reached within expected range.
He reported a relatively happy childhood for himself and his older sister until age 14, when his father died suddenly. Huey recalled that he never found out what really happened to his father and that his mother avoided talking about it. He remembered that his sister (four years his senior) had said on several occasions that their father had died because he drank too much and had stopped taking his “nerve pills.” Huey became tearful when he spoke about his father, emphasizing that he never developed the same closeness with his mother that he had enjoyed for 14 years with his father.
Huey suffered another traumatic event when he was sexually abused when he was 15. It was one incident perpetrated by an older man in the community. He kept this secret until he reached adulthood because of feelings of shame and guilt. He never developed close relationships with anyone after his father’s death and identified his older sister as the only important person remaining in his life. He eventually disclosed this traumatic event to his sister, who he described as very supportive in helping him emotionally.
After joining the United States Army, Huey earned a GED. He described Vietnam as a frightening experience which he “survived” by smoking marijuana every day. He acknowledged that he was introduced to LSD in Vietnam adding that everyone was doing it. His duties in Vietnam mostly consisted of doing clerical work. Huey indicated that the work was senseless, but preferable to having to work in the kitchen with a lot of angry people that were hard to please (his first assignment that had lasted only two weeks) or having to fight the North Vietnamese in the jungle. Huey never saw battle during his relatively brief stay in Vietnam. He said that he “felt rejected by the army” when he received an honorable discharge unexpectedly after serving only nine months of his original one-year duty in Vietnam. The things that he valued the most about his experience in the military were are that it gave him the opportunity to serve his country and to become an expert in handling a rifle.
After his discharge, he returned to Kentucky and settled in Louisville briefly holding several jobs as construction worker, security guard, and cook for chain restaurants. He did not like living in the city, claiming that he always felt isolated, misunderstood, and anxious. After a few years, he had saved some money and returned home to the Appalachians to live with his ailing mother who had developed serious health issues related to diabetes. The mother-and-son relationship improved significantly, and he took care of his mother until she died. During this time, Huey supported himself and his mother by relying on his savings, his mother’s pension and her Social Security benefits, his seasonal work in construction, and steady work as a handy-man. He liked to garden and to cook all of the meals. Throughout this time, Huey did not develop any close friendships, but he did enjoy going hunting by himself or with one Vietnam Veteran that he knew from his hometown.
Huey recounted that he was distraught after his mother’s death. He said he worried about how he would get by without her and what his life would be like in the future. He took his sister’s recommendation to move back to Louisville in search of a new life and to seek a well-paying job in construction. Based on his negative prior experience of living in a congested city, he chose to rent a small house in a rural area outside the city. He immediately liked the house because it sat on an acre of land with tall trees that obscured his view of the surrounding houses in the neighborhood. During this time, he met Nick who he calls the “only real love of my life.” Huey had known for many years that he was gay, but it was not until he met Nick, a biracial man four years his senior, that he fully acknowledged his sexual orientation. Nick, an electrician, moved in with him and they remained a couple for approximately five years. The relationship deteriorated once Huey insisted on moving back to his old family home in the mountains. Nick had a good job and was unwilling to relocate. Huey indicated that he was heartbroken and depressed, but that he knew he could no longer continue dealing with the congestion and traffic. He said he “needed space.”
Huey has been living alone and leading a very isolated life since he left Nick. He said that although he had faith in God, he disliked attending the local Baptist church because the preacher and the parishioners “get into my business” and “try to run my life.” He had been making repairs to the old mountain family home and spending most of his days fishing, hunting, lifting weights, attending to his garden and doing odd jobs as a handy-man. He hardly socialized with the exception of a couple of Vietnam friends that he sees occasionally to “share a beer or smoke a reefer or two.” He still misses Nick. His hopes for a reconciliation were crushed when he learned that Nick had gotten married after same-sex marriage was legalized. Huey reported feeling rejected and hopeless. After some questioning, he admitted that he had been very nervous and had been drinking and using marijuana daily during the past month before he was arrested.
According to Huey, the boys (i.e., Peter, Paul and Mario) had been trespassing and loitering on his property during the weekends (mostly on Saturdays) for the past two months. He stated that he avoided the issue as much as possible because he did not want to get into a conflict with a neighbor. Huey described himself as a peaceful man who avoids confrontation. He indicated that he had very nicely tried to reason with the boys about three times to stay off my property and respect my privacy, but to no avail. He added that he suspected the boys had been letting his chickens loose and had been walking all over his garden. He admitted that they finally caught me on a bad day, and I lost my temper, and I warned them that I was going to grab my rifle if they insisted on disrespecting me on my own piece of land. He recalled feeling aggravated and running after them while shooting his rifle close but not precisely in their direction. Huey denied that he had any intention or plan of hurting them, I just wanted to scare them away once and for all. Huey appeared emotional, overwhelmed, and even confused as he tried to recall all the details that led to the incident. He said he was having trouble remembering all the details.
Psychological/Legal History:
Huey had never been arrested before, and he denied receiving mental health treatment or being treated for emotional problems prior to the arrest. Although he denied substance use problems, he acknowledged that he had used alcohol and marijuana to ease his pain and alleviate anxiety. It is important to note that during a phone call from his sister, the forensic case manager learned that Huey had received treatment for anxiety and marijuana use at the Veteran’s Administration Hospital years ago. When he was questioned about this, Huey minimized its importance explaining that when he was actually needing help (i.e., during the nine months he served in Vietnam), no one seemed to care or offered any assistance.

Behavioral Observations
Huey appeared very anxious (wringing his hands, perspiring, preoccupied, and pessimistic about his future). He described himself as a “good patriotic man” who likes to mind his own business and expects others to do the same. He feels that he is being falsely accused. He said that he hopes that the forensic case manager can assist him in getting some medication to calm my nerves and help me sleep. It is important to note that Huey appears to be inconsistent as an informant. He has been fairly cooperative with the ongoing investigation but had difficulty remembering some of the events that led to his arrest.
Originally, based on his clean legal record, Huey was going to be allowed to post bail and required to report to a court hearing at a later date. Judge Douglas, who has known Huey for a long time, changed her mind at the last minute after recognizing that Huey did not appear to be acting like his normal self. The judge was concerned about his current mental state and requested an evaluation as to whether Mr. Adams has mental health or emotional problems that contributed to his aggressive behavior and to determine if he needs mental health services. A probation officer in the office told you that he wanted a copy of your report and that you needed to just keep it to yourself when you give me the report because Huey is not one of his probationers, but he knew Huey’s family and wants to try to help Huey.

Task Identification

You are the forensic case manager being asked to conduct a pre-trial evaluation with recommended services and referrals as needed. You are to act as a forensic mental health evaluator and produce a written case report addressing the questions below. The report will be submitted to the appropriate supervisor and to the judge.

Based on the vignette provided, please compose a well-written and organized response to each of the following questions. When writing your responses, please:

Psychological Theory and Practice

A. What assessments would you conduct to enhance your understanding of the problems of the person in the vignette and how would your choice of assessment(s) inform your diagnostic formation and treatment planning? Assessments may include structured or unstructured interviews, valid and reliable assessment measures, and/or formalized assessment procedures that may be conducted by yourself or by someone else referred by you.

B. Provide your diagnostic impressions (based on the DSM-5) for this individual. In narrative form, please describe how the individual meets the diagnostic criteria for the disorder(s) chosen in addition to the differential diagnostic thought process that you used to reach your hypotheses. Be sure to include any additional (missing) information that is needed to either rule out or confirm your differential diagnoses impressions.

Legal Theory and Application

A. Explain the background, current presentation, and behavior of the person in the vignette utilizing biological, learning, and social theories on offenders to support your position. Do not simply restate the background information from the vignette. Instead, provide a theoretically-based discussion to understand the criminal behaviors of the person in the vignette.

B. Consider the type of crime in the vignette and discuss how that type of crime generally impacts a victim of it. Do not limit yourself to discussing just the victim in this vignette. Instead obtain scholarly sources for information on how this type of crime can affect any victim, their family members, and other members of society.

C. Describe the psycholegal standards and/or definitions for each of the following: competence to stand trial, duty to warn, and insanity. Identify and describe one or more landmark case(s) for each standard (at least three cases total). Describe the elements or issues that a mental health professional usually focuses on when assessing a person�s adjudicative competence, risk and insanity, and any additional items that might be especially important to focus on in the provided vignette.

Assessment, Research and Evaluation

A. Describe tests or assessment procedures you would employ to address the psycholegal issues of (competence to stand trial, risk of dangerousness, and insanity). You may refer to these from the Psychological Theory and Assessment Section “A” if you already covered them there. Discuss what the anticipated conclusions would be based upon information provided in the vignette.
?

B. Develop a research question and a testable research hypothesis regarding offenders or the type of crime that is discussed in the vignette (such as, addiction, recidivism, criminal behavior, etc.). Explain the variables in your question and the type of research study that could answer your question as well as why that research would make a contribution to the field of forensic psychology.

Leadership, Consultation, and Ethics
A. What are the ethical and legal dilemmas this vignette introduced? What would be your immediate steps and why? Please be specific and make sure that you describe your process of ethical decision making and the solutions/consequences to which this process might lead. Your discussion should be informed by the American Psychological Association�s Ethics Code as well as the Specialty Guidelines for Forensic Psychologists.
Interpersonal Effectiveness
A. What diversity factors, cultural considerations, or other demographic variables pertaining to the person in the vignette would you take into account in rendering diagnoses, choosing assessment measures, forming case conceptualizations, and designing the treatment plan? Be sure to discuss cultural/diversity factors that could apply even if they are not explicitly mentioned in the vignette.

B. Your writing, use of citations, ability to form a logical argument, and proper APA Style, including the use of paraphrasing, will be evaluated as a measure of your interpersonal effectiveness. No response is required for “B”.