Applying the Bio-Psycho-Social Plus ( BPS+ ) Model

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SOWK2020 Winter 2023 Assignment One: Applying the Bio-Psycho-Social Plus ( BPS+ ) Model Purpose: The main purpose of the assignment is to give students an opportunity to demonstrate their understanding of the bio-psycho-social plus (BPS+) model by applying it to a piece of contemporary media. The focus of this assignment is addiction to a substance: eg. alcohol, tobacco, caffeine, another drug. Your assignment needs to address the biological/physiological, social, psychological, cultural and spiritual aspects of addiction as they appear in the subject material you have chosen. Focus your analysis on the BPS+ model!

Task: From the list below, select your media piece (film, book, television show or series). If you have an idea other than on the list, please email me well in advance for approval.

 

Provide an introduction and a brief and concise summary of the film/show/series

(3 marks)

Clearly define and explain the BPS+ model of addiction (15 marks)

Analyze the media piece you are using through each aspect of the BPS+ model and by drawing on all of the relevant materials from the course (readings, videos, posted material etc.)

(15 marks)

Conclude your report with a statement of how your perspective on addiction has shifted through your research and writing this report.

(2 marks)

Do not spend all your effort on a mere summary of the book/film/show you are exploring. Do that briefly – no more than half a page. Reserve most of the space for demonstrating your understanding of the BPS+ model through your analysis.

 

Options for media selection: A Star is Born Leaving Las Vegas Flight 28 Days Walk the Line The Spectacular Now When a Man Loves a Woman Devdas The Glass Castle

Shameless Mad Men This is Us Grey’s Anatomy Queen’s Gambit Indian Horse Beautiful Boy Other as approved in advance

 

 

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The Details:

o The 7-9 page assignment is worth 35% of the course mark. o Pages should be numbered. o Use double-spacing between lines. o Use one-inch page margins o Use 12-point Arial or Times New Roman font. o References should be in APA style. o There should be a title page with:

§ Your name § Student number § Date of submission, § Instructor’s name § Course name and number § The title of the paper Remember: The title page and references do not count in the page limit.

o You may use headings. o You may use first person (i.e. I/my) o The assignment will be submitted through Turnitin o A late penalty of two marks per day will be applied unless an extension is granted

prior to the due date. o Please use only the course resources for your research, no outside sources!

Marks will be awarded for: 1) How well you research the topic integrating the course texts and resources, 2) How clearly you are able to articulate your understanding of the BPS+ model 3) How effectively you analyse and comment on the addiction issues present in your

chosen media piece and 4) How clearly you organize and communicate your ideas in writing.

o Since this is an academic assignment, and not just an ‘opinion piece,’ it is essential to cite your sources in the body of the paper in APA format; also, be sure to provide a bibliography or list of references at the end of the report. Remember if you are using the work and/or ideas of others, it is crucial to cite your sources! A good tip is to ask yourself ‘how do I know this to be true?’ and then cite your source. Pease use only the course resources for your research, no outside sources!

SG 2023

cf_hrm517_project-budget-wbs2

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At this point, you have organized your HR project team and you are familiar with the importance of leading and managing the project and team. It is now time to plan your project, which happens to be a large and critical part of project management. Project planning tends to be collaborative and integrative in that many factors, such as scope, resourcing, budgeting, and risk, need to be considered.

Instructions

Write a 5–6 page paper in which you:

1. Define and discuss scope and scheduling as they each relate to project management, and provide a statement of importance to your project team so they know the relevance of each task.

2. Select four behavioral skills, associated with project resourcing, that you consider to be critical and explain your rationale.

. Review the behavioral skills associated with project resourcing listed in the textbook in Section 9.1.

3. Explain to the management team and your project team how you have determined the budget associated with project costs.

. Include how costs are aggregated.

. Explain how you determined cash flow for separate activities.

. Be specific with your responses.

4. Discuss at least three ways the project manager is able to identify possible project risks.

5. Create a budget for the project using the WBS file created in the Week 4 Formative Activity, Schedule and Budgeting Exercise for Project Scenario.

. Insert the WBS form into the body of the paper.

. Use the following resource as needed:  Insert a Chart From an Excel Spreadsheet Into Word .

6. Use three sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the  library  or review  library guides .

 

 

ProjectBudget

Project Budget
Project Lead: [Name] BUDGET ACTUAL Under(Over)
Start Date: [Date] Total $ 100.00 $ 200.00 $ (100.00)
Labor Materials Fixed
WBS
Vertex42: WBS (Work Breakdown Structure): Each level uses a different formula to display the correct outline numbering. Copy the cell from the Template rows at the bottom of the worksheet and paste it as needed to define different task levels. Level 1: 1 Level 2: 1.1 Level 3: 1.1.1		 Task Hrs Rate Units $/Unit Costs
Vertex42: Fixed Costs: Costs that may not fall under Labor and Materials, or for cases where you want to enter a fixed amount rather than calculating the Budget amount.		 Budget Actual Under(Over)
1 [ Level 1 Category ] $ 100.00 $ 200.00 $ (100.00)
1.1 [ Level 2 Task ] ERROR:#VALUE! 150.00 ERROR:#VALUE!
1.2 [ Level 2 Task ] ERROR:#VALUE! 400.00 ERROR:#VALUE!
1.3 [ Level 2 Task ] ERROR:#VALUE! 200.00 ERROR:#VALUE!
1.3.1 [ Level 3 Task ] – 0 – 0
1.3.2 [ Level 3 Task ] – 0 – 0
1.3.2.1 [ Level 4 Task ] – 0 – 0
1.3.2.2 [ Level 4 Task ] – 0 – 0
1.3.3 [ Level 3 Task ] – 0 – 0
1.4 [ Level 2 Task ] – 0 – 0
1.5 [ Level 2 Task ] – 0 – 0
2 [ Level 1 Category ] $ – 0 $ – 0 $ – 0
2.1 [ Level 2 Task ] – 0 – 0
2.2 [ Level 2 Task ] – 0 – 0
2.3 [ Level 2 Task ] – 0 – 0
2.3.1 [ Level 3 Task ] – 0 – 0
2.3.2 [ Level 3 Task ] – 0 – 0
2.3.2.1 [ Level 4 Task ] – 0 – 0
2.3.2.2 [ Level 4 Task ] – 0 – 0
2.3.3 [ Level 3 Task ] – 0 – 0
2.4 [ Level 2 Task ] – 0 – 0
2.5 [ Level 2 Task ] – 0 – 0
3 [ Level 1 Category ] $ – 0 $ – 0 $ – 0
3.1 [ Level 2 Task ] – 0 – 0
3.2 [ Level 2 Task ] – 0 – 0
3.3 [ Level 2 Task ] – 0 – 0
3.3.1 [ Level 3 Task ] – 0 – 0
3.3.2 [ Level 3 Task ] – 0 – 0
3.3.2.1 [ Level 4 Task ] – 0 – 0
3.3.2.2 [ Level 4 Task ] – 0 – 0
3.3.3 [ Level 3 Task ] – 0 – 0
3.4 [ Level 2 Task ] – 0 – 0
3.5 [ Level 2 Task ] – 0 – 0
4 [ Level 1 Category ] $ – 0 $ – 0 $ – 0
4.1 [ Level 2 Task ] – 0 – 0
4.2 [ Level 2 Task ] – 0 – 0
4.3 [ Level 2 Task ] – 0 – 0
4.3.1 [ Level 3 Task ] – 0 – 0
4.3.2 [ Level 3 Task ] – 0 – 0
4.3.2.1 [ Level 4 Task ] – 0 – 0
4.3.2.2 [ Level 4 Task ] – 0 – 0
4.3.3 [ Level 3 Task ] – 0 – 0
4.4 [ Level 2 Task ] – 0 – 0
4.5 [ Level 2 Task ] – 0 – 0
5 [ Level 1 Category ] $ – 0 $ – 0 $ – 0
5.1 [ Level 2 Task ] – 0 – 0
5.2 [ Level 2 Task ] – 0 – 0
5.3 [ Level 2 Task ] – 0 – 0
5.3.1 [ Level 3 Task ] – 0 – 0
5.3.2 [ Level 3 Task ] – 0 – 0
5.3.2.1 [ Level 4 Task ] – 0 – 0
5.3.2.2 [ Level 4 Task ] – 0 – 0
5.3.3 [ Level 3 Task ] – 0 – 0
5.4 [ Level 2 Task ] – 0 – 0
5.5 [ Level 2 Task ] – 0 – 0
TEMPLATE ROWS
Use the rows listed below by Copying and Pasting (or Copy and Insert), depending on which WBS level you want to use.
1 [ Task Category ] $ – 0 $ – 0 $ – 0
1.1 [ Level 2 Task ] – 0 – 0
1.1.1 [ Level 3 Task ] – 0 – 0
1.1.1.1 [ Level 4 task ] – 0 – 0
1.1.1.1.1 [ Level 5 task ] – 0 – 0

Help

HELP © 2012-2019 Vertex42.com
https://www.vertex42.com/ExcelTemplates/project-budget.html
Terms of Use
Do not submit copies or modifications of this template to any website or online template gallery. Please review the following license agreement to learn how you may or may not use this template. Thank you.
See License Agreement
https://www.vertex42.com/licensing/EULA_privateuse.html
Instructions / Tips
In this worksheet, the Budget amount is calculated from the Labor, Materials, and Fixed Costs columns. After defining your budget, you can hide these columns, or you could hide just the unused columns.
When adding new rows, copy an existing row and insert the copied row, so that the formulas in the grey WBS, Budget, and Under(Over) columns are copied. You can also copy a row from the list of template rows at the bottom of the worksheet.
Each WBS level in column A (1, 1.1, 1.1.1, etc.) uses a different formula. To change the WBS level for a task, you can copy and paste the cell containing the formula that you need from the list of template rows at the bottom of the worksheet. The indent for the Task column can be changed via cell formatting.
The Level 1 categories contain SUM() formulas in the Budget and Actual columns that should be verified for accuracy after inserting new rows. Check these formulas to ensure that the SUM() formula is referencing the correct range of cells.
Any time you add or remove a Level 1 category, you will need to update the formulas for the Total section at the top of the worksheet, to make sure that the Total correctly sums the correct cells.
After adding new categories, you may need to redefine the print area to include the new rows. In Excel 2003, go to File > Print Area > Set Print Area. In Excel 2010 go to Page Layout > Print Area > Set Print Area.
If you see “#####” in a cell, it means you need to widen the column to see the value.

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PentopCorporation

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1) The following intercompany transactions occurred during the year: (5 Marks)

a) Parent loaned $ _____ to Subsidiary. To keep things simple, assume that there is no interest revenue or interest expense associated with this loan.

b) Parent made a sale to Subsidiary for $ ______ cash. The inventory had originally cost Parent $ ____. Subsidiary then sold that same inventory to an outsider for $ _______.

c) Parent made a sale to Subsidiary for $_____ cash. The inventory had originally cost Parent $____. Subsidiary has not yet sold that same inventory to an outsider.

What consolidation worksheet entries would you make?

Note: Assume you own figures wherever required.

2) Suntop Corporation is an 80% owned subsidiary of PentopCorporation, acquired for $ 240,000 on January 1, 2021.                                                                                                            (6 Marks)

• Investment Cost was equal to book value and fair value.• Suntop’s net income in 2021 was $ 60,000 and Pentop’sincome, excluding its income from Suntop, was 80,000.• Pentop’s income includes a $ 12,000 unrealized gain on land that cost $ 42,000 and was sold to Suntop for $ 54,000.• Assume that Suntop sold the land in 2023 for $ 60,000. • Assume Pentop adjust for this transaction in the equity accounts.

Required:

1) What Entries would Pentop make in 2021 and 2023?

2) Prepare the Consolidation Entries at December 31, 2021, December 31, 2022 and December 31, 2023.

3) Exchange rates change because of a number of economic factors affecting the supply of and demand for a nation’s currency. What are the factors that cause change in exchanges rates of currency of a country? State and Explain any four of these factors.                                           (4 Marks)

Art History

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10-15 slide power point

Your objec6ve for your presenta6on is to expand the understanding of 20th century art by selec6ng an art object that is contemporaneous with the works and the period of Modernisms Of the Americas

Art object chosen – Jean Carlu, America’s Answer! Produc6on, (1942),

In order to deliver a successful presenta6on you will need to be able in your presenta6on to explain to the class why you believe i6s important for them to understand the work you selected in the context of the day’s theme ( Modernisms of the Americas )

For your presenta6on, you will for no less than ten and no more than twelve minutes lead applying the knowledge you have gained in researching your art object towards visual analysis of the work ( Jean Carlu, Americas Answer! Produc6on, 1942 ) , and expand upon the object’s social, historical, and material contexts. You should design a lesson that provides ample opportuni6es for open-ended, well-craRed ques6ons and other forms of engagement for your classmates; you shouldn’t simply lecture straight through.

1. What is important for you to understand about this part of the world, this point in 6me, and this work of art, and how will you help them to learn? For example, will you review key concepts, create comparisons to other works we will discuss that day, use the work to introduce the class to a new style or movement, or introduce new ideas and issues that complement the day’s assigned reading?

2. How will you facilitate par6cipa6on amongst your peers? How will you create opportuni6es for class par6cipa6on in your presenta6on? What are some ways that you can include them through visual analysis, open-ended ques6ons, or other means of engagement?

 

 

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NURSING DIAGNOSIS CARE PLAN

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School of Nursing Name: Date:

Care Plan

Nursing Care Plan- Basic Conditioning Factors  
Patient identifiers:

Age: Gender: Ht: Wt. Code Status:

Isolation:

 Development Stage (Erikson): Give the stage and rationale for your evaluation

 

 
Health Status  
Date of admission:

Activity level: Diet:

Fall risk (indicate reason):

 

Client’s description of health status:

 

 

 

Allergies: (include type of reaction)

 

 

 

 Reason for admission:

 

 

 

 

 

Past medical history that relates to admission:
Socio-cultural Orientation  
Religious, Cultural and Ethnic background with current practices:

 

Socialization:

 

Family system (support system):

 

Spiritual:

 

Occupation (across the lifespan):

 

Patterns of living (define past and current):

 
Barriers to independent living:

 

 

 

ALLERGIES:
Medications: List all medications by generic name (trade name), dosages, classifications, and the rationale for the medications prescribed for this client. Include major considerations for administration and the possible negative outcomes associated with this medication. Identify both of the following:

1: What the medication does to the body to the cellular level; 2: Why is the client taking the medication?

Medication Classification Dosage & Route Rationale Possible Negative Outcomes
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        
 

 

        

 

 

 

CONCEPT MAP

 

Pathophysiology – (to the cellular level)

Medical Diagnosis

Clinical Manifestations (all data subjective and objective: labs, radiology, all diagnostic studies). What symptoms does your client present with?

Complications

Treatment (Medical, medications, intervention and supportive)

Risk Factors (chemical, environmental, psychological, physiological, and genetic)

Nursing Diagnosis

Problem statement (NANDA diagnosis):

 

Related to (What is happening in the body to cause the issue?):

 

As evidenced by (Specific symptoms):

 

 

 

.

  LAB VALUES AND INTERPRETETION

 

    
LAB Range Value Value MEANING (If WDL then explain the possible reason for the lab) LAB Range Value Value MEANING
HEMATOLOGY         CHEMISTRY        
CBC         Glucose        
WBC         BUN        
RBC         Cr        
HGB         GFR        
HCT         Na        
PLATLETS         K        
Diff:         CO2        
Polys         Ca        
Bands         Phos        
Lymph         Amylase        
Mono         Lipase        
Eosin         Uric Acid        
GBC indices         Protein        
MCV         Albumin        
MCH         Cl        
MCHC         Enzymes        
COAGs         LDH        
PT         CPK        
INR         SGOT        
PTT         SGPT        
ABGs (V or A)         Troponin I        
PH         Myoglobin        
PCO2                  
PO2         Cholesterol        
BASE EX:                  
SAT:                  
 

 

 

 

 

URINALYSIS

  

 

 

 

 

Range

  

 

 

 

 

Value

  

 

 

 

 

Value

  

 

 

 

 

Meaning

 Others not listed:

 

 

 

  

 

 

 

 

Findings

  

 

 

 

 

Meaning

  
Color         Gast occult      
Clarity         Hemoccult      
Sp. Gravity                
pH         EKG      
Protein                
Glucose         CT Scan      
Ketones                
Bilirubin                
Occ. Blood         MRI or MRA      
Urobilinogen                
WBC                
RBC                
Epithelia         Ultrasound      
WBC                
RBC                
Epith Cell                
Bacteria                
Hyaline Cast                
Gran Cast         Bedside Procedures:      
Leukocytes                
Nitrite                
ACCUCHECKS                
                 
                 
Additional information:

 

 

 

 

 
Universal Self-Care Deficits: ASSESSMENT: (Highlight all abnormal assessment findings)
Vital Signs Time: Time:
     
Oxygenation/ Circulation   Intake:
SpO2

1. 2. 3.

 Accu-check

1. 2. 3. 4.

 Output:

 
Cardiovascular Assessment

Specialty devices:

 

 

 

Teaching needs:

 Heart Sounds:

 

 

Skin Temp/Moisture/Color:

 

 

Edema: JVD:

 

Peripheral Pulses:

 

 

 Pain assessment (OPQRST)

Rating:

Location:
Respiratory Assessment

Special devices:

 

Oxygen:

 

 

Teaching Needs:

 

 Lung sounds:

Anterior:

Posterior:

 

 

 

Respiratory effort: Respiratory pattern: Reg/Irreg

 Cough:

 

 

Respiratory treatment:

Medication(s):

Frequency:

Rationale for use:
Neurological Assessment:

Assistive devices :

 

 

 

 

 

 

Teaching Needs:

 Level of Consciousness: Alert / Verbal / Pain / Unresponsive

 

 

Orientation: Person / Place / Time / Events

 

 

Fine motor function:

 

Gross motor functioning:

 

 

 

 Sleep patterns (During admission):

 

 

 

 

 

Sleep patterns (at home):

 
GI Assessment:

 

LBM (include description):

 

 

 

Teaching needs:

 Abdominal Assessment: (observe – auscultate – palpate)

 

 

 

Alteration in eating or elimination patterns:

 

 Nutrition Metabolic Assessment:

 

 

% diet taken:

 

Alternative nutritional methods:

 

 
GU assessment:

 

 

 

Teaching needs:

 Last void:

Due to void:

Alternative urinary elimination method: (if urinary catheter in place, when inserted)

 

Bladder scan

 Assessment of urinary patterns:

Urine assessment (color odor concentration etc.)

 

 

 

LMP
Integumentary Assessment:

 

 

 

 

 

Teaching needs:

 Color/ Mucous membranes

 

 

 

Hydration:

 

 

 

 Wound Care:

 

 

 

Condition of skin:
Nutritional Assessment:

 

 

 

 

Teaching needs:

 Diet:

 

Eating patterns:

 

Insulin administration:

 

 

 Treatment of hypoglycemia:

 

 

 

Alternative feeding patterns:
IV Therapy

IV fluids infusing:

 

Rate:

Tubing dated?

 

 IV Site Assessment: Location

 

Date of insertion: Change (site or dressing)

 

 IV removal: Reason for removal:
           

Additional information:

REMEMBER THAT THE EXPECTED OUTCOMES MUST BE MEASURABLE. THE INTERVENTIONS ARE WHAT YOU DO TO ASSURE THE OUTCOME AND THE CLIENT’S RESPONSE IS THE SPECIFIC RESPONSE.

PLAN OF CARE: Use your top “2” priorities

NANDA NURSING DIAGNOSIS use NANDA definition Expected outcomes of care (Goals) Interventions Patient response Goal evaluation
NRS DX:

Problem Statement:

 

 

 

 

 

 

 

 

R/T: (What is the cause of the symptom)

 

 

 

 

 

 

 

 

Manifested by: (Specific symptoms)

 

 

 

 

 

 

 

 

 

 Short term goal : Create a SMART goal that relates to hospital stay.

Long term goal : Create a SMART goal that is appropriate for discharge.

 

 This is specific to the client that you are caring for. A list of planned actions that will assist the client to achieve the desired goal. (i.e., obtain foods that the client can eat/ likes)

 

 

 Identify what the client’s response or “outcome is to the goal or care that you have provided. i.e., client ate 45% of lunch) Was it met? Not met? Partially met? If only partially met, what adjustments need to be made?
NANDA NURSING DIAGNOSIS use NANDA definition Expected outcomes of care (Goals) Interventions Patient response Goal evaluation
NRS DX:

Problem Statement:

 

 

 

 

 

 

 

 

R/T: (What is the cause of the symptom?)

 

 

 

 

 

 

 

 

 

 

Manifested by: (specific symptoms)

 

 

 

 

 

 Short term goal: Create a SMART goal that relates to hospital stay.

Long term goal: Create a SMART goal that is appropriate for discharge.

 

 This is specific to the client that you are caring for. A list of planned actions that will assist the client to achieve the desired goal. (i.e., obtain foods that the client can eat/ likes)

 

 

 

 Identify what the client’s response or “outcome is to the goal or care that you have provided. i.e., client ate 45% of lunch)

 

 Was it met? Not met? Partially met? If only partially met, what adjustments need to be made?

 

 

 

 

 

Nursing Care Plan 2

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