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  • [Solved] NR507 Week 4 Collaboration Response MR

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    response is needed Hello everyone, **Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?** Systemic Lupus Erythematosus (SLE) is an autoimmune disease that affects the pulmonar…

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    response is needed

    Hello everyone,

    **Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?**

         Systemic Lupus Erythematosus (SLE) is an autoimmune disease that affects the pulmonary system mainly through inflammation. Autoantibodies and immune complexes attack lung tissue, causing pleuritis, Interstitial Lung Disease (ILD), and pulmonary hypertension (Shin et al., 2022). Symptoms of pleuritis include acute chest aches and labored breathing. For pulmonary system, scarring and inflammation from ILD induce lung rigidity, which impairs gas exchange.

    **Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE?**

         Cough, dyspnea, chest pain, and weariness are SLE pulmonary symptoms. These symptoms limit mobility and lower the client's quality of life, making walking or stair climbing difficult (Depascale et al., 2021). Interstitial lung illness can cause fatigue and reduced exercise tolerance, like chronic hypoxia. Pulmonary changes can be linked to cardiovascular stress in right-sided heart failure patients with pulmonary hypertension. If only the renal, cardiovascular, and immune systems are inflamed, pulmonary changes can increase systemic inflammation. This reciprocal body structure activation worsens SLE treatment.

    **Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system?**

          Imaging and functional testing are needed to diagnose pulmonary involvement in SLE. High-resolution Computed Tomography (CT) scans or chest X-rays are needed to confirm chest opacities, pleural effusion, or lung fibrosis in suspected interstitial lung disease. Pulmonary Function Tests (PFTs) of lung volume and diffusing capacity can also confirm interstitial lung disease (Zamboti et al., 2021). Diagnosing SLE through the pulmonary system is quite challenging since its symptoms are very much related to asthma.

    **Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments, and how effective are they in mitigating the impact of SLE on the body?**

          SLE pulmonary manifestations require inflammation control, lung tissue preservation, and symptom suppression. Corticosteroids like prednisone are anti-inflammatory. Medications like mycophenolate mofetil and azathioprine weaken the immune system. Sildenafil and other vasodilators treat pulmonary hypertension. Continuous oxygen supply is also sometimes required for chronic hypoxic conditions (Agarwal et al., 2021). The main goal of this medicines is to manage the disease and slow its progression but cannot repair the damage. They are effective in a way they protect lung function and minimize SLE's health impacts.

    **References**

    Agarwal, T., Kazemi, S., Costantini, M., Perfeito, F., Correia, C. R., Gaspar, V., Montazeri, L., De Maria, C., Mano, J. F., Vosough, M., Makvandi, P., & Maiti, T. K. (2021). Oxygen releasing materials: Towards addressing the hypoxia-related issues in tissue engineering. _Materials Science and Engineering: C_, _122_, 111896. [https://doi.org/10.1016/j.msec.2021.111896Links to an external site.](https://doi.org/10.1016/j.msec.2021.111896)

    Depascale, R., Del Frate, G., Gasparotto, M., Manfrè, V., Gatto, M., Iaccarino, L., Quartuccio, L., De Vita, S., & Doria, A. (2021). Diagnosis and management of lung involvement in systemic lupus erythematosus and Sjögren’s syndrome: A literature review. _Therapeutic Advances in Musculoskeletal Disease_, _13_, 1–24. [https://doi.org/10.1177/1759720x211040696Links to an external site.](https://doi.org/10.1177/1759720×211040696)

    Shin, J. I., Lee, K. H., Park, S., Yang, J. W., Kim, H. J., Song, K., Lee, S., Na, H., Jang, Y. J., Nam, J. Y., Kim, S., Lee, C., Hong, C., Kim, C., Kim, M., Choi, U., Seo, J., Jin, H., Yi, B., & Jeong, S. J. (2022). Systemic lupus erythematosus and lung involvement: A comprehensive review. _Journal of Clinical Medicine_, _11_(22), 6714. [https://doi.org/10.3390/jcm11226714Links to an external site.](https://doi.org/10.3390/jcm11226714)

    Zamboti, C. L., Cristina, A., Garcia, T., Krinski, G. G., Bertin, L. D., Almeida, S., Pimpão, H. A., Fujisawa, D. S., Ribeiro, M. A., Pitta, F., & Camillo, C. A. (2021). Functional performance tests in interstitial lung disease: Impairment and measurement properties. _Respiratory Medicine_, _184_, 106413. [https://doi.org/10.1016/j.rmed.2021.106413](https://doi.org/10.1016/j.rmed.2021.106413)

    – 2 years ago

  • [Solved] Social Problem Description

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    write a description for your problem To demonstrate your understanding of the social issue you selected in your [proposal](https://osu.instructure.com/courses/175939/assignments/4397187 "Proposal and Personal Narrative "), review the relevant literature and research on the subject. Here are some way…

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    Assignment Prompt & Instructions

    write a description for your problem

    To demonstrate your understanding of the social issue you selected in your [proposal](https://osu.instructure.com/courses/175939/assignments/4397187 "Proposal and Personal Narrative "), review the relevant literature and research on the subject. Here are some ways that you can gain a full understanding of your social issue:

    – 2 years ago

  • [Solved] New journal

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    **Learning Activity: Module 2: Nursing Workplace Journal** **A)** **Search social media and Google yourself** i. Discover: o What shows up on the internet o What your significant others, family, or friends have tagged you in on social media (look at comments and photos too) o What was revealed **B.*…

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    Assignment Prompt & Instructions

    **Learning Activity: Module 2: Nursing Workplace Journal**

    **A)** **Search social media and Google yourself**

    i. Discover:

    o  What shows up on the internet

    o What your significant others, family, or friends have tagged you in on social media (look at comments and photos too)

    o What was revealed

    **B.** **Answer the following questions:**

    i.  Could you explain what was found if questioned during an interview?

    ii.  Were there any posts that were posted without your permission or that you were unaware of? What strategies do you want to take to minimize those

    surprises?

    **C.** **Reflect on the things that you post / share (including pictures and words written) / “likes” on your personal social media sites:  Complete the chart below**

    **Frequently**

    **Post**

    **Sometimes Post**

    **Occasionally Post**

    **Never**

    **Post**

    **About my personal success**

    **Family**

    **Achievements in life / work**

    **Things regarding Co-Workers**

    **Comments about a good or bad day**

    **Ranting**

    **Pictures with Alcohol / Drugs / unwarranted activities**

    **Posts/comments regarding where you work or go to school**

    **D.)** **Answer**

    i. Which of these items did you request the permission of others involved prior to posting?

    ii. How might some posts/comments be perceived by future employers or the public?

    – [\
    \
    IMG_0956.jpeg](https://www.sweetstudy.com/files/img-0956-jpeg-10175571 "IMG_0956.jpeg")

    – 2 years ago

  • [Solved] Self-Care Group Development

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    – [\ \ IMG_0228.jpeg](https://www.sweetstudy.com/files/img-0228-jpeg "IMG_0228.jpeg") – 2 years ago

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    Assignment Prompt & Instructions

    – [\
    \
    IMG_0228.jpeg](https://www.sweetstudy.com/files/img-0228-jpeg "IMG_0228.jpeg")

    – 2 years ago

  • [Solved] MGMTW4CP

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) – 2 years ago **files (2)** – ## MGMTW4CA.docx – Case.pdf **## MGMTW4CA.docx** **Week 4: Case Analysis** **Instructions** Each student will treat this as an individual assignment (you do …

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    – 2 years ago

    **files (2)**

    – ## MGMTW4CA.docx

    – Case.pdf

    **## MGMTW4CA.docx**

    **Week 4: Case Analysis**

    **Instructions**

    Each student will treat this as an individual assignment (you do not need to meet with your team). Your response should be well rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice.

    1. The assignment should be submitted as a PowerPoint file and should include the following slides (some questions may take more than one slide).

    · Parties: Identify the plaintiff and the defendant.

    · Facts: Summarize only those facts critical to the outcome of the case.

    · Procedure: What was the outcome in the lower court(s)? Who brought the appeal?

    · Issue: Describe the central question or questions on which the case turns.

    · Explain the applicable law(s): Do some research on and explain the laws cited in the case.

    · Holding: How did the court resolve the issue(s)? Who won?

    · Reasoning: Explain the logic that supported the court’s decision. Why did the court come to the conclusion it did? What facts or laws affected the decision?

    · Legal research: Report something you have discovered about the case, parties, or other important elements of law from your own research.

    · Conclusion: Summarize the key aspects of the decision and your recommendations on the court’s ruling.

    · References: Use APA style for your citations and references.

    2. Research the case using the case citation in the DeVry Library under databases (select – HeinOnline), FindLaw.com, and other legal sources.

    3. Research the parties and circumstances of the case itself. The following cases can also be found in the textbook.

    **Case 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017)**

    **CASE BELOW ( ALSO EXTENTED VERSION ATTACHED)**

    **CASE 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017**)

    FACT SUMMARY In January 2013, an Australian teenager measured his Subway Footlong sandwich and discovered it was only 11 inches long. He photographed the sandwich alongside a tape measure and posted the photo on his Facebook page. It went viral, and soon after a number of lawsuits were filed across the United States against Subway for damages and injunctive relief under state consumer-protection laws. The lawsuits were combined and several plaintiffs sought class action certification. During discovery, Subway established that their unbaked bread sticks are uniform, and the baked rolls rarely fall short of 12 inches. The minor variations that do occur are wholly attributable to the natural variability in the baking process and cannot be prevented. Nonetheless, Subway entered into a settlement agreement and implemented certain measures to ensure, to the extent practicable, that all Footlong sandwiches are at least 12 inches long. The settlement acknowledged, however, that even with these measures in place, some sandwich rolls will inevitably fall short due to the natural variability in the baking process. The parties also agreed to cap the fees of class counsel at $525,000. The settlement provided $500 for each of 10 class representatives (class members who allowed their name to be used as lead plaintiffs). However, Theodore Frank (Frank), one of the class members who received no payment, argued that the settlement enriched only the lawyers and provided no meaningful benefits to the class. The trial court preliminarily approved the settlement and Frank appealed.

    SYNOPSIS OF DECISION AND OPINION The U.S. Court of Appeals for the Seventh Circuit reversed the decision of the trial court and ruled in favor of Frank. The court held that the procedures required by the settlement do not benefit the class in any meaningful way and act only to benefit the class action lawyers. They reasoned that because there were no identifiable benefits to class members, the class should not have been certified, and the settlement should not have been approved.

    WORDS OF THE COURT: No Meaningful Relief “A class settlement that results in fees for class counsel but yields no meaningful relief for the class is ‘no better than a racket.’ If the class settlement does not provide ‘effectual relief’ to the class and its ‘principal effect’ is to ‘induce the defendants to pay the class’s lawyers enough to make them go away,’ then the class representatives have failed in their duty . . . to ‘fairly and adequately protect the interests of the class.’ . . . ‘No class action settlement that yields zero benefits for the class should be approved, and a class action that seeks only worthless benefits for the class should be dismissed out of hand.’”

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

    **## MGMTW4CA.docx**

    **Week 4: Case Analysis**

    **Instructions**

    Each student will treat this as an individual assignment (you do not need to meet with your team). Your response should be well rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice.

    1. The assignment should be submitted as a PowerPoint file and should include the following slides (some questions may take more than one slide).

    · Parties: Identify the plaintiff and the defendant.

    · Facts: Summarize only those facts critical to the outcome of the case.

    · Procedure: What was the outcome in the lower court(s)? Who brought the appeal?

    · Issue: Describe the central question or questions on which the case turns.

    · Explain the applicable law(s): Do some research on and explain the laws cited in the case.

    · Holding: How did the court resolve the issue(s)? Who won?

    · Reasoning: Explain the logic that supported the court’s decision. Why did the court come to the conclusion it did? What facts or laws affected the decision?

    · Legal research: Report something you have discovered about the case, parties, or other important elements of law from your own research.

    · Conclusion: Summarize the key aspects of the decision and your recommendations on the court’s ruling.

    · References: Use APA style for your citations and references.

    2. Research the case using the case citation in the DeVry Library under databases (select – HeinOnline), FindLaw.com, and other legal sources.

    3. Research the parties and circumstances of the case itself. The following cases can also be found in the textbook.

    **Case 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017)**

    **CASE BELOW ( ALSO EXTENTED VERSION ATTACHED)**

    **CASE 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017**)

    FACT SUMMARY In January 2013, an Australian teenager measured his Subway Footlong sandwich and discovered it was only 11 inches long. He photographed the sandwich alongside a tape measure and posted the photo on his Facebook page. It went viral, and soon after a number of lawsuits were filed across the United States against Subway for damages and injunctive relief under state consumer-protection laws. The lawsuits were combined and several plaintiffs sought class action certification. During discovery, Subway established that their unbaked bread sticks are uniform, and the baked rolls rarely fall short of 12 inches. The minor variations that do occur are wholly attributable to the natural variability in the baking process and cannot be prevented. Nonetheless, Subway entered into a settlement agreement and implemented certain measures to ensure, to the extent practicable, that all Footlong sandwiches are at least 12 inches long. The settlement acknowledged, however, that even with these measures in place, some sandwich rolls will inevitably fall short due to the natural variability in the baking process. The parties also agreed to cap the fees of class counsel at $525,000. The settlement provided $500 for each of 10 class representatives (class members who allowed their name to be used as lead plaintiffs). However, Theodore Frank (Frank), one of the class members who received no payment, argued that the settlement enriched only the lawyers and provided no meaningful benefits to the class. The trial court preliminarily approved the settlement and Frank appealed.

    SYNOPSIS OF DECISION AND OPINION The U.S. Court of Appeals for the Seventh Circuit reversed the decision of the trial court and ruled in favor of Frank. The court held that the procedures required by the settlement do not benefit the class in any meaningful way and act only to benefit the class action lawyers. They reasoned that because there were no identifiable benefits to class members, the class should not have been certified, and the settlement should not have been approved.

    WORDS OF THE COURT: No Meaningful Relief “A class settlement that results in fees for class counsel but yields no meaningful relief for the class is ‘no better than a racket.’ If the class settlement does not provide ‘effectual relief’ to the class and its ‘principal effect’ is to ‘induce the defendants to pay the class’s lawyers enough to make them go away,’ then the class representatives have failed in their duty . . . to ‘fairly and adequately protect the interests of the class.’ . . . ‘No class action settlement that yields zero benefits for the class should be approved, and a class action that seeks only worthless benefits for the class should be dismissed out of hand.’”

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

    **## MGMTW4CA.docx**

    **Week 4: Case Analysis**

    **Instructions**

    Each student will treat this as an individual assignment (you do not need to meet with your team). Your response should be well rounded and analytical and should not just provide a conclusion or an opinion without explaining the reason for the choice.

    1. The assignment should be submitted as a PowerPoint file and should include the following slides (some questions may take more than one slide).

    · Parties: Identify the plaintiff and the defendant.

    · Facts: Summarize only those facts critical to the outcome of the case.

    · Procedure: What was the outcome in the lower court(s)? Who brought the appeal?

    · Issue: Describe the central question or questions on which the case turns.

    · Explain the applicable law(s): Do some research on and explain the laws cited in the case.

    · Holding: How did the court resolve the issue(s)? Who won?

    · Reasoning: Explain the logic that supported the court’s decision. Why did the court come to the conclusion it did? What facts or laws affected the decision?

    · Legal research: Report something you have discovered about the case, parties, or other important elements of law from your own research.

    · Conclusion: Summarize the key aspects of the decision and your recommendations on the court’s ruling.

    · References: Use APA style for your citations and references.

    2. Research the case using the case citation in the DeVry Library under databases (select – HeinOnline), FindLaw.com, and other legal sources.

    3. Research the parties and circumstances of the case itself. The following cases can also be found in the textbook.

    **Case 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017)**

    **CASE BELOW ( ALSO EXTENTED VERSION ATTACHED)**

    **CASE 4.1 In re Subway Sandwich Marketing & Sales Practices Litigation, T. Frank, Objector, No. 16-1652 (7th Cir. 2017**)

    FACT SUMMARY In January 2013, an Australian teenager measured his Subway Footlong sandwich and discovered it was only 11 inches long. He photographed the sandwich alongside a tape measure and posted the photo on his Facebook page. It went viral, and soon after a number of lawsuits were filed across the United States against Subway for damages and injunctive relief under state consumer-protection laws. The lawsuits were combined and several plaintiffs sought class action certification. During discovery, Subway established that their unbaked bread sticks are uniform, and the baked rolls rarely fall short of 12 inches. The minor variations that do occur are wholly attributable to the natural variability in the baking process and cannot be prevented. Nonetheless, Subway entered into a settlement agreement and implemented certain measures to ensure, to the extent practicable, that all Footlong sandwiches are at least 12 inches long. The settlement acknowledged, however, that even with these measures in place, some sandwich rolls will inevitably fall short due to the natural variability in the baking process. The parties also agreed to cap the fees of class counsel at $525,000. The settlement provided $500 for each of 10 class representatives (class members who allowed their name to be used as lead plaintiffs). However, Theodore Frank (Frank), one of the class members who received no payment, argued that the settlement enriched only the lawyers and provided no meaningful benefits to the class. The trial court preliminarily approved the settlement and Frank appealed.

    SYNOPSIS OF DECISION AND OPINION The U.S. Court of Appeals for the Seventh Circuit reversed the decision of the trial court and ruled in favor of Frank. The court held that the procedures required by the settlement do not benefit the class in any meaningful way and act only to benefit the class action lawyers. They reasoned that because there were no identifiable benefits to class members, the class should not have been certified, and the settlement should not have been approved.

    WORDS OF THE COURT: No Meaningful Relief “A class settlement that results in fees for class counsel but yields no meaningful relief for the class is ‘no better than a racket.’ If the class settlement does not provide ‘effectual relief’ to the class and its ‘principal effect’ is to ‘induce the defendants to pay the class’s lawyers enough to make them go away,’ then the class representatives have failed in their duty . . . to ‘fairly and adequately protect the interests of the class.’ . . . ‘No class action settlement that yields zero benefits for the class should be approved, and a class action that seeks only worthless benefits for the class should be dismissed out of hand.’”

    **Case.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/case-pdf-10175705)

  • [Solved] Self 2

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    Executive Solution Overview

    – 2 years ago **files (2)** – ## DutyOrientationScale-1.pdf – IMG_7282.png **## DutyOrientationScale-1.pdf** Duty Orientation Scale Think about yourself as a member of a group that is important to you. Rate your level of agreement with each item as it pertains to you as a member. My actions demonst…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## DutyOrientationScale-1.pdf

    – IMG_7282.png

    **## DutyOrientationScale-1.pdf**

    Duty Orientation Scale
    Think about yourself as a member of a group that is important to you. Rate your level of agreement with each
    item as it pertains to you as a member. My actions demonstrate that I…

    1 = Strong Disagree 2 = Disagree 3 = Not sure 4 = Agree 5=Strongly Agree

    Note: The form will total your points for this assessment at the bottom of the page.

    1. Put the interests of my team ahead of my personal interests.
    2. Do all that I can to support the organization.
    3. Am faithful to my team members.
    4. Am loyal to my leaders and team.
    5. Accept personal risk or loss in support of the mission/organizational goals.
    6. Make personal sacrifices to serve the mission/organizational goals.
    7. Do whatever it takes to not let the mission/organization fail.
    8. Get the job done under the toughest conditions.
    9. Do what is right always.
    10. Demonstrate personal integrity when challenged.
    11. Will not accept dishonor.
    12. Set the example for honorable behavior in others

    Total Score

    12-60

    Interpretation
    The higher your score, the greater your sense of duty or obligation to the
    group or organization.

    Source: Hannah, S.T., Jennings, P.L., Bluhm, D., Chunyan Peng, A., & Schaubroeck J.J. (2014) Duty orientation:
    Theoretical develop and preliminary construct testing. Organizational Behavior and Human Decision Process, 123,
    220-238. p. 227.

    Scoring: Scores for each dimension range from 4 to 20.

    • Items 1-4 measure duty to members.

    • Items 5-8 measure duty to mission.

    • Items 9-12 measure duty to codes.

    Your total score:

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. TotalScore: 0

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)

    **## DutyOrientationScale-1.pdf**

    Duty Orientation Scale
    Think about yourself as a member of a group that is important to you. Rate your level of agreement with each
    item as it pertains to you as a member. My actions demonstrate that I…

    1 = Strong Disagree 2 = Disagree 3 = Not sure 4 = Agree 5=Strongly Agree

    Note: The form will total your points for this assessment at the bottom of the page.

    1. Put the interests of my team ahead of my personal interests.
    2. Do all that I can to support the organization.
    3. Am faithful to my team members.
    4. Am loyal to my leaders and team.
    5. Accept personal risk or loss in support of the mission/organizational goals.
    6. Make personal sacrifices to serve the mission/organizational goals.
    7. Do whatever it takes to not let the mission/organization fail.
    8. Get the job done under the toughest conditions.
    9. Do what is right always.
    10. Demonstrate personal integrity when challenged.
    11. Will not accept dishonor.
    12. Set the example for honorable behavior in others

    Total Score

    12-60

    Interpretation
    The higher your score, the greater your sense of duty or obligation to the
    group or organization.

    Source: Hannah, S.T., Jennings, P.L., Bluhm, D., Chunyan Peng, A., & Schaubroeck J.J. (2014) Duty orientation:
    Theoretical develop and preliminary construct testing. Organizational Behavior and Human Decision Process, 123,
    220-238. p. 227.

    Scoring: Scores for each dimension range from 4 to 20.

    • Items 1-4 measure duty to members.

    • Items 5-8 measure duty to mission.

    • Items 9-12 measure duty to codes.

    Your total score:

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. TotalScore: 0

    **IMG_7282.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7282-png)

    **## DutyOrientationScale-1.pdf**

    Duty Orientation Scale
    Think about yourself as a member of a group that is important to you. Rate your level of agreement with each
    item as it pertains to you as a member. My actions demonstrate that I…

    1 = Strong Disagree 2 = Disagree 3 = Not sure 4 = Agree 5=Strongly Agree

    Note: The form will total your points for this assessment at the bottom of the page.

    1. Put the interests of my team ahead of my personal interests.
    2. Do all that I can to support the organization.
    3. Am faithful to my team members.
    4. Am loyal to my leaders and team.
    5. Accept personal risk or loss in support of the mission/organizational goals.
    6. Make personal sacrifices to serve the mission/organizational goals.
    7. Do whatever it takes to not let the mission/organization fail.
    8. Get the job done under the toughest conditions.
    9. Do what is right always.
    10. Demonstrate personal integrity when challenged.
    11. Will not accept dishonor.
    12. Set the example for honorable behavior in others

    Total Score

    12-60

    Interpretation
    The higher your score, the greater your sense of duty or obligation to the
    group or organization.

    Source: Hannah, S.T., Jennings, P.L., Bluhm, D., Chunyan Peng, A., & Schaubroeck J.J. (2014) Duty orientation:
    Theoretical develop and preliminary construct testing. Organizational Behavior and Human Decision Process, 123,
    220-238. p. 227.

    Scoring: Scores for each dimension range from 4 to 20.

    • Items 1-4 measure duty to members.

    • Items 5-8 measure duty to mission.

    • Items 9-12 measure duty to codes.

    Your total score:

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. TotalScore: 0

    **IMG_7282.png**

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  • [Solved] Memo#2 Sustainability and the Economy related to Full-service dining

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Find an article (electronic) on sustainability in the **functional area** being discussed (see **Functional Areas** above and schedule) as it relates to **one of the categories of the environment (** see **Cat…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Find an article (electronic) on sustainability in the **functional area** being discussed (see **Functional Areas** above and schedule) as it relates to **one of the categories of the environment (** see **Categories of the Environment** above **)**.

    From the article, you will write a very particular type of memo that is a proposal of how you would utilize this information in business.  The memo has to be in a proposal format.  It has to make business sense and demonstrate your ability to take information and utilize it in a hospitality/tourism/leisure business setting. The memo should not just relay the facts of the article – the student must take the information and figure out how such information would be useful in a business. The first of these memos will be **upward** in the organization.  Later memos may **go across** the organization, peer to peer, in the organization (these must make sense for the other person to join you in a further proposal so that it would be a win –win for both of you).  Finally, a proposal will be a **top down** in the organization (these will be used to gain input from people below you in the organization structure).  The writer should make sure they are not an order or something you as the boss has already decided to do.  In making business sense, no memo should be about a meeting to decide what to do about a situation.  Memos that are just about a meeting to meet or FYI type of memos will receive an F. **The memo should have three sections**:

    – **An opening sentence** or two that states why the reader is getting the memo- The proposal
    – This should state the issue and your proposal to solve the business or the organization issue (in one sentence if possible)
    – **Example**: Due to the increase in gasoline prices, I believe we should review our marketing plans to include Family packages.
    – **A middle section** that supports the reason for the proposal
    – This should support the proposal from why it is good to why it makes business sense to do this. DO NOT give me the details of the proposal- **give the business reasons on why this makes sense** (3-4 reasons). You should look at this section as to what would be the good business results if you were allowed to go forward with the proposal.  Keep it simple

    – **Example**:

    – Family packages may:
    – Help to offset Total Vacation Cost and possibly extend times at our destination thus increasing profits.
    – **An action closing**that is sender based.

    – This section should have an assertive tone – one where you have set up a time and meeting. The goal is to get an answer as to whether your proposal is going forward.
    – **Examples**:

    – I have set up an appointment, through your office, for next Tuesday at10 AM.  I look forward to discussing the details and to gaining your input.
    – I am looking forward to our meeting next Tuesday at 10AM in your office.  Our goal would be to create the next steps for this concept.
    – In the meeting, you would actually begin to give the workings of your proposal- where it can be discussed in a two-way conversation.

    Make sure your articles are current ( **within the last 12 months**)

    – **A middle memo**– across the organization- should have reasons for why the other person should join you in the endeavors so that you can both send it forward.

    – **Example**:

    – Working together on this technology project should increase efficiency for my department and less technical support calls to your department

    – [\
    \
    Economics1.pdf](https://www.sweetstudy.com/files/economics1-pdf-10175407 "Economics1.pdf")
    – [\
    \
    Economics2.pdf](https://www.sweetstudy.com/files/economics2-pdf-10175409 "Economics2.pdf")
    – [\
    \
    SampleMemo.docx](https://www.sweetstudy.com/files/samplememo-docx-10175411 "SampleMemo.docx")

    – 2 years ago

  • [Solved] Reflection Matters

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    Reflection matters – 2 years ago

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    Reflection matters

    – 2 years ago

  • [Solved] MAN4120- Reflection4

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    Please see the file attached – [\ \ IMG_1146.png](https://www.sweetstudy.com/files/img-1146-png "IMG_1146.png") – [\ \ IMG_1147.png](https://www.sweetstudy.com/files/img-1147-png "IMG_1147.png") – 2 years ago

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    Please see the file attached

    – [\
    \
    IMG_1146.png](https://www.sweetstudy.com/files/img-1146-png "IMG_1146.png")
    – [\
    \
    IMG_1147.png](https://www.sweetstudy.com/files/img-1147-png "IMG_1147.png")

    – 2 years ago

  • [Solved] Question 1 Response 1

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    – 2 years ago **files (1)** – ## Post1response1.docx **## Post1response1.docx** 200 word response 1 response/intext citation Due 2/2/2025 Collins Explain the relevancy to Administrative Law—ie. why does this case relate to our study of Administrative Law—- why is it important for us to know this…

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    – 2 years ago

    **files (1)**

    – ## Post1response1.docx

    **## Post1response1.docx**

    200 word response 1 response/intext citation

    Due 2/2/2025

    Collins

    Explain the relevancy to Administrative Law—ie. why does this case relate to our study of Administrative Law—- why is it important for us to know this particular case precedent in this field of study?

    **Style of the Case:** KELO ET AL. v. CITY OF NEW LONDON ET AL. Court that rendered the decision: Supreme Court of United States on June 23, 2005

    **Facts of the Case**:

    · The Naval Undersea Warfare Center in New London, Connecticut was closed in 1996 by the Federal Government, which employed over 1,500 people thus, the City’s unemployment rate almost increased. This prompted the state and local officials to target New London, and specifically its Fort Trumball area, for economic revitalization.

    · This prompted the state and local officials to target New London, and specifically its Fort Trumball area, for economic revitalization. This revitalization proposed to take some of the residents’ property.

    · Suzette Kelo and nine other residents of New London, Connecticut acted against New London Courts and lost. Then they appealed to the Connecticut’s Supreme Court and lost. Therefore, they appealed to the United States Supreme Court.

    **The Legal Issue**:

    · Does the city’s proposed disposition of this property qualify as a “public use” within the meaning of the Takings Clause of the 5th Amendment to the Constitution?

    · Can the city use eminent domain to seize private property for economic development, although the property was transferred to private entities?

    **The Holding**: In this case the Supreme Court ruled that a city could use eminent domain to seize private property for economic development, even if the property was transferred to private entities, as long as the taking private property for a public purpose, which in this case it meant to further economic growth within the community. Which allowed the government to take private property to sell to private developers for economic development, even if the property wasn’t blighted.

    **The Court’s Rational**: The Supreme Court’s rational in their ruling in this case is that the City of New London could use eminent domain to seize private property for economic development was a public use.  Additionally, the court’s rational was that the city’s plan served a public purpose, even though the land would be sold to private developers.

    **## Post1response1.docx**

    200 word response 1 response/intext citation

    Due 2/2/2025

    Collins

    Explain the relevancy to Administrative Law—ie. why does this case relate to our study of Administrative Law—- why is it important for us to know this particular case precedent in this field of study?

    **Style of the Case:** KELO ET AL. v. CITY OF NEW LONDON ET AL. Court that rendered the decision: Supreme Court of United States on June 23, 2005

    **Facts of the Case**:

    · The Naval Undersea Warfare Center in New London, Connecticut was closed in 1996 by the Federal Government, which employed over 1,500 people thus, the City’s unemployment rate almost increased. This prompted the state and local officials to target New London, and specifically its Fort Trumball area, for economic revitalization.

    · This prompted the state and local officials to target New London, and specifically its Fort Trumball area, for economic revitalization. This revitalization proposed to take some of the residents’ property.

    · Suzette Kelo and nine other residents of New London, Connecticut acted against New London Courts and lost. Then they appealed to the Connecticut’s Supreme Court and lost. Therefore, they appealed to the United States Supreme Court.

    **The Legal Issue**:

    · Does the city’s proposed disposition of this property qualify as a “public use” within the meaning of the Takings Clause of the 5th Amendment to the Constitution?

    · Can the city use eminent domain to seize private property for economic development, although the property was transferred to private entities?

    **The Holding**: In this case the Supreme Court ruled that a city could use eminent domain to seize private property for economic development, even if the property was transferred to private entities, as long as the taking private property for a public purpose, which in this case it meant to further economic growth within the community. Which allowed the government to take private property to sell to private developers for economic development, even if the property wasn’t blighted.

    **The Court’s Rational**: The Supreme Court’s rational in their ruling in this case is that the City of New London could use eminent domain to seize private property for economic development was a public use.  Additionally, the court’s rational was that the city’s plan served a public purpose, even though the land would be sold to private developers.