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Google Project Oxygen Case Analysis Prompt
What should Setty’s priorities be going forward? Which of the proposed initiatives should he pursue? In particular, should he and his team take on the challenge of trying to create “truly amazing managers?” If so, how?
The case analysis should be a maximum of three pages (doube spaced, Times New Roman size 12 font, 1” margins). Please feel free to use bullet points or tables to help organize the information more effectively.
Outline for Case Analysis Response
Introduction of issues
Proposal or problem statement
Analysis and alternatives
Apply course concepts (integrate theories and/or models from the course textbook)
Pros and cons of alternatives
Recommendations
Implementation
Include a step by step process and timeline (12 months)
Include what you anticipate the outcomes of your implementation will be – be specific!
Conclusion
Additional Instructions from the Syllabus:
Case Studies. Analyzing cases is a good way to apply the content covered in the textbook and lectures. The course includes one formal case analysis. Friends in other programs or past students may offer to assist you with understanding the case, or you might be tempted to research what happened to the company after the case was written. Engaging in such activities is strongly discouraged. It won’t help you learn. Please do not research the case company or situation beyond the case facts.

My article is https://www.frontiersin.org/articles/10.3389/fmars.2020.582132/full

The article needs to be adapted to a easily digestable essay that could be in a magazine.
The article has three main points that need to be turned into three main sections.
I have linked the rubric.
I have wrote a small intro if you would like to use it to base the rest of the writing on.

Covid vaccines may be making headlines , but behind these important injections is a creature that is definitely not seeing any benefits.

This creature is the Horseshoe Crab, who actually is not a crab at all. In fact they are more closely related to arachnids than crustaceans. These crazy critters are called living fossils because they have been around since long before dinosaurs. Horseshoe crabs have blue blood, due to hemocyanin. But its uniqueness does not end there. It is a natural source of Limulus amebocyte lysate. Limulus amebocyte lysate, or LAL for short, is used to test for bacteria in injectable medicine, making it very important for testing Covid vaccines.

To produce these LAL tests, horseshoe crabs must be bled. While they are released afterward, the lasting effects on these precious blood donors are cause for concern, as over 500,000 are captured and bled alive each year in the United States.

Create an annual review based on the job description you created in the last assignment.
Use some of the methods you read about in chapter 16 to develop your annual review program.

Complete your newly created review from the manager point of view for an employee.

This should also include a development plan for the employee.
It is up to you on the type of employee review you have. Will it be positive or negative? Either way the development plan from chapter 28 should match if they are positive or negative. Even good employees have things they can work on, maybe it’s preparing them for more responsibilities and growth.

Annual Review
20 points

Development plan
15 points

Chapter 28 reading and development plan chapter 16 reading And job description files attached . You can make this a positive review

Write a Summary and Response Essay for the article ‘The Other Side Is Not Dumb by Sean Blanda’.

Identify a quality improvement opportunity in your organization or practice. Describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.
Include the following:
Provide an overview of the problem and the setting in which the problem or issue occurs.
Explain why a quality improvement initiative is needed in this area and the expected outcome.
Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the Class Resources or textbook, that establish evidence in support of the quality improvement proposed.
Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Explain how past can appraisals of performance influence the outcomes of employment-related legal actions?

Write me a poem for Valentine’s Day to my crush. She’s not my girlfriend. But write me something that will touch her heart.

Drawing upon your personal experiences, how do the stories, letters, and newspaper reports of the 1918 flu resemble and diverge from your experience of the Covid-19 pandemic? From the class lectures and readings, how did the historical situation of 1918 (think about national/international politics, economics, and society) that shaped the experience of the 1918 pandemic differ from our experience of Covid-19? What feelings and sentiments did the authors of these sources express about the flu? How do these feelings compare to your experience of Covid-19?
In order to write a good paper, you should read all the sources. This will allow you to understand and generalize about the experience of the flu and also to select the sources that best express the points you want to make in your essay. However, you do not need to refer to all the sources in your essay; select at least 6 that best support your thesis and briefly explain why you have selected these (at least) six. That is, why are they more supportive of your thesis than the other assignments? I am not interested in an essay that simply describes six sources chosen at random: you need to use the sources to make an argument. That is, develop a thesis.

The purpose of this assignment is (1) to provide you with the opportunity to demonstrate acquired knowledge and skills pertaining to advanced social work practice treating Major Depressive Disorder at different periods across the lifespan, and (2) to provide you with clinical guidelines and material for current and future practice.
You will be provided with clinical cases across the lifespan and will select the appropriate assessments, working diagnosis, and treatment recommendations. You may also select a case that you currently work with at your placement to workshop. The brief assignments will address course material covered in the course (weeks 1-6). Assignment 1 is due at the beginning of class on February 9th, uploaded to canvas. Additional details will be provided and reviewed in class.
You will answer questions about two case vignettes.
Case 1: For the first case vignette, you will select the case about “Ebony” OR “Michael”.
Case 2: For the second case vignette, you will select a case from your field placement. The client will have a form of unipolar depression (e.g., major depressive disorder, persistent dysphoric disorder, or premenstrual dysphoric disorder). Do not select a client who has bipolar disorder or another disorder, because you will be at a disadvantage since we have not covered those conditions yet. Please provide a 3-5 sentence synopsis of your client with demographics.
IF you do not have a client who has a form of unipolar depression, you can use the other case provided – Ebony or Michael.
In sum, you will answer questions about two cases in total.
For each case, please answer the questions in one word or phrase if possible (or short answers where needed). Responses must be typed using double-spaced, 12-point font. These should be submitted to Canvas.
1. Assessment and working diagnosis
a. Name the screening tool(s) will you use to measure symptoms.
b. State your working diagnosis.
2. Differential diagnosis
a. List the key symptoms/criteria that led you to your working diagnosis.
b. List the condition(s) that you are ruling out.
c. State the criteria upon which you are ruling out those conditions.
3. Key concern
a. State the main concern/issue/symptom that you will target first. Consider life threatening symptoms first, etc.
b. Explain why you will target that symptom first.
4. Intervention techniques
a. State the intervention technique that you will use to specifically treat the primary symptom/behavior/cognition that you selected in #3.
b. Name any additional symptoms that you would like to address with this client.
c. What intervention techniques will you use to specifically treat the other symptoms?
5. Lifespan, identity, and contextual considerations
a. Describe developmental, cultural, gender, ethnic, race, etc. aspects that need to be taken into consideration in the diagnosis and treatment of this client.
Rubric
Some Rubric

Resources:

https://youtu.be/Wrryx50WDIQ (Links to an external site.) Dr. Owen Wolkowitz, Department of Psychiatry, UCSF
Nelson, K.S., Lyubomirsky, S. Layous, K, Chancellor, J. (2015). Thinking About Rumination: The Scholarly Contributions and Intellectual Legacy of Susan Nolen-Hoeksema (Links to an external site.). Annual review of clinical psychology. 11 (1) 1-13.
Hill-Jarrett, T. G. (2021). Gendered racism and subjective cognitive complaints among older black women: The role of depression and coping. Clinical Neuropsychologist. 1-24.
Carney, B. (2013, November 24). Sleep therapy is expected to gain a wider role in depression treatment. New York Times. Retrieved December 2, 2013, from http://www.nytimes.com/2013/11/24/health/sleep-therapy-is-expected-to-gain-a-wider-role-in-depression-treatment.html (Links to an external site.)
Carney, B. (2013, November 28). Sleep therapy seen as an aid for depression. New York Times. Retrieved December 2, 2013, from http://www.nytimes.com/2013/11/19/health/treating-insomnia-to-heal-depression.html?_r=0 (Links to an external site.)
Carney, C. E., & Manber, R. (2010). Quiet your mind and get to sleep: Solutions to insomnia for those with depression, anxiety, or chronic pain (pp., 36-46, 47-57, 64-81). California: New Harbinger.
Pigeon, W. R. (2010). Treatment of Adult Insomnia with Cognitive –Behavioral Therapy. Journal of Clinical Psychology, 66(11), 1148-1160.
Class 2: Differential Diagnosis and Assessment (1/26/22)
How does depression manifest and present across the lifespan?
Pediatric (preschool, adolescent), Postpartum, & Geriatric Depression
Assessment Tools
Reading & Video:
Review DSM-V diagnostic criteria for Major Depressive Disorder. Available on Google or a copies with the reserve library.
Preschool Depression article: http://www.nytimes.com/2010/08/29/magazine/29preschool-t.html?pagewanted=all&_r=0 (Links to an external site.)
Sharp, L. K., & Lipsky, M. S. (2002). Screening for depression across the lifespan: A review of measures for use in primary care settings. Am Fam Physician, 66, 1001-8.
Smarr, K. L., & Keefer, A. L. (2011). Measures of depression and depressive symptoms. Arthritis Care & Research, 63(S11), S454-466.
Luby, J. L. (2010). Preschool depression: The importance of identification of depression early in development. Current Directions in Psychological Science, 19(2), 91-95.
Park, M. & Unutzer, J. (2011). Geriatric depression in primary care. Psychiatric Clin North Am, 34(2), 1-19.
Abrams, L. S., & Curran, L. (2007). Not just a middle-class affliction: Crafting a social work research agenda on postpartum depression. Health & Social Work, 32(4), 289-296. (article on Google or on class to files pdf)
Class 3: Evidence-based interventions (2/2/22)
Anhedonia, Reward Circuitry Dysfunction, & Behavioral Activation Therapy (BA)
Cognitive Triad & Cognitive Behavioral Therapy (CBT)
Interpersonal Psychotherapy for Depression (IPT)
Reading & Video:
Martell, C. R., Dimidjian, S., Herman-Dunn, R. (2010). Behavioral activation for
depression: A clinician’s guide (pp. 60-108). New York: Guilford.
Gilson, M. Freeman, A., Yates, M. J., & Freeman, S. M. (2009). Overcoming depression: A cognitive therapy approach (therapist guide 2nd edition, pp. 147-167). New York: Oxford University Press.
Miller, M. D., et al (1998). Using Interpersonal Psychotherapy (IPT) in a combined psychotherapy/medication research protocol with depressed elders: A descriptive report with case vignettes. Journal of Psychotherapy Practice and Research, 7, 47-55.
Verdeli, H. et al., (2003). Adapting group interpersonal psychotherapy for a developing country: Experience in rural Uganda. World Psychiatry, 2:2, 114-120.
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of
depression (pp. 11-13, 244-271). New York: Guilford.
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAssessment & working Diagnosis
specifiers? severity? most recent episode?
4 pts
Full Marks
0 pts
No Marks
4 pts
This criterion is linked to a Learning OutcomeDifferential Diagnosis
all criteria met? thorough range of rule outs? criteria?
4 pts
Full Marks
0 pts
No Marks
4 pts
This criterion is linked to a Learning OutcomeKey Concerns
did you give a rationale for triage?
4 pts
Full Marks
0 pts
No Marks
4 pts
This criterion is linked to a Learning OutcomeIntervention Techniques
Did you select the intervention that there is evidence to support targeting this symptom selection? Not just the modality but specific interventions (ie thought record to challenge core belief of worthlessness)
4 pts
Full Marks
0 pts
No Marks
4 pts
This criterion is linked to a Learning OutcomeLifespan, identity, context
what questions do you need to ask that you don’t know about about this person?
4 pts
Full Marks
0 pts
No Marks
4 pts
Total Points: 20

Below is an
example of a pay structure commonly used in the mechanic division of the
automotive industry. Using this pay structure, you will practice analyzing a
real system for strengths and weaknesses and identify improvement strategies
based on reality. You will need to look beyond the obvious and take a true
managerial perspective. Remember, life is complicated and filled with necessary
trade-offs. Focus on how this system likely affects the majority of people
based on theory–don’t get hung up on the small group of people who may have
unique reactions to situations.
Papers should
be 2-3 pages (double spaced, 12pt, Times New Roman, indented paragraphs, no
spaces between paragraphs, and 1-inch margins).

Directions
Read the pay structure description carefully. It’s complicated and may take some thinking to
understand how it actually works.

After studying the pay structure described below, apply
the expectancy theory to analyze the pay structure in terms of
motivation. Explain the motivational properties of the pay structure, based on
expectancy theory’s model. Make sure you are justifying your analysis using
both the theory and specific details of the pay structure. Excellent analyses
will integrate at least one other motivational concept or theory into this part
of the analysis.

Next, identify two major problems with this incentive
structure (hint: the problems are not related to the difficulty of
motivating certain employees). Consider the fundamental assumptions built
into the pay structure that may not align with reality but are necessary for
the system to work AND consider reinforcement theory.
Finally, for each of the two problems that you identified, outline a
strategy to address that problem. The strategies should be realistic and
address the fundamental problems you identified without creating more or worse
problems than the one you are solving. Provide enough details of your solutions
that a naive manager would understand what they should do and justify your
solution well enough that a manager would understand why you are making these
recommendations (i.e., it is clear WHY these solutions would be likely to
work).

Description
of Mechanic Pay-structure in the Auto-industry
The
Automotive Repair Industry uses a pay-system referred to as the “Flat Rate”
system. In the “Flat Rate” payment method, an automotive
technician’s hourly pay-rate is determined by the type of work they do, as well as their certification level.

Each
task a technician does (e.g., change oil or replace a transmission) typically
takes a certain amount of time—basic tasks should be performed quickly, while
complicated tasks will take longer. Technicians are paid based on how long a
task typically takes, rather than how long it actually takes. A flat-rate
hour is based on each “hour” of tasks the technician is assigned, rather
than each hour the technician is in the garage. To elaborate, an oil change may
pay a flat-rate of .3 hrs, so a technician would earn a “flat-rate hour”
of work if they completed 3 oil changes. Because an oil change typically takes
20 minutes (.3 hours), a technician will be paid for 20 minutes of work whether
it takes them 10 minutes or 40. If a car is brought in needing an oil change
(.3 flat-rate hours), a tire rotation (.3 flat-rate hours), and their engine
drive belt replaced (1.0 flat-rate hours), the technician would be compensated
a total of 1.6 flat-rate hrs at their hourly rate for completing these 3 tasks,
regardless of the amount of time (s)he spends working on the vehicle. A
technician who performs these tasks in 45 minutes (.75 hrs) would still be paid
for 1.6 hours. With this style of pay-structure, a good technician can be
paid for 20 hours of work after completing an 8-hour workday.

How
much a technician is paid per flat-rate hour is determined by their
certification level, which indicates skills and expertise. There are four
different areas of vehicle repair that a technician can get certified in, and
four levels of certification within each area: Certified, Expert, Master, and Master
Diagnostic Technician. To achieve the first level, “Certified,” a technician
completes online and in-person (“hands-on”) training, and then passes the
related ASE certification tests. They can do this for each of the four areas of
vehicle repair. After “certified” status is achieved in a specified
area of vehicle repair, the technician can advance to “expert” level
certification after 3 years of work experience in the field. A technician
advances to “Master” status after they have achieved “expert” status in all 4
areas of vehicle repair—including passing all 8 certification tests—and have at
least 5 years (total) work experience in the field. Finally, Master technicians
can complete the ASE “L1” advanced diagnostics test and achieve the level of “Master
Diagnostic Technician.”

The
tasks a technician is qualified to work on and their hourly pay rate is
dependent on their certification level. Technicians who have achieved
“certified” status are only qualified to work on simple tasks and may only make
$17 per flat rate hour. A technician that is “Master
Diagnostic” certified can work on any vehicle and any task coming in the
door and may make up to $25 per flat rate hour. Thus, base pay increases
each time a technician achieves a new certification level within any of the
four areas of vehicle repair, as does the number of tasks the technician is
qualified to complete.