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  • [Solved] Two Page Report Analyzing Healthcare System

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    Write a 2-page-report in which you analyze the relationships within a healthcare system that are necessary to achieve an organizational goal, explain how the healthcare system can serve as the framework for problem solving, and explain ethical questions associated with a specific situation.

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    Write a 2-page-report in which you analyze the relationships within a healthcare system that are necessary to achieve an organizational goal, explain how the healthcare system can serve as the framework for problem solving, and explain ethical questions associated with a specific situation.

  • [Solved] Feasibility Paper 4-8 page paper

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    This assessment will require you to submit a 4–8 page paper that explores economic and financial issues, demographics and marketing assessment, regulatory and accreditation issues, and organizational issues.

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    This assessment will require you to submit a 4–8 page paper that explores economic and financial issues, demographics and marketing assessment, regulatory and accreditation issues, and organizational issues.

  • [Solved] qqq

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  • [Solved] assign 4 601

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    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx – assign4601.png – assign46012.png **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx** | | | | | | | — | — | — | — | — | | Intussusception | | What is it? | Intussusception occurs when a portion of the intestine …

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    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **assign4601.png**

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    **assign46012.png**

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **assign4601.png**

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    **assign46012.png**

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **assign4601.png**

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  • [Solved] state math standards

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    – ## elm538_v2_wk1_mathematics_standards_tables.docx **## elm538_v2_wk1_mathematics_standards_tables.docx** ELM/538 v2 Mathematics Standards Tables ELM/538 v2 Page 2 of 2 Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communica…

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    – ## elm538_v2_wk1_mathematics_standards_tables.docx

    **## elm538_v2_wk1_mathematics_standards_tables.docx**

    ELM/538 v2

    Mathematics Standards Tables

    ELM/538 v2

    Page 2 of 2

    Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communication. It is important for you to know and understand your state math standards for your grade level but also for the previous and subsequent grades.

    ## Your site principal has asked you to represent your grade level at a vertical team meeting. You will need to complete this chart to help you articulate the math standards you are teaching this year and the 8 Mathematical Practices.

    ## Review your state’s elementary math standard – Georgia

    ## Choose the standards for the grade level that you select to complete your guided clinical experience. Kindergarten

    ## In this assignment, you will use math standards from 1 grade level. You will need to read through the standards from the previous grades as well as subsequent grades

    ## You are to select 3 grade level standards that are introduced at your grade level. These are concepts that are being taught for the first time.

    ## You are to select 3 grade level standards that are reinforced at your grade level. These are concepts that have been taught in a previous grade level, are being taught in your selected grade level, and will be taught in a future grade level.

    ## You are to select 3 grade level standards that are mastered at your grade level. These are concepts that have been taught in previous grade levels, are being taught in your selected grade level, and will not be taught in future grade levels.

    ## Mathematics Standards Tables

    ## ![](https://www.sweetstudy.com/questions/state-math-standards)

    **Complete** Parts 1 and 2 below.

    ### Part 1: Unwrapping Standards

    **Research** your state’s elementary mathematics content standards.

    **Review** the standards for the grade level in which you are completing your guided clinical experience.

    **Complete** the tables below and identify your state’s mathematics content standards. Identify concepts within each domain that are introduced, reinforced, and mastered at this grade level. Explain what the student will know and be able to do (through or as a result of) each standard. Provide specific examples.

    Mathematics Content Standards may include:

    Counting and Cardinality

    Operations and Algebraic Thinking

    Number and Operations in Base Ten

    Measurements and Data

    Geometry

    Number and Operations–Fractions

    Ratios and Proportional Relationships

    Number Systems

    Expressions and Equations

    Statistics and Probability

    Grade Level:

    State:

    **Major Concepts Introduced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Reinforced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Mastered**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    ### Part 2: Translating Standards

    **Describe** each Mathematical Practice in language appropriate for the learners in the grade level you selected.

    | | |
    | — | — |
    | Mathematical Practices | Description of Mathematical Practices in “Kid-Friendly” Language |
    | Make sense of problems and persevere in solving them. | |
    | Reason abstractly and quantitatively. | |
    | Construct viable arguments and critique the reasoning of others. | |
    | Model with mathematics. | |
    | Use appropriate tools strategically. | |
    | Attend to precision. | |
    | Look for and make use of structure. | |
    | Look for and express regularity in repeated reasoning. | |

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

    **## elm538_v2_wk1_mathematics_standards_tables.docx**

    ELM/538 v2

    Mathematics Standards Tables

    ELM/538 v2

    Page 2 of 2

    Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communication. It is important for you to know and understand your state math standards for your grade level but also for the previous and subsequent grades.

    ## Your site principal has asked you to represent your grade level at a vertical team meeting. You will need to complete this chart to help you articulate the math standards you are teaching this year and the 8 Mathematical Practices.

    ## Review your state’s elementary math standard – Georgia

    ## Choose the standards for the grade level that you select to complete your guided clinical experience. Kindergarten

    ## In this assignment, you will use math standards from 1 grade level. You will need to read through the standards from the previous grades as well as subsequent grades

    ## You are to select 3 grade level standards that are introduced at your grade level. These are concepts that are being taught for the first time.

    ## You are to select 3 grade level standards that are reinforced at your grade level. These are concepts that have been taught in a previous grade level, are being taught in your selected grade level, and will be taught in a future grade level.

    ## You are to select 3 grade level standards that are mastered at your grade level. These are concepts that have been taught in previous grade levels, are being taught in your selected grade level, and will not be taught in future grade levels.

    ## Mathematics Standards Tables

    ## ![](https://www.sweetstudy.com/questions/state-math-standards)

    **Complete** Parts 1 and 2 below.

    ### Part 1: Unwrapping Standards

    **Research** your state’s elementary mathematics content standards.

    **Review** the standards for the grade level in which you are completing your guided clinical experience.

    **Complete** the tables below and identify your state’s mathematics content standards. Identify concepts within each domain that are introduced, reinforced, and mastered at this grade level. Explain what the student will know and be able to do (through or as a result of) each standard. Provide specific examples.

    Mathematics Content Standards may include:

    Counting and Cardinality

    Operations and Algebraic Thinking

    Number and Operations in Base Ten

    Measurements and Data

    Geometry

    Number and Operations–Fractions

    Ratios and Proportional Relationships

    Number Systems

    Expressions and Equations

    Statistics and Probability

    Grade Level:

    State:

    **Major Concepts Introduced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Reinforced**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    **Major Concepts Mastered**

    | | |
    | — | — |
    | Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
    | | |
    | | |
    | | |

    ### Part 2: Translating Standards

    **Describe** each Mathematical Practice in language appropriate for the learners in the grade level you selected.

    | | |
    | — | — |
    | Mathematical Practices | Description of Mathematical Practices in “Kid-Friendly” Language |
    | Make sense of problems and persevere in solving them. | |
    | Reason abstractly and quantitatively. | |
    | Construct viable arguments and critique the reasoning of others. | |
    | Model with mathematics. | |
    | Use appropriate tools strategically. | |
    | Attend to precision. | |
    | Look for and make use of structure. | |
    | Look for and express regularity in repeated reasoning. | |

    Copyright 2023 by University of Phoenix. All rights reserved.

    Copyright 2023 by University of Phoenix. All rights reserved.

    ## image1.png

  • [Solved] week 3

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    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions** The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Janessa, the c…

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    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.
    **General Instructions**
    The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Janessa, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Janessa is experiencing at the end of the discussion week.
    **Step 1:** Review the following client scenario:
    _Janessa, a 41-year-old female client, presents to the NP complaining of shortness of breath, weakness, and dizziness for “about a month.” She denies having a cough or recent illness. She has a history of endometriosis, and her physical assessment reveals her lungs are clear to auscultation bilaterally, and her mucous membranes are pale._
    **Step 2:** Review your assigned disease process from the chart below. Your assigned disease process is based on the first letter of your last name.
    **Last Name Disease Process**
    A – H Condition: Anemia
    I – P Condition: Heart Failure
    Q – Z Condition: Asthma
    **Step 3:** Review your assigned disease process and answer the discussion prompts below with explanation and detail, providing complete references for all citations.
    **Step 4:** Reply to a peer with a different assigned condition.
    Include the following sections:
    1. **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
    1. Discuss the underlying pathophysiological mechanisms of your assigned disease process. Which clinical manifestations observed in Janessa’s case could be explained by the pathophysiological mechanisms?
    2. Analyze Janessa’s clinical manifestations in the context of your assigned disease process. Do these findings support a diagnosis of your assigned disease process? Why or why not?
    3. Identify and justify the diagnostic tests (including labs, imaging, or other diagnostic tests) that would be most appropriate for investigating a diagnosis of your assigned disease process in Janessa. What could the results of these tests look like in your assigned disease process?
    4. Compare and contrast your response with a peer who was assigned a different condition. Does their condition fit Janessa’s case? Why or why not?

  • [Solved] Feasibility Project

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    submit the final project in its entirety. The deliverable will range from 13–21 single-spaced pages, using the project template

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    submit the final project in its entirety. The deliverable will range from 13–21 single-spaced pages, using the project template

  • [Solved] Business & Finance – Marketing assignment

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    In-depth study guidance and analytical solution covering Business & Finance – Marketing assignment.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] NEED HELP WITH SOMETHING VERY IMPORTANT

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    MENTALLY I WAS NOT READY I HAD BEEN GOING THROUGH ALOT OF FAMILY ISSUE. BUT LATELY I HAVE DONE SHOPIA CLASS THAT ARE RELATE TO MY COURSE AND THESE ARE MY ELECTIVE CLASSES. I AHBVE DONE 2 CLASSES AN ALMOST DONE WITH 2 MORE THESE CREDIT TRANSFERS ARE ALREADY ADD IT TO MY SCHOOL. \ Screenshot2025-06-1…

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    MENTALLY I WAS NOT READY I HAD BEEN GOING THROUGH ALOT OF FAMILY ISSUE.
    BUT LATELY I HAVE DONE SHOPIA  CLASS THAT ARE RELATE TO MY COURSE AND THESE ARE MY ELECTIVE CLASSES. I AHBVE DONE 2 CLASSES AN ALMOST DONE WITH 2 MORE THESE CREDIT TRANSFERS ARE ALREADY ADD IT TO MY SCHOOL.
    \
    Screenshot2025-06-10112315.png](https://www.sweetstudy.com/files/screenshot2025-06-10112315-png-10356737 "Screenshot2025-06-10112315.png")

  • [Solved] case study 3.2

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    – ## PSY1010_CaseStudy2_Template.docx **## PSY1010_CaseStudy2_Template.docx** Page 2 **PSY1010**– Touchstone 3.2 Type Your Name Here ## Smarter Decisions through Psychology SCENARIO: Monica and Jennifer are coworkers that have been assigned to work on a project together. Jennifer is very organiz…

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    Assignment Prompt & Instructions

    – ## PSY1010_CaseStudy2_Template.docx

    **## PSY1010_CaseStudy2_Template.docx**

    Page 2

    **PSY1010**– Touchstone 3.2

    Type Your Name Here

    ## Smarter Decisions through Psychology

    SCENARIO: Monica and Jennifer are coworkers that have been assigned to work on a project together. Jennifer is very organized and wants her and Monica to do really well on this project. To get started, Jennifer took some initiative and prepared a list of to-do items along with the due dates. She even color-coded the list to indicate who will do which item. Shortly after, Jennifer sends an email to Monica with the to-do list attached. Jennifer wants her partner to know that she is serious about their success.

    Monica is happy her teammate has shown initiative but is surprised by Jennifer's to-do list and feels a bit uncomfortable as she is feeling like Jennifer is micromanaging her. Monica wants to do her part on the project but is feeling anxious because she doesn’t know where she fits in. Monica is worried about working on the project. She wonders if she can succeed in this project since Jennifer is already the leader. Prior to this situation, Monica worked for a separate employer who asked her to work on a similar project. She felt anxious about her ability to successfully complete the project and attempted to communicate her feelings with a co-worker. However, her co-worker didn’t seem to understand Monica's concerns and said that she should just ignore her feelings and get the work done.

    As Monica ponders having a conversation with Jennifer, she starts to feel overwhelmed and thinks it might just be easier to be removed from the project.

    Date here

    Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.

    For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

    **Question 1:** What are the Big 5 personality traits? Name and describe each of them.

    **Question 2:** Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.

    **Question 3:** Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.

    **Question 4:** If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.

    **## PSY1010_CaseStudy2_Template.docx**

    Page 2

    **PSY1010**– Touchstone 3.2

    Type Your Name Here

    ## Smarter Decisions through Psychology

    SCENARIO: Monica and Jennifer are coworkers that have been assigned to work on a project together. Jennifer is very organized and wants her and Monica to do really well on this project. To get started, Jennifer took some initiative and prepared a list of to-do items along with the due dates. She even color-coded the list to indicate who will do which item. Shortly after, Jennifer sends an email to Monica with the to-do list attached. Jennifer wants her partner to know that she is serious about their success.

    Monica is happy her teammate has shown initiative but is surprised by Jennifer's to-do list and feels a bit uncomfortable as she is feeling like Jennifer is micromanaging her. Monica wants to do her part on the project but is feeling anxious because she doesn’t know where she fits in. Monica is worried about working on the project. She wonders if she can succeed in this project since Jennifer is already the leader. Prior to this situation, Monica worked for a separate employer who asked her to work on a similar project. She felt anxious about her ability to successfully complete the project and attempted to communicate her feelings with a co-worker. However, her co-worker didn’t seem to understand Monica's concerns and said that she should just ignore her feelings and get the work done.

    As Monica ponders having a conversation with Jennifer, she starts to feel overwhelmed and thinks it might just be easier to be removed from the project.

    Date here

    Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.

    For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

    **Question 1:** What are the Big 5 personality traits? Name and describe each of them.

    **Question 2:** Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.

    **Question 3:** Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.

    **Question 4:** If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.