BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
- Child Behavior Check List
- Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: https://www.ncbi.nlm.nih.gov/projects/gap/cgi-bin/GetPdf.cgi?id=phd000099.1 ). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.
Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.
MENTAL STATUS EXAM
The client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.
Decision Point One
BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?
In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.
The Assignment:
Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
- Decision #1: Differential Diagnosis
- Which Decision did you select?
- Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
- What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
- Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
- Decision #2: Treatment Plan for Psychotherapy
- Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
- What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
- Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
- Decision #3: Treatment Plan for Psychopharmacology
- Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
- What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
- Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
- Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Decision Point One
A-i selected Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation
B- Decision Point Two
BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.Explain why i did not select Autism Spectrum Disorder (ASD), mild and co-occurring; and why i did not select Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics
RESULTS OF DECISION POINT ONE
- Client returns to clinic in four weeks
- You selected Attention deficit hyperactivity disorder, predominantly inattentive presentation. Based on this choice, outline the remainder of the diagnostic evaluation that you will conduct on this child and their parents. Be sure to include standardized assessment instruments that you would administer
Decision Point Two
BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.
A-I SELECTED
Begin Adderall XR 10 mg orally daily
B- EXPLAIN WHY YOU DID NOT SELECT Wellbutrin 75 mg orally daily
AND DID NOT SELECT Strattera 25 mg orally daily
RESULTS OF DECISION POINT TWO
- Client returns to clinic in four weeks
- Katie’s parents seem absolutely delighted upon their return stating that Katie is paying more attention in school, but note that there is still room for improvement, particularly in the afternoon
- They report that Katie’s teacher has reported that Katie is able to maintain her attention throughout the morning classes but come afternoon, she “daydreams.”
- Katie’s parents are also concerned about her decrease in appetite since starting the medication
Decision Point Three
BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.
A- I SELECTED to Add a small dose of immediate release Adderall in the early afternoon
B- EXPLAIN WHY I DID NOT SELECT Assure Katie’s parents that weight loss is common with stimulant medications used to treat ADHD Augment medication with family therapy
Guidance to Student
Whereas weight loss is common with stimulant medication, this option does not address Katie’s parents’ concerns about the return of symptoms in the afternoon.
Augmentation with family therapy is also a good idea as it can help Katie with her symptoms and further help her parents to understand the unique challenges that Katie experiences, as well as ways that they can help her with symptoms, however, this option does not address the return of inattentive symptoms in the afternoon.
Adding a small dose of immediate relate Adderall in the afternoon can help Katie to maintain attention throughout the afternoon and into the early evening when she must do homework. This would be the best option.
Cultural influences and personal values in the delivery of culturally competent nursing care
Nursing HomeworksCultural influences and personal values in the delivery of culturally competent nursing care
Learning Outcomes
1. Examine personal tendencies for cultural bias, generalization, and assumptions as they influence the delivery of quality health care.
2. Discuss the relationship of health care insurance coverage related to disparities of various culture groups.
3. Compare and contrast the nurse’s role in the delivery of culturally competent care.
4. Apply the concepts that assist in fostering diverse relationships in providing health care on a global level.
Introduction
The course begins with an exploration of cultural influences and personal values in the delivery of culturally competent nursing care to diverse population groups. What we think, feel, and experience throughout our lives both personally and professionally can affect the manner in which we deliver health care. It is imperative for the nurse to practice with the patient’s health and cultural needs as a primary focus. Health care organizations provide guidelines and policies to assist in delivering culturally competent care, but it remains the nurse’s role to ensure they are followed. An evaluation of a case study requires the development of assessment techniques that enhance the student’s ability to apply the learned concepts.
Required Resources
Text
Dayer-Berenson, L. (2014). Cultural competencies for nurses: Impact on health and illness (2nd ed.). Burlington, MA, Jones & Bartlett Learning.
• Chapter 3: Global Diversity
• Chapter 4: Organization of Health care Delivery in the 21st Century
Articles
Chou, C., PhD., Tulolo, A., PharmD., Raver, E. W., B.S., Hsu, C., PhD., & Young, Gary,J.D., PhD. (2013). Effect of race and health insurance on health disparities: Results from the national health interview survey 2010. Journal of Health Care for the Poor and Underserved, 24(3), 1353-63. doi: 10.1353/hpu.2013.0131
• This article investigates how insurance coverage via the PPACA has influenced health disparities based on race/ethnicity.
Dovidio, J. F., & Fiske, S. T. (2012). Under the radar: How unexamined biases in decision-making processes in clinical interactions can contribute to health care disparities. American Journal of Public Health, 102(5), 945-952. doi:10.2105/AJPH.2011.300601
• The full text of this article is available in the EBSCOhost database in the Ashford University Library. This article addresses how racial and ethnic biases contribute to health disparities among African/Black, Hispanic, and Native American people.
Rosenbaum, S. (2011). The Patient Protection and Affordable Care Act: Implications for public health policy and practice. Public Health Reports, 126(1), 130–135. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3001814/
• This reviews PPACA as it relates to its effect on care for diverse populations.
Multimedia
Nevco Healthcare Education. (1991). Understanding our biases and assumptions [Video file]. In Films on Demand. Retrieved from http://digital.films.com.proxy-library.ashford.edu/PortalPlaylists.aspx?aid=18596&xtid=2574
• This video allows you to understand how your own experiences in life influence your perceptions about others. It also shares information from members of minority populations to show how bias affects their lives.
Practice Activity. (2015). Transcultural Nursing. Burlington, MA: Jones & Bartlett Learning Navigate.
• The practice activities provide an opportunity to reinforce the concepts presented in the textbook readings.
• Complete the following practice activities: 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4
Website
Teaching Tolerance: A Project of the Southern Poverty Law Center. (2011). Test yourself for hidden bias. Retrieved from: http://www.tolerance.org/activity/test-yourself-hidden-bias
• This website allows you to test your own biases through a series of questions and sorting exercises. The sorting exercises are fast-paced and an outcome is provided when you complete each test. YOU DO NOT NEED TO SHARE THE TEST NAMES YOU TOOK OR YOUR OUTCOMES WITH THE CLASS OR INSTRUCTOR. This activity is for your confidential use only and gives you an idea of any possible biases you have.
• DIRECTIONS: When you reach the website, choose the CLICK HERE link in the second paragraph. A new tab/window will open, called PROJECT IMPLICIT. REGISTER with your either email address or CONTINUE AS A GUEST. Click GO. The page will change. Read the material and click I WISH TO PROCEED at the bottom of the page. The page will change, showing a list of tests you can take. If this list does not show, choose TAKE A TEST from the tabs at the top of the page. Take three or more of the bias tests from the list, of your topic choice. Topic choices are: Native American, Asian American, Sexuality, Arab-Muslim, Religion, Presidents, Weight, Age, Disability, Gender [in] Science, Skin-tone, Race, Weapons, and Gender [in] Career.
Recommended Resources
Text
Dayer-Berenson, L. (2014). Cultural competencies for nurses: Impact on health and illness (2nd ed.). Burlington, MA, Jones & Bartlett Learning.
• Chapter 6: Hispanics/Latinos
Articles
Cogan, J.A. (2011). The affordable care act’s preventive services mandate: Breaking down the barriers to nationwide access to preventive services. Journal of Law, Medicine & Ethics, 39(3), 355-365. doi: 10.1111/j.1748-720X.2011.00605.x
• The full-text version of this article can be accessed through the EBSCOhost database in the University Library.
Worthen, M. S. (2014). The PPACA’s potential impact on hospitals. The RMA Journal, 96(7), 37-37, 11. Retrieved from http://www.rmahq.org/thermajournal/
• The full-text version of this article can be accessed through the ProQuest database in the University Library.
Supplemental Material
College of Health, Human Services, and Science: Department of Health Promotion (Producer). The Affordable Care Act and you: History, implications, and the future of health care [Webinar]. .
• This webinar discusses the impact of PPACA on the future of health care.
Websites
H.R. 3590–111th Congress: Patient Protection and Affordable Care Act [PDF]. (2010). In www.gpo.gov. Retrieved from http://www.gpo.gov/fdsys/pkg/BILLS-111hr3590enr/pdf/BILLS-111hr3590enr.pdf
• This website describes the updates to PPACA.
Kaiser Family Foundation. (2013). Summary of the affordable care act. Retrieved from: http://kff.org/health-reform/fact-sheet/summary-of-the-affordable-care-act/
• This website provides a summary of PPACA.
Williams, E., & Redhead, C.S. (2010). Public health, workforce, quality and related provisions in the Patient Protection and Affordable Care Act (PPACA). Congressional Research Service. Retrieved from: https://www.aamc.org/download/130996/data/ph.pdf.pdf
• This document gives a brief synopsis of PPACA as it relates to the workforce, public health, and quality care.
Cell Biology
Nursing Homeworks3 paragraphs with references and no plagiarism Cell Biology
When you look around at the world, you can see many examples that demonstrate how an object’s or a system’s structure relates to its function. The structure of a highway system, for example, can affect traffic flow. You can, no doubt, think of many other examples.
Your text describes the difference between the or‐ ganelles in a eukaryotic cell and the simpler structure of a prokaryotic cell as an analogy between the chief executive officer’s (CEO’s) corner office and a cubicle. Organelles are like appliances or pieces of furniture that perform specific functions. You can use analogies to describe the structure and function of these organelles as well. For example, a chloroplast is like a solar panel in that it converts light energy to a more usable form. The alignment of chloroplasts in a leaf is similar to the alignment of a solar array, and so on.
Choose 1 organelle from the following list, and use an analogy to explain its function:
Nucleus
Golgi
Mitochondria
Chloroplast
Endoplasmic reticulum
Based on the analogy you created, describe the most significant differences between your organelle and the object you compared it to. If you compared the chloroplast to a solar panel, you might discuss how the chloroplast not only converts sunlight energy into chemical energy, but also how it stores that energy long term in the carbon-to-carbon bonds of sugar molecules. One of the great drawbacks to solar panels is the lack of an efficient storage system.
Use the following guidelines for your paper:
Utilize at least 1 credible source to support the descriptions presented in the paper. Make sure you cite appropriately within your paper and list the reference(s) in APA format on your Reference page.
Your paper should be 2–3 paragraphs in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, it should be double-spaced and include a running
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Gender and Gender Identity
Nursing HomeworksWeek 11 Question 1
In order to bring full sensitivity and awareness to bear on interacting with members of a particular group, humans must bring conscious thought to their perceptions, in addition to the automatic thinking that occurs. In other words, acknowledge commonalities related to gender variance, but also research information on groups, take the time to become aware of individual differences, and always seek to bring cultural sensitivity to your professional work.
For this Discussion, you will research a specific gender variant group of your choice and explain strategies that could be used to increase sensitivity toward members of the group. Remember that, just as biological and psychological diversity exists in other facets of human life (e.g., cognition, personality), so too does it exist in sexuality and gender.
To prepare
· Select a group such as intersex, transgender, genderqueer, or a third gender with which you are not familiar (or the one you know the least about) and search for interviews, personal narratives, blogs, or any other form of information related to this specific population.
By Day 3
Post a description of the group or population you selected. Describe how your impressions, feelings or perspectives changed about this group as you researched the group. Looking forward, what strategies would you use to continue to raise your awareness and sensitivity toward this group?
Resources for this week question; Lehmiller, J. J. (2013). Psychology of human sexuality. Hoboken, NJ: Wiley.
Note: You will access this text from the Walden Library databases.
Simons, L. K., Leibowitz, S. F., & Hidalgo, M. A. (2014). Understanding gender variance in children and adolescents. Pediatric Annals, 43(6), e126–e131. doi:10.3928/00904481-20140522-07
Note: You will access this article from the Walden Library databases.
Oswalt , S. B., Evans, S., & Drott, A. (2016). Beyond alphabet soup: helping college health professionals understand sexual fluidity. Journal of American College Health, 64(6), 502–508. doi:10.1080/07448481.2016.1170688
Beyond Alphabet Soup: Helping College Health Professionals Understand Sexuality by Oswalt, S.B. et al in Journal of American College Health, 64(6). Copyright 2016 by Taylor & Francis Informa UK, Ltd. Reprinted by permission of Taylor & Francis Informa UK, Ltd. via the Copyright Clearance Center.
Required Media
Films Media Group (Producer). (2005). The gender puzzle [Video file].
Note: After you click the link, you will need to enter the following credentials to access the film:
Username: laureateedu
Password: digital
Note: Please contact Films Media Group using the contact details provided here if you experience difficulty accessing the film: http://support.infobaselearning.com/index.php?/Tech_Support/Knowledgebase/Article/View/800/333#.VjDji36rR9M
TED Conferences, LLC (Producer). (2014). Geena Rocero: Why I must come out [Video file]. Retrieved from http://www.ted.com/talks/geena_rocero_why_i_must_come_out#t-176686
Optional Resources
Mack, M. (Producer). (2014). How to be a girl [Audio podcast]. Retrieved from http://www.howtobeagirlpodcast.com/about
Psychopharmacology
UncategorizedBACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: https://www.ncbi.nlm.nih.gov/projects/gap/cgi-bin/GetPdf.cgi?id=phd000099.1 ). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.
Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.
MENTAL STATUS EXAM
The client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.
Decision Point One
BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?
In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.
The Assignment:
Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision Point One
A-i selected Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation
B- Decision Point Two
BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.Explain why i did not select Autism Spectrum Disorder (ASD), mild and co-occurring; and why i did not select Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics
RESULTS OF DECISION POINT ONE
Decision Point Two
BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.
A-I SELECTED
Begin Adderall XR 10 mg orally daily
B- EXPLAIN WHY YOU DID NOT SELECT Wellbutrin 75 mg orally daily
AND DID NOT SELECT Strattera 25 mg orally daily
RESULTS OF DECISION POINT TWO
Decision Point Three
BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.
A- I SELECTED to Add a small dose of immediate release Adderall in the early afternoon
B- EXPLAIN WHY I DID NOT SELECT Assure Katie’s parents that weight loss is common with stimulant medications used to treat ADHD Augment medication with family therapy
Guidance to Student
Whereas weight loss is common with stimulant medication, this option does not address Katie’s parents’ concerns about the return of symptoms in the afternoon.
Augmentation with family therapy is also a good idea as it can help Katie with her symptoms and further help her parents to understand the unique challenges that Katie experiences, as well as ways that they can help her with symptoms, however, this option does not address the return of inattentive symptoms in the afternoon.
Adding a small dose of immediate relate Adderall in the afternoon can help Katie to maintain attention throughout the afternoon and into the early evening when she must do homework. This would be the best option.
LESSONS THAT THE “STOPPING OUTSHOPPING” CASE COULD TEACH HEALTH CARE EXECUTIVES ABOUT COMPLACENCY
UncategorizedAE9-A2
UncategorizedThis is not a paper this is an assignment. Please see the link below and complete the Apply your skills for assignment AE9-A2. I have attached the excel spreadsheet to be used for this assignment.
https://bookshelf.vitalsource.com/#/books/978159136973V/pageid/303
Accounting homework help
UncategorizedInstructions Cookie Creations (Chapters 9 and 10) This assignment will focus on the Cookie Creations case study from Chapter 9 (page 9-37) and Chapter 10 (page 10-42) of your textbook. There are two parts to this assignment. Review the case situations for each part (i.e., in each chapter), and then complete the instructions. Part I One of Natalie’s friends, Curtis Lesperance, runs a coffee shop where he sells specialty coffees and prepares and sells muffins and cookies. He is eager to buy one of Natalie’s fine European mixers, which would enable him to make larger batches of muffins and cookies. However, Curtis cannot afford to pay for the mixer for at least 30 days. He asks Natalie if she would be willing to sell him the mixer on credit. Natalie comes to you for advice. She asks you to address the questions below. Curtis has given me a set of his most recent financial statements. What calculations should I do with the data from these statements, and what questions should I ask him after I have analyzed the statements? How will this information help me decide if I should extend credit to Curtis? Is there an alternative other than extending credit to Curtis for 30 days? I am thinking seriously about being able to have my customers use credit cards. What are some of the advantages and disadvantages of letting my customers pay by credit card? The following transactions occurred in June through August 2020. June 1: After much thought, Natalie sells a mixer to Curtis on credit, terms n/30, for $1,150 (cost of mixer $620). June 30: Curtis calls Natalie. He is unable to pay the amount outstanding for another month, so he signs a 1-month, 8.35% note receivable. July 31: Curtis calls Natalie. He indicates that he is unable to pay today but hopes to have a check for her at the end of the week. Natalie prepares the journal entry to record the dishonor of the note. She assumes she will be paid within a week. Aug. 7: Natalie receives a check from Curtis in payment of his balance owed. Instructions: Answer Natalie’s questions in a Word document. Prepare journal entries for the transactions that occurred in June, July, and August in an Excel spreadsheet. Round to the nearest dollar. Note that the company uses a perpetual inventory system. Use the Part I Excel Template to record your transactions. To reiterate, you will write your responses to Natalie’s questions (1–3) in a Word document, and you will complete the journal transactions in an Excel spreadsheet. Your responses to Part I (Natalie’s questions) should be a minimum of one page in length, and you will add your responses for Part II to this document before submitting. Part II Natalie is also thinking of buying a van that will be used only for business. The cost of the van is estimated at $36,500. Natalie would spend an additional $2,500 to have the van painted. In addition, she wants the back seat of the van removed so that she will have a lot of room to transport her mixer inventory as well as her baking supplies. The cost of taking out the back seat and installing shelving units is estimated at $1,500. She expects the van to last 5 years, and she expects to drive it for 200,000 miles. The annual cost of vehicle insurance will be $2,400. Natalie estimates that at the end of the 5-year useful life, the van will sell for $7,500. Assume that she will buy the van on August 15, 2020, and it will be ready for use on September 1, 2020. Natalie is concerned about the impact of the van’s cost on her income statement and balance sheet. She has come to you for advice on calculating the van’s depreciation. Instructions: Determine the cost of the van. Prepare three depreciation tables for 2020, 2021, and 2022: one for straight-line depreciation (similar to the one in Illustration 10-9), one for double-declining balance depreciation (Illustration 10-13), and one for units-of-activity depreciation (Illustration 10-11). Use the Part II Excel Template to determine depreciation. For units-of-activity, Natalie estimates that she will drive the van as follows: 15,000 miles in 2020; 45,000 miles in 2021; and 50,000 miles in 2022. Recall that Cookie Creations has a December 31 year-end. What impact will the three methods of depreciation have on Natalie’s balance sheet at December 31, 2020? What impact will the three methods have on Natalie’s income statement in 2020? What impact will the three methods of depreciation have on Natalie’s income statement over the van’s total 5-year useful life? What method of depreciation would you recommend Natalie use, and why? Use the same Word document that you used to record your Part I responses (one page in length), and add your responses for the Part II questions (1–5), which should be one page in length. In summary, you will submit one Word document containing your responses for Parts I and II (two-page minimum) and two Excel spreadsheets containing Natalie’s journal transactions from Part I and the depreciation tables from Part II. You will upload a total of three files to Blackboard (one Word document and two Excel spreadsheets). There are no resources required for this assignment; however, your Word document should be formatted using APA Style.
>Education homework help
Uncategorized***Feedback***
First Source See can you find resources within 5 years The quote is not in the correct APA format https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html Second source Remember how to cite direct sources correctly Also, using one source for locate and find other related sources as well as key terms that will be beneficial to your work Third Source Review how to cite Follow up with other sources especially peer reviewed articles
Architecture and Design homework help
Uncategorized(Chapter 5): How is the implementation of network security similar and different between on-perm and cloud environments? Give some examples.
(Chapter 6): How is the management of network security similar and different between on-perm and cloud environments? Give some examples.
Your initial post should be 400-500 words of detailed explaination. There must be at least two APA formatted reference (and APA in-text citation) to support your thoughts in the post. Do not use direct quotes, rather rephrase the author’s words and continue to use in-text citations.
identify properties involved in maintaining homeostasis in order to recognize how certain factors contribute to cancer
Nursing HomeworksTheme 1
Addresses Course Outcomes 1-3:
1. identify properties involved in maintaining homeostasis in order to recognize how certain factors contribute to cancer
2. recognize the complexity of cancer and assess current approaches for screening, diagnosis, and treatment in order to adopt appropriate lifestyle strategies
3. apply knowledge of causes, development, and progression of cancer to ask questions and make informed decisions about personal and public health
The group project will include a presentation of a particular topic related to cancer, to be agreed upon among group members and subject to approval. The presentation is worth a total of 20 percent of the final grade and must include at least 10 references from qualified publications or reputable websites that support the arguments being presented. The presentation will be graded based on the performance of the group as a whole, as well as individual effort.
Theme 2
please provide a clear separation of the section – do not combine them:
1. Select a risk factor or carcinogen that is related to cancer development (this includes hereditary cancers but do not select – BRCA, p53 or Rb – let us learn something new!). Provide a brief overview, how this risk factor/ carcinogen can increase the risk of cancer and if it has been associated with a specific type of cancer.
2. Pick a test or therapeutic that you find interesting. Provide a brief overview of how it works and which cancer(s) in which it may be used.