Review the content provided on the US Department of Transportation Aviation Consumer Protection (Links to an external site.) website. Then, locate a news article or social media post (e.g., Twitter, Facebook, Instagram, blog, or similar), or conceive your own brief (one to two sentence) scenario (be creative and have fun) related to one of the consumer protections.

Follow this format to develop your initial response.

1. Describe the event. If based on an actual event, include the full article text hyperlink (web-address). Note: The event description is not included in the required word count.
2. Provide the applicable consumer protection(s) in APA style (citation and reference).
3. Judge whether the event should or should not be covered by the protection(s). If the event was resolved, feel free to agree or disagree with the actual outcome. Conjecture the potential impact of the event on the airline’s future policies and procedures.

For full credit, post your initial response (approximately 250 words)

Consider a 5km stretch of coast oriented in the north-south direction with the ocean to the east. The

predominant wave direction is from the east-south-east. At the southern end the typical breaker height

is 1.4m and the breaker angle is 10. At the northern end, the breaker height is 1.45m and the breaker

angle is 12. The breaker parameter b = 0.8.

The beach profiles along the section are similar with slopes near the break point of 1/40. The sand is

made of quartz (s = 2.63, p = 0.28) with a median grain size of 0.22mm and measureable seasonal

bed level changes are restricted to depths less than 6 metres. The berm height is 3 m AHD.

The average shorenormal sediment transport rates (???????? ) for 1993-2015 were saved in the data file

“sediment.xls”. There are no sinks and sources for sediment transport in the control domain. The

erosion rate (metres of shoreline retreat rate) can be calculated using (see details in Coastal Process

module lecture notes)

(1 − ????)(ℎ???? + ????)

????????????

????????

= −???????? +

????????????

????????

+ ???????????????????? − ????????????????????????????

????????=

????

16(???? − 1)√????

√????????????

5/2????????????2????????

where

South

West

p is the sediment porosity,

xs is the shoreline coordinate

Qsource is a sediment input (e.g. river discharge, beach nourishment)

Qsink is a sediment loss (e.g. dredging)

K ≈0.77 is an empirical coefficient which has a weak dependence on grain size.

s is the specific weight

Hb is the breaker height

 is the breaker index

b is the wave crest angle at the break point

all other variables are as defined in the figure

The aerial photographs of the stretch of the coast from 1993 to 2015 indicate the shoreline location, xs which were saved in the file “shoreline.xls”.

Numerical solutions (6 marks)

Develop a numerical model using MATLAB to calculate the location of the shoreline from 1993 to 2015, i.e. xs. (assume xs = 0 in 1993) using the provided data and information, and evaluate the accuracy of the model.

Report

Team Strategies & Tools to Enhance Performance and Patient Safety                                                            (STEPPS)

·         Team Stepps is relevant to interprofessional leadership and the health care field on which to focus your paper. The following are some potential topics to consider:

To complete:

Write a 3- to 5 (page count does not include title and reference page) page paper that includes the following:

·         Section 1: Introduction

·         Section 2: Significance of the topic (based on literature that speaks to the relevancy of the concept selected in terms of interprofessional leadership)

·         Section 3: Review of the literature related to the concept that you select (current best practices, positive or negative impact on leadership or health care organizations, etc.)

·         Section 4: Application to nursing (e.g., implications or consequences for nursing leaders)

·         Section 5: Conclusion

 

Reminder:

·         * Put headings on every section.

·         *Please utilize my resources below at least three references on the list and you can add more at least 3 or more from your own resources (Citation/references must be 5 years old between 2011 and 2016)…

 

RESOURCES:

Readings

·         Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

o    Chapter 19 “Organizational, Interpersonal, and Group Communication”

Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work.

·         Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41(4), 89–98. 
Retrieved from the Walden Library databases.

In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members.

·         Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437-450. doi:10.1037/a0036363

This study theorizes and empirically investigates the relationships among the psychological needs ofgroup members, intragroup conflict, and group performance.

·         Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 62-63. doi:10.1097/01.NURSE.0000438725.66087.89

Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement.

·         Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232–255.
Retrieved from the Walden Library databases.

The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities.

·         Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106.
Retrieved from the Walden Library databases.

Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace.

·         Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm

This web article discusses stages of team development and provides strategies for moving through the early stages effectively.

·         Mind Tools. (2009). Team charters. Retrieved fromhttp://www.mindtools.com/pages/article/newTMM_95.htm

This web page features helpful information about team charters. Before you begin work on the Week 7 Assignment, you may find it helpful to create a charter that can guide your group’s work together.

·         Ortega, A., Sánchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing, 69(1), 102-111. doi:10.1111/j.1365-2648.2012.05996.x

This article examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship.

·         Table Group. (n.d.). Retrieved July 24, 2012, from http://www.tablegroup.com/

Patrick Lencioni is recognized worldwide for his work on teams. Under the Patrick Lencioni link, download and read articles related to addressing team dysfunctions.

·         Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

o    Chapter 16, “Socializing and Educating Staff for Team Building in a Learning Organization”

 

 

Website of Team Stepps: http://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/instructor/essentials/pocketguide.html

Assignment: Media Violence and Desensitization

Desensitization is a well-documented consequence of years-long exposure to media violence. From early exposure, children—especially boys—learn that aggression pays off (Bushman, Gollwitzer, & Cruz, 2015). Aggression—especially if it means you “win” the game, “defeat” the adversary, or “force” a resolution to a conflict—earns the aggressor attention, praise, respect, reverence, adoration, money, and power. These are the rewards that often accompany aggression portrayed by the film industry (e.g., Die Hard, Die Hard 2, Die Hard With a Vengeance, Live Free or Die Hard, A Good Day to Die Hard), making it more likely that the aggressive behavior will persist. The number of films in this series is evidence of their popularity. From classical conditioning theory, we learn that bad behavior paired with rewards can make the bad behavior desirable; moreover, the prevalence of violence in the media, over time, normalizes it. Studies show that when exposed to violent films daily over a week’s time, participants rate films as less violent with each film viewed (Dexter, Penrod, Linz, & Saunders, 2006). This is evidence of desensitization.

Desensitized people tend not to acknowledge the effects of media violence, because they don’t see that there’s a problem. However, a growing body of research finds that desensitized individuals downplay or tend not to acknowledge egregious harm done to others; because a steady diet of violent media normalizes violent behavior, injury suffered by people in real life does not seem like cause for concern (Vossen, Piotrowski, & Valkenburg, 2016). That’s the nature of desensitization, and that is indeed a problem.

Convinced there is no harm in violent media consumption—that their behavioral tendencies will not have been influenced by it—desensitized consumers probably would not be interested in changing their media viewing habits (Funk, Baldacci, Pasold, & Baumgardner, 2004).

For this Assignment, you will examine the concept of desensitization, methods used to increase the desirability of violence, and ways for parents to reduce aggression exhibited by their children.

References:
Bushman, B. J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increases aggression in children, and pediatricians and parents agree. Psychology of Popular Media Culture, 4(3), 200—214.
Dexter, H. R., Penrod, S., Linz, D., & Saunders, D. (2006). Attributing responsibility to female victims after exposure to sexually violent films. Journal of Applied Social Psychology, 27(24), 2149–2171.
Funk, J. B., Baldacci, H. B., Pasold, T., & Baumgardner, J. (2004). Violence exposure in real-life, video games, television, movies, and the internet: Is there desensitization? Journal of Adolescence, 27(1), 23–39.
Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2016). The Longitudinal relationship between media violence and empathy: Was it sympathy all along? Media Psychology, 20(2), 175–193.

To Prepare

• Search the Walden Library and/or the Internet for the definition of desensitization, its symptoms, and the process that creates it.
• From your search and from the Learning Resources for this week, consider the ways that violence is presented and whether or not its presentation is appealing to children. 
• Also, from your search, consider how social psychology theory is applied to reduce aggression.

Assignment: 

Submit 3–5 pages, not including title page and reference page:

• Define desensitization and describes its process.
• Identify and describe symptoms of desensitization.
• Explain the methods used in the media to increase the desirability of violence. (i.e., what is rewarding the violence).
• Suggest ways for parents to reduce aggression exhibited by their children.

In addition to the Learning Resources, search the Walden Library and/or Internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.

By Day 7

Submit your Media Violence and Desensitization Assignment.