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Project Management
Discussion Question One There are five steps required to implement and plan a successful project. The steps include planning of the project, monitoring, and control, execution, initiation, and closure of the project. The initiation step involves measuring the feasibility and value. The execution step involves the allocation of resources and the delivery of assigned tasks (Waxman, 2018). The last step is closure, and it involves the closing of the project after achieving the objectives. Question Two Question A The DNP project addresses diabetes problem. People have been experiencing the complication and there is a need to establish a system that will assist patient and individuals at risk. Question B I have facility support. I have been given approval to implement the project. The institution is offering complete support for the project. Question C The project will address the problem of diabetes in the region. Both adults and children will be involved in the project. The project will also include both men and adults. Question D The intervention supports improvement by providing an education program to patients and individuals at risk. All the needs of the involved stakeholders will be addressed including medication and care support. Question E Many projects fail due to insufficient funds and resources. In the planning phase, the required resources and finances should be addressed to avoid delays. Reflection Question One The areas of my DNP project that need to be discussed and planned with my facility are resource management and cost management. There is a need for planning and discussing the use and availability of resources (Sherwood and Barnsteiner, 2017). Project cost also needs to be planned and discussed to prevent failure due to lack of funds. Question Two The stakeholder to consider in support of the project include healthcare institutions, policymaker, and local government (Harris et al, 2020). The policy makers help in enacting policies that support the prevention of diabetes while the local government offers financial support. Question Three In achieving weekly objectives, I managed to allocate tasks to the team members. I assigned all the members there task and they responded accordingly

References Harris, J, Roussel, L., Dearman, C., & Thomas, P. (2020). Project planning and management: A 	guide for nurses and interprofessional teams (3rd ed.). Burlington, MA: Jones & Bartlett. Sherwood, G., & Barnsteiner, J. H. (2017). Quality and Safety in Nursing: A Competency 	Approach to Improving Outcomes. Hoboken, NJ: Wiley Blackwell. Waxman, K. T. (2018). Financial and Business Management for the Doctor of Nursing Practice 	(2nd ed.). New York, NY: Springer Publ

Helping Children Cope with Stress
Helping Children Cope with Stress Just like adult children also do experience stress. The stress can be either physical or emotional. Some of the factors that contribute to stress in children are, child abuse, poverty, and divorce among others. Stress is something that causes disturbance and imbalance in someone’s life. Unlike in earlier days, today children are experiencing stressing situations at an early age, and this may manifest as, withdrawal of children from others and stomachaches among others. This paper compares the class notes on ways of helping children cope with stress and other outside sources that talk of the same. Individuals suffer from depression or stress due to different factor. In Mahony (2018) work, one of the things that are highly contributing to stress in children is divorce. In his work, Mahony noted that the number of divorcee families today is alarming and as a result, it is affected children negatively. She says that such kids come to school with the stress and if not noted and worked on such children learning may be affected for a long time. She says since teachers stay with these children for a bigger part of the day, they are better placed to help these children. According Mahony (2018) a teacher apply different measures to help stressed children such children care and communicating with both the child and the parent. Mahony (2018) opines that a teacher should provide a listening ear to the parent and the child, involving the child in social dynamic games and creating a supportive environment for the child. The article by Mahony highlights some of the things we learned about children and stress in class. Divorce is one of the factors that cause stress in children today. Some measures discussed in class to help in stress prevention were also included in Mohany work. The measures include communication with both the child and parents, offering listening hear, involving the child in social activities like games, creating a conducive environment for the child and providing warmth (Mahony, 2018). I found most of the content in this article similar to classwork. There are YouTube videos providing information on how to assist children to control emotions. Teacher time (2014) video in YouTube provides information on how to teach children how to cope with their big emotions. The video shows a percentage of time teachers spent dealing with kid’s emotions and stress. According to the results, the majority said they spent 50% of their time, which is quite alarming. The video suggests some of the ways to deal with stressed children like, making them understand it is okay to feel upset or stressed if something is bothering them. Among the strategies suggested in the video are, helping the child to relax, teach the sound some words related to feelings of stress among others (Teachers time, 2014). The video argues that when a child is taught some words like the meaning of stress, disappoint and angry, they are in a better position to express their feelings when stressed up. The video suggests strategies one can use to calm down children. One of the strategies is, talking to the children about what they feel, and asking them to take a deep breath while holding a flower. The other thing to do is teach the child about emotions by letting them know emotions can interfere with their thinking. A teacher can also involve the child in social activities to help them cool down. To some extent, the contents in the video relate to some of the things we learned in class about helping children cope with emotions. For example, we learned about involving the child in social activities, communicating. However, there were new techniques in this video ways used to calm the children such as taking a deep breath (Teachers time, 2014). There were similar contents in the video as well as different strategies from the class notes.

Conclusion In Mahony’s article and the YouTube video about helping children cope with stress, I noted both similarities and differences with class notes. Some similarities included communicating with the children, creating a supportive atmosphere, and involving them in social activities. There are different strategies involved in controlling emotions among children and they should be utilized to prevent stress.

Section 1 of the Sherman Act
Section 1 of the Sherman Act From the case, Marucci had the right to file a lawsuit against NFHS and NCAA. The standard provided by NCAA and NFHS were not in good faith since they violated the Sherman Act. Section one of the act indicates that contract that restraint commerce is illegal. Section one prohibits agreement that causes bid-rigging, price-fixing, and refusal to deal, among others. The parties agreeing or affected by the agreement may be customers, competitors, or both. The standard set by the NCAA and NFHS affected both the competitors and the customers. Muracci reported decreased sales of four products. The composite bats represented wood bats, making it hard for the Muracci to sell all the eleven products as they were decertified for use in collegiate and high school games (Ward 16). The change made by NCAA and NFHS violated section one of the Sherman Act. The standards provided by NFHS and NCAA restrained the trade of games products centrally to the Sherman Act. The court uses two approaches of section one to pass out judgment. First, the approach includes bid-rigging and price-fixing activities. Secondly, the approach considers the reason why an individual or organization took certain action. In the case, it is clear that NFHS and NCAA action had a negative economic effect on Muracci since four of the products were not selling. In consideration of the first approach of section one, the standards put across by NCAA and NFHS indirectly favored some producers in the market (McNeese 39). Muracci had enough evidence to prove that NFHS and NCAA standards violated the Sherman Act.

Works Cited McNeese, Tim. The Robber Barons and the Sherman Antitrust Act. New York, N.Y.: Chelsea 	House, 2012. Print. Ward, Peter C. Federal Trade Commission: Law, Practice, and Procedure. New York, NY: Law 	Journal Seminars-Press, 2019. Print.