Managing Conflict as a Nurse

Posted on by Ellen LaDieu

As a registered nurse, you have the potential to run into conflict every day in various ways, such as with a patient/client, a patient’s/client’s family, a fellow RN, a supervisor, an employee reporting to you, an ordering health care provider (HCP), interprofessional team members, and even yourself. As RNs, our role is one carried out with and through others, so the potential to be challenged with conflict is high. Conflict can be avoided, mismanaged, or managed. We may avoid conflict by ignoring it, thinking of what we will say next, changing the subject, etc. We may mismanage conflict by insisting “we are right,” by blaming others, and by not listening. We can manage conflict and grow from the experience, leading to a win-win outcome.

Conflict management has long-been addressed in the nursing workforce with various views and recommendations. The basic principles of the recommendations focus on effective, respectful communication, openness, and willingness to collaborate. The recommendations remind me of Dr. Jean Watson’s Caring Science theory and her “Ten Caritas Processes.” Watson stresses listening from the perspective of the other person rather than our own perspective.

Watson’s Caritas processes can be guiding principles for us to follow in conflict situations. The Caritas processes and the key words that can be applied to conflict are:

#1 Practice compassion

#2 Honoring self and other

#4 Develop loving trusting relationships

#5 Encourage and express positive and negative

#6   Creative problem solving, “solution seeking”

Visit here  for more on Watson’s work.

“I” statements are also a recommendation for how to effectively communicate by being assertive and respectful. In her book Confident Voices, Beth Boynton suggests using this method and adding your own specific details to compose your message.:

“I feel [blank] when you[blank] because[blank] and I would like [blank].”

This approach allows us to:

  • identify how we are feeling in a situation
  • state why we feel that way
  • indicate what change we are seeking

Using this guiding method can help us to create messages that will be heard more effectively. Creating the message in a respectful way is crucial. If we were to personalize this message in a blaming manner, it would likely not help.

For example, consider the three versions of statements/messages for one situation:

Message A: You never tell me of changes and you make it difficult for me to do my job. You drive me nuts.

Message B: I feel mad at you when you do not alert me to crucial changes because then I cannot do my job. I want you to make telling me of changes your No. 1 priority.

Message C: I feel anxious and unprepared when I am not aware of crucial changes because I then carry out my job without considering the changes and possible need to modify my work. I would like you to share knowledge of changes with me as soon as practical.

Message A is written from a blaming point of view, and the nurse is just sending out emotions and unfiltered thoughts. This message not likely to be heard or considered thoughtfully.

Message B is written using the “I” message method, yet it is blaming in nature. It continues to focus on the other person and the “bad” action or inaction they did. It does not separate the person and action, and is not likely to be helpful.

Message C is written using the “I” message method from a respectful, assertive point of view, valuing, and respecting both parties and seeking collaboration.

Being able to address conflict by clearly stating one’s feelings, listening to the other parties’ feelings, and collaborating can bring about healthy responses and win-win outcomes. Using this approach will help us personally and we can be a role model for others. It is reminiscent of the golden rule: “Do unto others as you would have them do unto you.”

 

Disclaimer: The views expressed here are solely those of the author(s) and do not necessarily represent or reflect the views of Excelsior College, its trustees, officers, or employees.

 

 

Course Feature: BUS 311: Organizational Behavior

Posted on by Jenna Kerwin

BUS 311: Organizational Behavior offers an overview of human behavior in work organizations. Students study theoretical, empirical, and applications issues from individual, interpersonal, group, and organizational perspectives. Topics covered include the overview and history of the field, perceptions, attitudes, learning processes, personality, motivation, stress, performance appraisal, group dynamics, leadership, communication, decision making, job design, organizational structure and design, organizational change, and development.

The academic study of organizational behavior was not recognized by the American Psychological Association until the 1970s, but the field goes back to the late 1920s when the Hawthorne Electric Company conducted experiments to see how changes in environment and design affected the productivity of its employees. Organizational behavior (OB) covers the study of human behavior in a work environment and determines its impact on job performance, culture, diversity, communication, motivation, power, change, management, and leadership.

It is widely held that companies should invest in OB because it provides recommendations for them to run effectively. In their school blog, the College of St. Scholastica agrees with this report, quoting Charina L. Flores, PHR, vice president of human resources for the Barbelo Group and adjunct professor at Bellevue College: “Businesses excel when employees understand how their behaviors influence an organization’s performance and enable strategy execution.” Benefits of OB include improved health and productivity, which translates to higher job satisfaction, increased productivity, and a better commitment to the company.

These ideas are covered in BUS 311: Organizational Behavior through a variety of topics from theories of organizational behavior and team building to ethical decision making to negotiation strategies. Faculty Program Director John Coy explains the course is important to human resources students and for anybody who plans to work or interact within organizations. “Understanding how people, groups, and structures affect organizations’ behaviors is critical to succeed professionally,” he says.

Coy adds that when taking the course, “students learn self-awareness and learn perspective of how they might affect and are affected by the people and environment that surrounds them. Moreover, students learn about individual and team behavior in organizations and opportunities to practice ethical decision making.” Students have benefited, saying “I have found this course helpful in my career as well as in my personal life.”

Faculty have enjoyed teaching the course, too, with comments including, “I enjoyed teaching BUS 311 because it is easy to engage the students. Everyone can relate their own experience at work or personal lives to the topics that we study in class. I like to see how my students apply theories to their experiences and make sense of situations in a totally new way. Several times, I have had students said, ‘I wish I have taken this course before.’”

If you’d like to learn more about organization behavior consider signing up for BUS 311 next term.

New Excelsior Policy Will Help FEMA Employees Complete Degrees Sooner, More Affordably

Posted on by Excelsior Staff

Excelsior College leadership is always looking for ways to help Excelsior students complete their degrees while saving money. Its latest initiative: A policy that will allow Federal Emergency Management Agency (FEMA) employees and other trainees to pursue advanced college degrees at a lower cost by awarding college credit for FEMA Emergency Management Institute Independent Study coursework.

Under Excelsior’s new policy, students can now present their FEMA training record to the College’s admissions office to be evaluated for corresponding college credit. Excelsior’s ability to translate government and corporate training into college credit—through its extensive internal review process and evaluations by the American Council of Education (ACE) or accredited college institutions—has been often highlighted as one of its major strengths.

“First-responders who have invested hours and hours into FEMA training and independent study courses will now have an accelerated pathway toward completing their degree at Excelsior College,” said Lifang Shih, the dean of Excelsior’s School of Undergraduate Studies. “This will enhance their credentials and bolster their expertise in responding to emergency situations across the country.”

FEMA employees transfer in an average of 17 college credits from their training and independent study coursework. FEMA training credits, as well as additional credits earned during previous college experience, can be directed toward such options as a Bachelor of Science  in Homeland Security and Emergency Management or a Bachelor of Science in Liberal Arts, which can set students on the path toward pursuing a Master of Science in Public Administration or other graduate degrees.

However, this adjustment will not only help students complete their degrees sooner. The change will save thousands of dollars for FEMA employees, while also reducing the overall cost for the federal government. Savings will be earned from employees able to transfer in more credit for previous FEMA training, which means they will have fewer classes to take at Excelsior in order to complete their degree. Coupled with tuition remission and the Federal Academic Alliance tuition discount, this will allow these employees to earn a career-focused and flexible degree from Excelsior at a significantly lower cost to both students and the federal government.

“Importantly, this new academic policy at Excelsior College carries the potential to save the federal government and its employees millions of dollars in the years ahead,” Shih said. “In its work to strengthen workplace culture while supporting employee recruitment and retention, the U.S. Office of Personnel Management created the Federal Academic Alliance to combat workforce shortages and offer tuition savings for federal government employees, spouses, and domestic partners. Many federal agencies offer tuition reimbursement benefits to members of the federal workforce, adding to individual employee savings. Now, the federal government will have the opportunity to offer those benefits—and strengthen the skills of their employees—at a lower cost to taxpayers and employees.”

Learn more.

Once Bitten, Twice Shy – Lyme Disease

Posted on by lrocco

When I was told I had Lyme disease, the first question I had was, “Why me?” After all, I’m not the outdoors type; I don’t hike, camp, or anything like that. How did a tick find me? What I soon came to realize is that there were two important factors that made me vulnerable to falling prey to a tick. One was my lack of knowledge about staying safe outdoors. Because I don’t spend a lot of time outdoors, I didn’t pay attention to the serious threat of tick-borne diseases or how to prevent them. The second big factor, unknown to me, was that I had moved to a high-density tick zone in the northeastern United States. I want to share with you three questions that, if I had known their answers, may have prevented me from living with the consequences of a tick-borne disease.

  1. How do ticks hunt for prey? Ticks live in wood and leaf piles, high grass, on low-hanging branches, and in shrubs. Unknowing hosts transport them to different locations. Ticks feed on the blood of both warm-blooded and cold-blooded mammals. They sense exhaled carbon dioxide to target their prey. Most ticks are passive hunters, waiting and watching for prey to pass by and then extending a hooked front leg to latch on. They do not jump, fly, or drop down from trees. Once they latch on, they crawl higher up on the body to where skin is thinner and easier to feed, particularly around the head and neck. Other typical places to attach are the groin, armpits, and other places they can easily hide.
  2. Do ticks live in my neighborhood? The short answer is yes. Ticks can and do live everywhere in the contiguous United States and Hawaii. Different kinds of ticks bearing different strains of infection live in various parts of the country. The major infections include Lyme, anaplasmosis, babesiosis, ehrlichiosis, and Rocky Mountain Spotted Fever. A brochure from the Centers for Disease Control and Prevention gives a snapshot of which ticks can be found in your region and the diseases they carry.
  3. Can I get a tick–borne disease from my pet? Yes! Pets can bring ticks into your home, which can latch on to you and your family. Your pets can also be infected with a tick-borne disease and require treatment. The Companion Animal Parasite Council provides interactive maps for tickborne illnesses, guidelines for keeping pets and their owners safe, and resources for veterinarians and pet owners.

Once bitten by the tick, my lack of information led me to do all the wrong things. I improperly removed the tick, and I didn’t recognize the symptoms. Consequently, I did not provide my physician with enough information, so I was repeatedly misdiagnosed. This phenomenon is very common with tick-borne illnesses such as Lyme.

The CDC provides all the information you need to avoid making these mistakes. With tick-borne diseases on the rise and new infections being discovered, it is important to be tick-aware. Prevention is the best way to protect your family and pets, but if you are infected, taking the right actions is imperative to get immediate and appropriate treatment and avoid potential long-term suffering.

Here are two helpful resources so that you are armed with the information you need to stay safe:

 

 

Disclaimer: The views expressed here are solely those of the author(s) and do not necessarily represent or reflect the views of Excelsior College, its trustees, officers, or employees.

The Benefits of Nursing Mnemonics

Posted on by Jenna Kerwin

The word “mnemonic” stems from the Greek words mneme (memory), mnemon (mindful), and Mnemosyne (the Greek goddess of memory). Mnemonics are tools that help us remember facts or large amounts of information. They help stimulate memory through songs, pictures, acronyms, rhymes, or other devices. Nurses use mnemonics to help remember the variety of complex medical knowledge they need to know to properly and sufficiently take care of their patients.

Nurses can use mnemonics to evaluate their patients. The acronym “SAMPLE” can be used to remember the different information they must gather from a patient: Symptoms: What brought the person in for treatment? Allergies: Does he/she have any bad reactions to food or medication? Medications: Do they take any prescriptions, over the counter drugs, or herbal supplements? Past medical history: What kind of health problems, illnesses, diseases, or surgeries has he/she experienced? Last oral intake: When did they last eat or drink? Events preceding injury: How did the person get hurt?

After taking a patient’s health history and making a medical evaluation, nurses must make a nursing care plan. The steps can be remembered with the mnemonic “ADPIE” (a delicious pie): assessment, diagnosis, planning, implementation, and evaluation. Various diseases and ailments can be remembered with mnemonics, as well. For example, hypocalcemia symptoms can be recalled via the acronym “CATS:” convulsions, arrhythmias, tetany, and spasms and stridor. The treatment for a myocardial infarction (heart-attack) can be remembered with “MOAN:” morphine, oxygen, aspirin, and nitrates. Finally, the causes of a heart murmur can be recalled with “SPAMS:” stenosis of a valve, partial obstruction, aneurysms, mitral regurgitation, and septal defect.

In a recent study, Luanne Linnard-Palmer, professor of pediatric nursing, and Cathy Cyr, professor of nursing, both at Dominican University of California, School of Health and Natural Sciences, Department of Nursing, discovered that using mnemonics can have a significant effect on retaining information. Their research findings showed a high level of recall in both information and in-order tasks, as well as higher confidence and higher skills performance as compared to pre-mnemonic usage.

Since 2015, Boston Medical Center has been using a mnemonics program to decrease the number of errors that occur due to communication failures. In an article in Healthcare IT News, it was reported that a group of physicians and researchers developed the I-PASS tool to bring some standardization to the “hand-off” process of patient-to-caregiver transfers. I-PASS: Illness severity, patient summary, action list, situation awareness and contingency plans, and synthesis by receiver is meant to be a checklist that summarizes a patient’s care plan and uses “closed-loop communication” to ensure correct information is passed between clinicians. As a result of the program, “medical errors decreased by 23 percent, preventable adverse events decreased by 30 percent, and critical information was included more frequently in written and verbal handoffs.” Fifty hospitals nationwide now use the program.

The usage of mnemonics in nursing is a helpful way to remember the complex bounty of information necessary to perform day-to-day activities. Not only can mnemonics trigger a nurse to remember the causes of a disease, it can have a profound impact on the safety and success of a medical organization by making sure everyone operates under the same standards.

 

EPA’s Move to Reduce Lead Paint Exposure

Posted on by Lynda Holt

In December 2017, a federal appeals court, in an unusual move, ordered the Environmental Protection Agency (EPA) to revise within one year a nearly 17-year-old standard for dangerous levels of lead. The federal government banned the use of lead paint 40 years ago, but lead paint and its dangers to the brains of growing children remains a persistent problem.

The ruling mentioned that the EPA has acknowledged that lead paint poisoning was the No. 1 environmental health threat for kids under six and that the current safety standards were insufficient. The EPA’s Renovation, Repair and Painting Program requires that companies performing renovation and repair services that could disturb lead paint in homes, child care facilities, and pre-schools built before 1978 be certified by the EPA, or use certified renovators. According to Michelle DeGarmo of Flatley-Read LLC, a New York state-based compliance management company, “The EPA Renovation, Remodeling, & Painting (RRP) Rule has done a lot to address lead safety outside of HUD programs, and has had the additional benefit of dispelling the persistent myth that only inner-city poor kids get lead poisoning by eating paint chips. While it has its flaws, the RRP rule has increased awareness of lead hazards in the non-HUD consumer population”

Lead is a developmental neurotoxin, and children are the most vulnerable to lead poisoning. Children can be exposed to lead from lead paint in homes or from lead dust, and can contract it from toys and other household sources. There is no post-exposure treatment that can mitigate the long-term neurological effects of lead, so preventing exposure is critical. Unlike other toxins that dissipate, lead has immediate and permanent effects on the brain. Exposure to lead as a child can affect behavior years later, and a recent study published on National Public Radio’s website suggests a link between childhood lead exposure and lowered cognitive ability and socioeconomic status later in life. Aaron Reuben of Duke University studied New Zealand children when they were 11 and determined their IQ scores and cognitive abilities. When the participants turned 38 they were retested; the participants who had higher lead exposure as children, “saw their intellectual abilities decline from their baseline starting point,” as they aged. In addition, the same population experienced a downward trend in social mobility, meaning they were more likely to have jobs that required less education and brought in less income than their parents did. The study found that every 5 microgram increase in lead concentration at age 11 lead to a drop of 1.6 IQ points at age 38.

In the United States., no lead exposure is considered safe, and 5 micrograms per deciliter is considered high exposure. The lingering threat of lead paint is still highly present in the lives of young children, especially in low-income areas and in the Northeast. Lead exposure in the United States has generally decreased, but some communities still have rates of exposure of about five times the national average. The National Center for Health Housing reports children from poor families or those from African-American families are at an increased risk than children from white or Hispanic families. The Harvard Environmental Law Review published a report indicating children from poor communities have the highest prevalence of lead exposure, with non-Hispanic African-American children being three times more likely to have elevated lead levels than their white peers. DeGarmo explains, “Malnutrition is an important factor in childhood lead poisoning prevention. In the absence of necessary minerals, such as iron, our bodies will substitute lead if we are exposed. This is why the poor-kid-myth persists; higher income children are less likely to suffer long-term health effects of lead poisoning because they are typically not malnourished. Lower-income kids are also more likely to live in homes with deteriorated paint, where exposure is consistent over a longer period. Any lead exposure is dangerous, though, and it seems to be only recently that higher-income homeowners have become concerned about lead paint.”

The Harvard Environmental Law Review estimates 23 million homes in the United States contain a lead hazard in some form, and 38 million have lead-based paint somewhere in the home. Under most state and federal laws, the burden of uncovering lead contamination lies with the children, who must be tested before the lead hazard is contained or removed from their environment.

DeGarmo states, “In states that are EPA states, meaning there are no state-specific lead regulations, there is little to no enforcement of the RRP rules, unless federal funding is involved. Rural areas, in particular, have low levels of compliance with the rules. Revised federal standards are particularly important for New York State residents and other EPA states.”

Based on the recent research on the dangers of lead exposure and the lack of clinical treatment options for those who have sustained damage from lead exposure, the move to force the EPA to update its standards is a positive one. Delaying the standards puts even more kids at unnecessary risk.

If you are interested in learning more about how you can impact your community and its health care system, consider a degree in the health sciences from Excelsior College.

 

Disclaimer: The views expressed here are solely those of the author(s) and do not necessarily represent or reflect the views of Excelsior College, its trustees, officers, or employees.

Tips for Enjoying Your Summer Outdoors

Posted on by Grace Jama-Adan

What does the image of being outdoors conjure to you? Are you planning to head to the beach, the hiking trails, or perhaps your neighborhood park with your loved ones? Physical activity and social bonding are limitless when we have a chance to decompress in the warmer months. To enjoy each day to the fullest, keep these tips in mind for a safe summer!

  1. Sunscreen 101: It’s okay if you get 15 minutes in the sun without protection. This allows your skin to absorb natural Vitamin D. Prolonged exposure to the sun, however, has consequences to the layers of your skin. Be sure to apply SPF 15 or greater at least every two hours. If you will be splashing in a pool or at the beach, reapply after you exit your swim.

 

  1. Hydrate: Just because you don’t feel thirsty doesn’t necessarily mean your body is properly hydrated. In addition to water and drinks, don’t forget to incorporate veggies like celery and cucumber into your diet. Fruits like melons are also great ways to rehydrate—they are more than 90 percent water. Our furry friends who accompany us on summer trips also need regular hydration. Inexpensive collapsible water bowls are available at most big box stores and at any pet shop.

 

  1. Cover up: Remember a wide-brimmed hat is your friend for maximum protection from the sun. Baseball caps also give our eyes some reprieve from harmful rays. When hiking for an hour or more, you might consider a hat with moisture-wicking properties.

 

  1. Repel insects: Tick-borne diseases and mosquito-associated illnesses are both serious public health threats. Make sure you protect yourself and your loved ones with insect repellant. Some sunscreens have repellants in them, but studies are inconclusive about the effectiveness of combined products. Since sunscreen needs to be reapplied more often, the risk with combined products is that you may neglect regular sun protection refreshers throughout the day. Also, make sure your pets are on active flea and tick treatment.

 

  1. Life jackets: If you are going out on a boat, whether a kayak or a motor boat, life jackets are a must-have for anyone (our dogs need them too). The U.S. Coast-Guard has recommendations for approved life jackets <link http://www.uscgboating.org/recreational-boaters/life-jacket-wear-wearing-your-life-jacket.php> if you plan on boating this summer.

 

 

What if you happen to find a tick on your skin or an animal’s fur? Here are some helpful tips:

  • The Centers for Disease Control and Prevention recommends you pack small, fine-tipped forceps or a pair of tweezers before you head out, so that if you find a tick, you can quickly remove it.
  • Try to remove the tick in a controlled manner so that the it does not break into pieces, making it possible for it to still infect you.
  • Clean your skin with isopropyl alcohol or soap and discard the tick immediately.
  • If you live in a part of the country that has known clusters of Rocky Mountain Spotted Fever, you may want to save the tick by placing it in a sealed bag or container for further testing by your local health department.

 

Here are some helpful resources to ensure you and your family can enjoy the great outdoors in comfort and safety:

 

 

Course Feature: PBH 346/MIL 346: Post Traumatic Stress Disorder: A Gathering Storm

Posted on by Jenna Kerwin

Exposure to life-threatening events and violence is all too common in today’s world. PBH 346/MIL 346: Post Traumatic Stress Disorder: A Gathering Storm introduces students to the effects of trauma on human health and relationships; specifically focusing on the effects of PTSD on individuals, families, communities, and global society. Students explore the history and prevalence of PTSD, root causes, physical and psychological symptoms, and the influences of culture and resilience.

In this cross-listed course, students study of the many types of trauma, how trauma can evolve into PTSD, the common physical and psychological symptoms of PTSD, how people cope with the disorder, treatments, and how people can recover. Faculty Program Director Anna Zendell says, “We focus on some of the common triggers for PTSD, such as natural and human-made disasters, combat-related trauma, personal and interpersonal traumas such as accidents and assaults, and more. Themes of cultural sensitivity, resilience, and hope are woven throughout this course.”

Zendell notes the majority of students taking this course are active military, veterans, or military/veteran family members, and nearly all of the students in the course have been exposed to PTSD. “Students affected by catastrophic events and those working in health and first responder fields are particularly drawn to this course,” says Zendell. Students learn how to engage with someone who has PTSD as well as strategies for coping during the aftermath of a traumatic event. An important takeaway students learn is that PTSD is not inevitable but if someone does develop the disease, the road to healing is passable. Zendell adds that the course is not necessarily meant to provide healing for those living with PTSD; instead, it provides information students may find helpful in work and life.

Students have benefited from the course and have had many positive reactions. Comments include: “This is a great course… should become a requirement for all degrees…. Everyone knows or has been involved in some form of traumatic event during their lives. Being able to recognize symptoms of PTSD can be key to getting those affected the help they need,” “This course has made me aware that PTSD may affect a much broader portion of society than the military,” and “It helped me understand better about my own struggles with PTSD and also what is available for treatment.”

Instructors have also enjoyed teaching the course, noting its importance in the lives of students. Instructional faculty member Craig Owens says, “One of the things I love is reading student feedback during the final module of the course and hearing how much this class has touched them, both personally and professionally. One of the comments I hear consistently from students is that they enrolled in this course expecting to learn about PTSD and the military and instead they are surprised and amazed to find they learn about that but so much more…The vast majority of students who complete this course say their expectations were exceeded and they feel much better prepared to support friends, family, or fellow soldiers who are at risk of developing PTSD or already struggling with it.”

Instructional faculty member Judith Robbins adds, “It’s wonderful to be teaching a course that has such a positive academic and personal impact on so many students, whether military or civilian. There are also misconceptions about PTSD in the public arena and, in this course, we can ‘set the record straight.’”

If you are interested in learning more about and interacting with someone with PTSD, register for PBH 346/MIL 346: Post Traumatic Stress Disorder: A Gathering Storm next semester.

Retrial in the American Justice System

Posted on by Gretchen Schmidt, JD

A hot topic in criminal justice right is a retrial. Between the now infamous Adnan Syed of the podcast “Serial” or Bill Cosby’s sexual assault trial, the news is filled with retrial. It would seem from recent news coverage that retrials happen all the time; however, the reality is that most cases do not make it to trial let alone a retrial.

Black’s Law Dictionary defines a retrial as “a new trial that is conducted when an issue has been disputed and decided by court but is being re-examined due to an unfair or improper result.”  Generally, after a defendant is found guilty, they file a motion for a new trial; the judge typically denies said motion, and the defendant then appeals to a higher court to overrule the judge and be granted a new trial. To win an appeal, there must be an error at law, such as attorney misconduct or a prejudicial error which was unfair and potentially swayed the trial, such as juror misconduct. Since we are l waiting for the Adnan Syed retrial to become a reality as it is still in the motion stage, I wanted to address another retrial case that has been of interest to me. Do you remember the Texas woman who drowned all five of her children? This case immediately caught my attention, as a researcher and as a mother.   The conviction was eventually overturned and a retrial was granted. This brief article focuses on one way a defendant can have a conviction overturned and get a retrial.

The Court Process

Andrea Pia Yates was found guilty by a jury of her peers on March 12, 2002, for drowning her five children: 7-year-old Noah, 5-year-old John, 3-year-old Paul, 2-year-old Luke, and 6-month-old Mary. During the trial, the prosecution’s expert witness, psychiatrist Park Dietz, testified that Yates got the idea to drown her children from an episode of “Law & Order.” In April 2004, Yates’s attorney filed an appeal based on learning that Dietz’s testimony was erroneous and that the episode he referenced in her trial had never aired. In January 2005, the Texas Court of Appeals reversed Yates’s capital murder charge, opining that Dietz’s testimony may have prejudiced the jury. The following January, in her first court appearance since 2002, Yates plead not guilty by reason of insanity. In July 2006, in her second jury trial, Yates was acquitted of capital murder for the deaths of her children. The jury found she was insane before, during, and after the drowning of her children. Yates was committed to a mental institution where she will probably remain for the rest of her life.

The Story

On June 20, 2001, Yates called each of her children individually from the kitchen where they were eating their cereal to the bathtub in their home and drowned them based on her belief that she was saving them from the devil. It took the Texas jury less than four hours to find Yates, a former nurse, high school valedictorian, and loving mother, guilty of murder.

After the birth of Yates’s fourth child, she entered a severe, psychotic form of postpartum depression. In 1999, she was hospitalized twice after failed suicide attempts. In her book, “Are You There Alone?”, journalist Suzanne O’Malley reported Yates was diagnosed with “major depressive disorder, single episode, severe.” Four months after the birth of Yates’s fifth child, she was hospitalized for a third time, diagnosed with “Postpartum depression. Major depression, recurrent. Rule out psychotic features.” A couple days later, her psychiatrist petitioned to have Yates court-ordered committed. She was diagnosed this time with “Major depression with psychotic features.”  In May 2001, during Yates’s fourth hospitalization, she was diagnosed with “Postpartum depression and Major depression recurrent severe (postpartum).”  O’Malley cites that Yates had her last appointment with her psychiatrist less than 48 hours before she drowned her children.

The trial also uncovered that Yates had heard voices telling her to get a knife and kill people. In the Cardozo Women’s Law Journal, Marie Galanti reported Yates had told her husband and doctors she was afraid she would hurt someone.  During one of her suicide attempts, her husband found her in front of a mirror with a knife at her throat. Despite her extensive mental history, in her first trial, the jury rejected Andrea Yates’s insanity plea and found her guilty of capital murder for drowning her children.

Andrea Yates is clearly insane. She is also clearly responsible for her reprehensible crime. However, the two facts are not always reconcilable in our judicial system. One jury rejected her plea of insanity and found her guilty of capital murder. The question is, would the jury have rejected her plea had she been diagnosed bi-polar? It was recently discovered Andrea Yates was misdiagnosed and consequently mistreated. She did not have postpartum, but rather bi-polar disorder. The symptomology of the two illnesses in extreme cases are very similar.

 

Disclaimer: The views expressed here are solely those of the author(s) and do not necessarily represent or reflect the views of Excelsior College, its trustees, officers, or employees.

Excelsior Awarded $245K Grant by U.S. Department of Energy for Advanced Nuclear Simulator Project

Posted on by Alicia Jacobs

Excelsior College has been chosen over some stiff competition and was awarded a $245K grant from the U.S. Department of Energy for the development of an advanced web-based nuclear reactor simulator, as part of the Nuclear Energy University Program. The U.S. Department of Energy is awarding approximately $5 million to 18 colleges and universities to support research into reactor infrastructure and general scientific infrastructure improvements. These awards strengthen U.S. competitiveness in nuclear R&D and ensure that American universities have the best equipment and tools available to educate the next generation of industry leaders.

Excelsior’s grant money will be used to fund the purchase of a Generic Pressurized Water Reactor (GPWR) simulator to incorporate lessons into five required courses in the online ABET-accredited Bachelor of Science in Nuclear Engineering Technology program. The simulator will enhance student learning and improve student preparation for the nuclear workforce.

“This is an incredible success story for Excelsior College and a powerful endorsement for the quality of our nuclear programs,” says Michael Johnson, associate dean in Excelsior’s School of Undergraduate Studies. “To be included among a list of world-leading institutions, like MIT, Penn State, and the University of Florida, is indicative of the unrivaled reputation that Excelsior has achieved for its ABET-accredited programs. With faculty that have extensive industry experience and now the opportunity to build a world-class online simulator, this puts Excelsior College in the front rank of global centers of excellence in nuclear technology. This is an awesome achievement of which the whole of Excelsior College, both the faculty and students, should be immensely proud.”

Further details of the grant can be found on the U.S. Department of Energy website.

Ten Important Accounting Terms

Posted on by Santhosh Abraham, PhD

Accounting, known as the language of business, is a system of information intended to reflect the economic activities within an organization.  It is concerned with the methods of recording transactions, keeping financial records, performing internal audits, analyzing financial information, and advising taxation matters. Accounting as a profession provides relevant and reliable financial information used in decision making. It can be a difficult profession to understand, so we have compiled the following list of frequently used terms that can help grow your accounting knowledge.

Accrual Accounting: The system in accounting in which transactions are recorded when they occur and in the period in which they relate to rather than when cash is received or paid.

Balance Sheet (or Statement of Financial Position): A balance sheet provides a summary of the total assets owned by an organization and the total amount of debt and equity used to finance the assets at a specific point in time. The total sum of assets is always equal to the sum of debt and equity; hence, the term balance sheet. Like an income statement, a balance sheet is also prepared using the accrual method.

Budget: A detailed plan with information on income and expenses prepared in anticipation of future activities. A budget is usually prepared with agreed objectives and in line with the overall strategy of the organization.

Cash Flow Statement: The cash flow statement provides a summary of the total cash inflow and outflow over a particular time. The cash flow statement is divided into three sections: operating cash flow, investing cash flow, and financing cash flow representing the cash inflow and outflow as a result of each of these activities.

GAAP: GAAP stands for generally accepted accounting principles. These are sets of standards and principles used as the basis for measurement, recognition, and disclosure of financial accounting information. In the United States, the Financial Accounting Standards Board is responsible for setting accounting standards for public companies. The International Accounting Standards Board is responsible for setting International Financial Reporting Standards.

General Ledgers: The general ledger is a central location where all the accounts in a company are listed. Journal entries are posted in a journal which are then transferred (posted) to a general ledger that holds information on all the accounts.

Income Statement: The income statement provides a summary of the income and expenses incurred by an organization over a specified time. The three main parts to the income statement are the income section (sales), the expense section (generally consisting of operating, financial, and tax), and the net profit. The net profit is the difference between the income and expenses. If the expenses exceed income, a net loss is incurred. The income statement is prepared using the accrual method.

Journal Entries: A system of recording accounting transactions. Every accounting transaction has a debit and credit entry (double entry). A debit is an entry that either increases an asset account or decreases a liability or owners’ equity account. A debit entry is shown on the left side of the journal entry. A credit is an entry that either decreases assets or increases liabilities and owners’ equity and is shown on the right side of the journal entry.

Investors: There are generally two kinds of investors: equity and credit investors. Equity investors are investors who invest financial resources in a company in return for an ownership stake. Equity investors receive a share of the profits the company generates and also benefit from appreciation of the value of the organization. Credit investors lend financial resources to an organization for a set period of time. They expect to get a fixed payment (interest) on a regular basis until their investment is paid back.

Total Fixed Costs and Total Variable Costs: Fixed costs are costs within an organization that remain the same even when the volume of activity changes. Variable costs, on the other hand, will fluctuate proportional to the volume of activity.

 

 

Your MBA: The Way to Career Opportunities

Posted on by Maribeth Gunner

By Michele Paludi and Maribeth Gunner Pulliam

Where do you see yourself professionally in five years? Do you picture yourself applying your leadership skills to direct an organization’s vision? Are you someone who enjoys applying data analytics to solve organizational problems? Do you want a career in consulting to improve organizations’ performance and business systems? If you answered “yes” to any of these statements, pursuing a Master of Business Administration (MBA) is the career path for you.

An MBA is essential for pursuing several management-and leadership-related careers, including: human resources vice president, supply chain manager, management consultant, social media consultant, project manager, accountant, marketer, and security risk analyst. Employees with MBAs work in health care, nonprofits, hospitality, government, education, military, sports, manufacturing, and international development. The MBA is designed to provide a quality education to facilitate career advancement, especially for those who work in middle management positions in business, the private sector, the public sector, and in nonprofits.

An MBA positions individuals for success; this degree provides the skills and competitive edge needed to accomplish ones’ career goals.  Employees with MBAs are high in demand. The U.S. Bureau of Labor Statistics reported that employment of management-related occupations will grow 6 percent from 2014–2024, resulting in approximately 506,000 new jobs. In addition, organizations planning to hire MBA graduates are up: four out of five organizations want to hire MBAs!

MBAs also command higher salaries. The Graduate Management Admission Council noted in its 2015 research that the median starting salary for new MBA graduates in the United States was $100,000. The Council also reported this figure was an increase of 5.3 percent over the previous year and double the salary of graduates with only a bachelor’s degree. Furthermore, MBA students are promoted earlier than peers, have the skills to become an entrepreneur and/or consultant, and have skills to transition to several fields.

What courses are typically covered in an MBA curriculum? All the different functions and activities within an organization, e.g.: accounting, finance, operations management, marketing, leadership, organizational behavior, human resources management, entrepreneurship, ethics, managerial economics, quantitative analyses, and global business. The curriculum offers the requisite theories, research, decision-making skills and ethics to fit into the business community. MBA students learn how to critically analyze case studies, solve complex business problems, and deal with ambiguity. There are also opportunities to have a concentration within the MBA in an area of interest, e.g., human resources, leadership, and accounting.  Concentrating within a specialized area shows prospective employers mastery in one or more aspects of business.

MBA graduates have a large skill set, including effective communication and teamwork, that are highly desirable by employers across industries. These versatile skills make them effective in addressing organizational needs with a thorough understanding of ways their unique role impacts the entire organization. Furthermore, MBA students think strategically and globally in all aspects of business.  An added benefit students receive from MBA programs is the development of a business network that will assist them with skill enhancement, as well as exposure to different cultures and business practices.

With an MBA, students are able to communicate and perform ethically and professionally in business situations, and can integrate various roles of accounting, marketing, finance, management, and economics into strategic business analysis. Students can investigate real-world business problems and generate recommendations for action. If your interests and abilities are focused in advancing in the field of business, and you want a career trajectory that allows for continued growth, opportunity, and success, consider an MBA.