Assignment 5: Graphs

Family tree’s and genealogy software has become more and more prevalent in recent years. From the name you might expect that a family tree would be easily represented by a tree structure, but that is not the case! A more appropriate data structure to

represent a family tree would be a type of graph. Using the description of the family that accompanies this assignment, you must represent this family using a graph structure. The graph needs to be a weighted graph. The weights will constitute the types of

relationships, I recommend using some kind mapping between numbers and strings to represent the relationships. When adding family members to the graph, this can be done programmatically for the provided family members within the description file.

Additionally, I also want there to be an interface in which a user can create a new family member and add them to the tree. This can be a simple CLI where the user provides a name, gender, and age to create a person. Then another simple CLI where they select

which member of the family they want the original relationship to be with and what kind of relationship it should be. Finally, they can edit the family member using another CLI and selecting the family member they wish to edit, the operation they wish to

perform (edit name, edit age, edit relationship), and then add new relationship between family members which can call a function that you create in order to add the original relationship. Remember the DRY philosophy, where code can be modularized or made

into a function, it should be if you plan on using the logic again.

Finally, I want you to make data assertions within the FamilyTree class that enforce certain “rules” that exist in a typical human family. An example would be a person should not have any kind of relationship to itself (a person can not marry themselves, a person

can not be their own brother, sister, father, mother, etc.). There should be at least 3 data assertions. These should exists as part of the family tree, not as part of the graph.

As a hint, for a successful design: I would recommend using layers of abstraction. Your graph class is the backing structure to the family tree class. Your family tree should implement methods that interface with the graph class, i.e. add_family_member() should

call the constructor to create a node and then call a function within the graph class to add a node to the graph. Then using the relationships function parameter, you can add edges to the graph between the new nodes and the existing nodes. The family tree

should be what enforces what relationships can exist through the data assertions, the graph does not care about what relationships are made between family members. Your functions that the user would interface with would be greatly reduced compared to the

total number of methods within the classes themselves. The user should be able to add, remove, and modify family members and that’s about it. Therefore those should be your function calls.

Submission Goals

(120 pts.) Create a FamilyTree class that will represent a family tree for a given family.

The class should contain several types of relationships that commonly happen within a family (siblings, marriage, offspring, etc.)

(40 pts.) Programmatically add the family members to the graph as described by the accompanying family description file.

(40 pts.) Give data assertions to the FamilyTree class to enforce restrictions for basic family structure (at least 3); i.e A person can not marry themselves.

(40 pts.) Provide a simple CLI the enables users to add, remove, and edit family members.

* Note that there is a total of 240 points on the table here. The assignment is only worth 200 points. You have 40 points of optional goals.

Your

Labor Unions and Collective Bargaining 

Learning Objectives

1. Explore the role of labor unions.
2. Describe the basic union structure and organized      labor’s strategies for a stronger movement.
3. Discuss laws affecting collective bargaining.
4. Summarize the formation of bargaining units and the collective bargaining process.
5. Describe the grievance procedure in a union environment.
6. Explain union decertification.

Internal Employee Relations.

Learning Objectives

1. Explain the concept of employment at will.
2. Describe the concept of discipline and summarize disciplinary action.
3. Discuss employment termination of various occupational groups.
4. Explain the use of ombudspersons and alternative dispute resolution.
5. Describe transfers, promotions, resignations, and retirements as factors involved in internal employee relations.
6. Discuss three major factors that contribute to an employee’s decision to join a union. Discuss the five reasons that have contributed to the trend of decline in unionization.
7. How would a manager use the progressive disciplinary action approach? How would the use of this approach prevent employees from being surprised if they are terminated?

Expectation:

–  Minimum of 450+ words and in APA format (including Times New Roman with font size 12 and double spaced)

–  Identify the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.

–  essay form (narrative form) no Bullet points should not to be used

–  2 outside scholarly or professional source related to human resource management.

–  Textbook : Title: Human Resource Management  , ISBN: 9780134739724 Authors: Martocchio Publisher: Pearson Edition: 15TH 19

 Respond to  your  colleagues by suggesting an alternate therapeutic approach. Support your  feedback with evidence-based literature and/or your own experiences  with clients.

Main Discussion

The client is a 17-year-old white girl that was accompanied by her mother to the clinic. She has two older brothers in the university and they are all studying to be doctors. Her father is a doctor and her mother is a nurse in the community hospital. She self-reported that she has been feeling very anxious of late. For a duration of about 8 months, she has been very worried about school especially now that she is almost done with her high school. Her grades don’t look so good and she is worried that she might not be able to follow the family tradition of working as a doctor, something that her father wants for her. She also dreams about the same but it is the fact there is too much that is expected from her that worries her.

The client has been finding it hard to cope with the worrying and this has further affected her performance which makes the situation worse. Her father has been putting so much pressure on her and this is not helping. She has been restless and is always on edge. She is always irritable and this affects how she relates with her parents and colleagues at school. She has challenges when it comes to concentrating at school and at the end of the day, she feels more fatigued than ever. Her sleep has not been normal. She finds it hard to fall asleep and staying asleep about 2-3 nights in a week. These disturbances cannot be attributed to any other mental or psychiatric illnesses. According to the interview and the comprehensive assessment, it was concluded that this was a case of generalized anxiety disorder due to pressure from school and her performance (APA, 2013).

The approach that was selected for this client was cognitive behavioral therapy. This is one of the most effective empirical treatment for generalized anxiety disorder and it is also a proper alternative to pharmacological interventions. The mother to the client and the client agreed that it would be better to avoid drugs after they were educated about potential side effects. Cognitive behavioral therapy is also considered as a first-line intervention to generalized anxiety disorder (Hirsch et al., 2019). The other reason for using cognitive behavioral therapy with this client is because she was entertaining negative thoughts that led to uncontrolled worrying. Using CBT allows the client to be able to change how she deals with the reason for her excessive anxiety. After a few weeks of therapy and after involving her father in a few sessions, it became clear that she could start controlling her anxiety and she found the will to cope with pressure from school. She even reported that the sleep disturbance reduced significantly.

The role of her father in her education and performance may have serious impact on the expected outcomes. This is why her father was included in a few sessions. It was very clear from the initial meeting that she was not only worried about her performance but also about not being able to meet the expectations that her father has for her and her future career. Allowing them to discuss about the issue as a family encouraged the parents to also appreciate their contribution to her anxiety. They therefore agreed to give her more support instead of pressure. Generalized anxiety disorder is one of the most common mental disorders in children and adolescents. Detecting it early is important in order to ensure that the quality of life of the affected person is not significantly affected (Bhatia & Goyal, 2018). The role of parents in exacerbating the problem should also be considered, especially when it comes to school performance.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Bhatia, M. S., & Goyal, A. (2018). Anxiety disorders in children and adolescents: Need for early detection. Journal of postgraduate medicine, 64(2), 75

Hirsch, C. R., Beale, S., Grey, N., & Liness, S. (2019). Approaching Cognitive Behavior Therapy For Generalized Anxiety Disorder From A Cognitive Process Perspective. Frontiers in psychiatry, 10, 796