Financial Statement Overview
Activity Instructions
This assignment provides you the opportunity to prepare basic financial statements and apply the knowledge learned in Unit 1 to locate financial information in a set of financial statements. Complete P1-1 (page 33) and CP1-2 (page 37) from Chapter 1 of your Financial Accounting textbook.
The Effects of Transactions in T-Accounts
Activity Instructions
The ability to determine the financial impact of transactions is an important skill that all business professionals should possess. T-accounts provide a valuable tool for analyzing the effects of transactions. This assignment provides you the opportunity to analyze various transactions using T-accounts and utilize the information to prepare a classified balance sheet. In addition, you will utilize the new concepts learned in this chapter to further analyze the financial statements of Urban Outfitters.
Complete P2-3 (pages 88–89) and CP2-2 (page 93) from Chapter 2 of your Financial Accounting textbook.
The Balance Sheet
Place yourself in the role of one of the following stakeholders in a company: an investor, a creditor, or a manager. Summarize the information you would look for on each of the four basic financial statements, and explain why that information is pertinent to you. Include answers to two of the four questions below in your summary:

Why is the balance sheet important in order to understand the financial condition of the organization?
What types of accounts are found in the balance sheet, and how are the accounts arranged and grouped?
What types of business transactions add to the balances in each grouping of accounts on the balance sheet?
What types of information may users of the balance sheet discern by properly analyzing it?

Post your answers in this discussion, then proceed to the response guidelines.

Two Templates for how the first task should be setup.
P1-1 Preparing an Income Statement, Statement of Stockholders Equity, and Balance Sheet LO1-1Assume that you are the president of Highlight Construction Company. At the end of the first year (December 31, 2014) of operations, the following financial data for the company are available:Cash$25,600Receivables from customers (all considered collectible)10,800Inventory of merchandise (based on physical count and priced at cost)81,000Equipment owned, at cost less used portion42,000Accounts payable owed to suppliers46,140Salary payable for 2014 (on December 31, 2014, this was owed to an employee2,520who was away because of an emergency; will return around January 10, 2015,at which time the payment will be made)Total sales revenue128,400Expenses, including the cost of the merchandise sold (excluding income taxes)80,200Income taxes expense at 30% × pretax income; all paid during 2014?Common stock (December 31, 2014)87,000Dividends declared and paid during 201410,000(Note: The beginning balances in Common stock and Retained earnings are zero because it is the first year of operations.)Required:1. Prepare a summarized income statement for the year 2014.HIGHLIGHT CONSTRUCTION COMPANYIncome StatementFor the Year Ended December 31, 2014Net income$33,7402. Prepare a statement of stockholders’ equity for the year 2014HIGHLIGHT CONSTRUCTION COMPANYStatement of Stockholders’ EquityFor the Year Ended December 31, 2014Common StockRetained EarningsBalance December 31, 2013Balance December 31, 20143. Prepare a balance sheet at December 31, 2014.HIGHLIGHT CONSTRUCTION COMPANYBalance SheetAt December 31, 2014AssetsTotal assets$ 159,400LiabilitiesTotal liabilities$ -Stockholders’ EquityTotal stockholders’ equity$ -Total liabilities and stockholders’ equity$ –

CP1-2 Finding Financial Information LO 1-1Refer to the financial statements of Urban Outfitters in Appendix C at the end of this book.Required:1. What is the amount of net income for the most recent year?Net incomeThis information can be found on the2. What amount of revenue was earned in the most recent year?Net salesThis information can be found on the3. How much inventory (in dollars) does the company have as of January 31, 2012?InventoryThis information can be found on the4. By what amount did cash and cash equivalents * change during the most recent year?Cash and Cash EquivalentsbyThis information can be found on the5. Who is the auditor for the company?* Cash equivalents are short-term investments readily convertible to cash whose value is unlikely to change.

These excel templates and scoring guide are for the second task:

CP2-2Finding Financial InformationLO2-1, 2-2, 2-5, 2-6Refer to the financial statements of Urban Outfitters in Appendix C at the end of this book.Required:1. Use the company’s balance sheet to determine the amounts in the accounting equation (A = L + SE) as of January 31, 2012.Assets=Liabilities+Shareholders’ Equity=+2. If the company were liquidated at the end of the current year (January 31, 2012), are the shareholdersguaranteed to receive $1,066,268,000?Why or why not?3. What are the company’s noncurrent liabilities?4. What is the company’s current ratio?Current ===Ratio5. Did the company have a cash inflow or outflow from investing activities?Of how much?

P2-3 Recording Transactions in T-Accounts, Preparing the Balance Sheet from a Trial Balance, and Evaluating the Current Ratio LO2-2, 2-4, 2-5Cougar Plastics Company has been operating for three years. At December 31, 2014, the accounting records reflected the following:Cash$22,000Accounts payable$15,000Investments (short-term)3,000Accrued liabilities payable4,000Accounts receivable3,000Notes payable (short-term)7,000Inventory20,000Long-term notes payable47,000Notes receivable (long-term)1,000Common stock10,000Equipment50,000Additional paid-in capital80,000Factory building90,000Retained earnings31,000Intangibles5,000During the year 2015, the company had the following summarized activities:a.Purchased short-term investments for $10,000 cash.b.Lent $5,000 to a supplier who signed a two-year note.c.Purchased equipment that cost $18,000; paid $5,000 cash and signed a one-year note for the balance.d.Hired a new president at the end of the year. The contract was for $85,000 per year plus options to purchase company stock at a set price based on company performance.e.Issued an additional 2,000 shares of $0.50 par value common stock for $11,000 cash.f.Borrowed $9,000 cash from a local bank, payable in three months.g.Purchased a patent (an intangible asset) for $3,000 cash.h.Built an addition to the factory for $24,000; paid $8,000 in cash and signed a three-year note for the balance.i.Returned defective equipment to the manufacturer, receiving a cash refund of $1,000.Required:1. & 2.Record each necessary entry for the events in 2015 in T-accounts (including referencing) and determine the ending balances. The balances at the end of2014 have been entered as beginning balances for 2015.(Transaction (a) has been completed in the T-accounts as an example.)CashInvestments (short-term)Beg. Bal.22,000Beg. Bal.3,00010,000(a)(a)10,0003,000(g)End. Bal.End. Bal.Accounts ReceivableInventoryBeg. Bal.3,000Beg. Bal.20,000End. Bal.End. Bal.Notes Receivable (long-term)EquipmentBeg. Bal.1,000Beg. Bal.50,000End. Bal.End. Bal.Factory BuildingIntangiblesBeg. Bal.90,000Beg. Bal.5,000(g)3,000End. Bal.End. Bal.Accounts PayableAccrued Liabilities PayableBeg. Bal.15,000Beg. Bal.4,000End. Bal.End. Bal.Notes Payable (short-term)Long-Term Notes PayableBeg. Bal.7,000Beg. Bal.47,000End. Bal.End. Bal.Common StockAdditional Paid-in CapitalBeg. Bal.10,000Beg. Bal.80,000End. Bal.End. Bal.Retained EarningsBeg. Bal.31,000End. Bal.Required:4Prepare a trial balance at December 31, 2015.COUGAR PLASTICS COMPANYTrial BalanceAt December 31, 2015Account TitlesDebitCreditCashInvestments (short-term)Accounts receivableInventoryNotes receivable (long-term)EquipmentFactory buildingIntangiblesAccounts payableAccrued liabilities payableNotes payable (short-term)Notes payable (long-term)Common stockAdditional paid-in capitalRetained earningsTotals$243,000$0Required:5Prepare a classified balance sheet at December 31, 2015.COUGAR PLASTICS COMPANYBalance SheetAt December 31, 2015AssetsLiabilitiesCurrent assets:Current liabilities:Total current liabilities-Total current assets-Non-current assets:Total liabilities0Stockholders’ EquityTotal non-current assets-Total stockholders’ equity-Total assets$ -Total liabilities and stockholders’ equity$ -Required:6Compute the current ratio for 2015. (Round your answer to 2 decimal places.)Current ratioThese excel templates and scoring guide are for the second task:

CP2-2Finding Financial InformationLO2-1, 2-2, 2-5, 2-6Refer to the financial statements of Urban Outfitters in Appendix C at the end of this book.Required:1. Use the company’s balance sheet to determine the amounts in the accounting equation (A = L + SE) as of January 31, 2012.Assets=Liabilities+Shareholders’ Equity=+2. If the company were liquidated at the end of the current year (January 31, 2012), are the shareholdersguaranteed to receive $1,066,268,000?Why or why not?3. What are the company’s noncurrent liabilities?4. What is the company’s current ratio?Current ===Ratio5. Did the company have a cash inflow or outflow from investing activities?Of how much?

P2-3 Recording Transactions in T-Accounts, Preparing the Balance Sheet from a Trial Balance, and Evaluating the Current Ratio LO2-2, 2-4, 2-5Cougar Plastics Company has been operating for three years. At December 31, 2014, the accounting records reflected the following:Cash$22,000Accounts payable$15,000Investments (short-term)3,000Accrued liabilities payable4,000Accounts receivable3,000Notes payable (short-term)7,000Inventory20,000Long-term notes payable47,000Notes receivable (long-term)1,000Common stock10,000Equipment50,000Additional paid-in capital80,000Factory building90,000Retained earnings31,000Intangibles5,000During the year 2015, the company had the following summarized activities:a.Purchased short-term investments for $10,000 cash.b.Lent $5,000 to a supplier who signed a two-year note.c.Purchased equipment that cost $18,000; paid $5,000 cash and signed a one-year note for the balance.d.Hired a new president at the end of the year. The contract was for $85,000 per year plus options to purchase company stock at a set price based on company performance.e.Issued an additional 2,000 shares of $0.50 par value common stock for $11,000 cash.f.Borrowed $9,000 cash from a local bank, payable in three months.g.Purchased a patent (an intangible asset) for $3,000 cash.h.Built an addition to the factory for $24,000; paid $8,000 in cash and signed a three-year note for the balance.i.Returned defective equipment to the manufacturer, receiving a cash refund of $1,000.Required:1. & 2.Record each necessary entry for the events in 2015 in T-accounts (including referencing) and determine the ending balances. The balances at the end of2014 have been entered as beginning balances for 2015.(Transaction (a) has been completed in the T-accounts as an example.)CashInvestments (short-term)Beg. Bal.22,000Beg. Bal.3,00010,000(a)(a)10,0003,000(g)End. Bal.End. Bal.Accounts ReceivableInventoryBeg. Bal.3,000Beg. Bal.20,000End. Bal.End. Bal.Notes Receivable (long-term)EquipmentBeg. Bal.1,000Beg. Bal.50,000End. Bal.End. Bal.Factory BuildingIntangiblesBeg. Bal.90,000Beg. Bal.5,000(g)3,000End. Bal.End. Bal.Accounts PayableAccrued Liabilities PayableBeg. Bal.15,000Beg. Bal.4,000End. Bal.End. Bal.Notes Payable (short-term)Long-Term Notes PayableBeg. Bal.7,000Beg. Bal.47,000End. Bal.End. Bal.Common StockAdditional Paid-in CapitalBeg. Bal.10,000Beg. Bal.80,000End. Bal.End. Bal.Retained EarningsBeg. Bal.31,000End. Bal.Required:4Prepare a trial balance at December 31, 2015.COUGAR PLASTICS COMPANYTrial BalanceAt December 31, 2015Account TitlesDebitCreditCashInvestments (short-term)Accounts receivableInventoryNotes receivable (long-term)EquipmentFactory buildingIntangiblesAccounts payableAccrued liabilities payableNotes payable (short-term)Notes payable (long-term)Common stockAdditional paid-in capitalRetained earningsTotals$243,000$0Required:5Prepare a classified balance sheet at December 31, 2015.COUGAR PLASTICS COMPANYBalance SheetAt December 31, 2015AssetsLiabilitiesCurrent assets:Current liabilities:Total current liabilities-Total current assets-Non-current assets:Total liabilities0Stockholders’ EquityTotal non-current assets-Total stockholders’ equity-Total assets$ -Total liabilities and stockholders’ equity$ -Required:6Compute the current ratio for 2015. (Round your answer to 2 decimal places.)Current ratio

WORD:  /content/enforced/33366-KIN-2305-050-U2020W/Topic in Health – review paper example and instructions.docx
PDF: /content/enforced/33366-KIN-2305-050-U2020W/Topic in Health – review paper example and instructions.pdf
1) What is a scoping review?
The aim of this module is to provide some perspective on different types of review papers and to introduce scoping reviews. Read the text below and then watch the accompanying video.
What is a review paper?
When someone asks us to write ‘a paper’, often they are asking us to summarize or explain what is known about a particular topic (or occasionally, supporting a particular point of view). Doing so usually involves reading a number of journal articles (hopefully) or other sources of information. That process – of drawing from a variety of sources and then summarizing them – describes writing a ‘review article’. That is in comparison to writing an article that describes the findings of a single study or experiment. 
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What are different types of review papers?
If we performed the process described above – selected papers to read based upon our own choice and then summarized them – we would be writing a narrative review. One drawback of this process is that the answers (or summary) we provide can depend heavily on which papers we choose to include….that is, our summary may be ‘biased’. This is usually not a desirable quality in science.  
One way to mitigate that source of bias is to use repeatable methods. Much like doing an experiment we can apply a standardized methodology to the process of writing review papers. That methodology would allow other people to reproduce (and verify) our results. These specific review methods chosen will differ depending on why someone is writing a review paper.
Many scientists and clinicians like ‘systematic reviews’. These reviews often try to answer a clinical question: how well a treatment works (or not), or whether a certain factor/exposure causes disease. That usually means having a fairly narrow clinical question (such as: ‘Is therapeutic ultrasound an effective treatment for lateral epicondylitis’), and then locating all the randomized controlled trials testing that treatment against placebo &/or other interventions. Sometimes advanced statistics are used to report the findings. Systematic reviews can be complex and are almost always written by experts in the field.
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What is a scoping review?
Scoping reviews are a newer type of review, which Arksey and O’Malley (2005) describe as studies that aim to: map the available literature in an area, along with the main sources and types of information available.
So, if you were new to an area, or weren’t sure how much had already been published, a scoping review might be a good place to start. Some researchers will use scoping reviews to determine whether they should even bother with a systematic review, or to help identify gaps or areas that haven’t been studied. 
One advantage of scoping reviews is that they do not require (quite) as much prior knowledge as a systematic review. Another advantage is that they (still) use a repeatable methodology. And finally, the results of scoping reviews are often ‘descriptive’, rather than replying on complicated statistical models. However, scoping reviews are still valuable contributions to literature (as even systematic reviews have limitations).
So, for this assignment we’re going to use some of the ideas from scoping reviews about methodology and reporting results to help us learn more about our topic. Instead of performing an entire scoping review – which can take many months – we’re going to include two main features: 1) our search strategy (in a methods section); 2) how much and what type of information exists (in a results section). 
How to do each of those is shown in the next modules.
References
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. Journal of Social Research Methodology, 8(1), 19-32.
Watch the video below for more information and an example of a scoping review
2) Determining your topic and writing a purpose statement?
The aim of this module is to help us refine the topic or issue we’ll write about. You will also learn what a purpose and thesis statement are in the context of a scoping review.
Choosing the topic or issue to write about is likely the first step in writing our paper. There are many different ways to go about determining the topic or issue you will write about. For example, it might be something you experienced personally, learned about in another course, heard in the media, or perhaps even read about in this course. 
Regardless, once you have a general idea of your topic, it’s time to refine that topic into a purpose and/or thesis statement. As an example, you might be interested in marginalized or under-represented communities and health outcomes….however ‘marginalized communities’ is not a topic by itself – it describes (vaguely) a population or cohort of individuals (and a high priority one at that), but requires more information to form a purpose or thesis statement for a paper.
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Purpose Statements 
Your purpose statement will tell the reader about the scope, direction and specific focus of your paper. It won’t make any specific claim about the findings or how you’ll interpret the results (that’s what a thesis statement does). Although there is some variation in terminology, a purpose statement is very similar to an ‘aim’ or even ‘objective’ of a study. 
Your purpose statement should:
1) Tell the reader what you’re going to do. In this case it’s quite easy: we’re all going to write a paper that describes a topic in health in the context of the 6 (or 7) dimensions of wellness. Instead of using words like ‘describe’ you might also choose phrases such as ‘identify contributing factors’, ‘provide background’, ‘demonstrate the importance of…’ and so on.
2) Identify the population of interest. In the example above, ‘marginalized individuals’ is not specific enough. This should be refined to focus on a specific cohort, population or other characteristics. For example, ‘individuals experiencing homelessness’ is a specific marginalized or under-represented community. 
3) Be specific to an outcome, intervention, exposure, factor, circumstance, or other facet of health. Instead of using health or wellness in general, try to refine your area of interest: this could be by focusing on any of the specific items in the previous sentence. For example, we may be interested in factors such as food insecurities, the effects of adverse weather conditions, or access to specific health supports for individuals experiencing homelessness (e.g. oral, psychological, reproductive, substance use/addiction, etc). 
Your purpose statement should be the last line in your introduction. More importantly, your reader should be able to guess what your purpose statement is by the time they got there (but before they’ve read it).
Example purpose statement: The purpose of this paper is to describe food insecurities faced by individuals experiencing homelessness and the relationship to physical, emotional and interpersonal wellness.
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Thesis Statements – an alternative to purpose statements
Although most papers in health sciences will use only a purpose statement, in some cases (or areas) this will be replaced with a thesis statement. A primary difference between a purpose and thesis statement is that a thesis statement takes a particular stance or position on an area. Thesis statements give the reader an indication of the rationale and conclusions about the topic. 
If you’d prefer, you can write a thesis statement instead of a purpose statement. However, you’ll likely be better able to write your thesis statement after you’ve finished writing your paper (i.e. once you’ve learned about the particular topic).
Example thesis statement: Food insecurities contribute numerous deleterious, but preventable, effects to the physical and emotional wellness of individuals experiencing homelessness. Improving access to basic food sources should be high priority for public and policy makers. 
3) Writing the introduction?
The aim of this short module is to help write the introduction to your paper, using a style consistent with health research. 
Read the information under ‘Introduction’ in the paper outline and watch the video below for more detail.
NOTE: you will (very likely) write your introduction after you’ve gathered some sources (articles) on your topic and performed some of the searches described in the methods and results section. 
https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

4) How to search PubMed and what to report in methods?
For those of you new or still ‘warming up’ to finding/reading research articles, this module will likely contain most of the ‘how to’ for the assignment.
Specifically, it will demonstrate: 1) how to search for articles on PubMed; 2) what types of articles you might want to read; 3) how to find the full text of an article; 4) what information to write in the methods section of your paper.
This information is provided in a few short videos.
1. How to search on PubMed: general searches, Booleans, filters
https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

2. What types of articles to read: it’s unreasonable to expect us to read all of the articles on a topic, so how can we choose articles that provide the best ‘bang for the buck’? What is the evidence hierarchy? What are predatory journals?

https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

3. Finding the full text of an article: open source, institutional access

https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

4. What goes in the methods section? 
In the methods section of your paper you should include enough information so that another person could do the same search as you (i.e. that your search will be reproducible).
In the case of our paper we will make it fairly straightforward and you should report: the date of the search, the search terms (as entered in pubmed), any other filters (e.g. date ranges), the number of articles returned, the name of the database (presumably PubMed). You may also want to provide the original Arksey and O’Malley reference for scoping reviews and state that you are using a framework provided by them. 
The majority of this information should be provided in paragraph form and as usual, separated by topic. As an example, you may choose to have one paragraph describing the search details and a second indicating any framework, approach or other information relevant to your discussion (rather than all in one paragraph and/or ‘randomly’ scattered about). I’d recommend staying away from bulleted lists, although you might choose to report your search terms/info in a table (e.g. similar to how some systematic reviews go about it – but only if there’s enough information for a table…I wouldn’t create a table that contains just a single search term – that’d be best reported as text). 
5) Results: summarizing data, making tables and figures?
This video covers the essential components of the table/figure and text for your results section.

https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

This video demonstrates how to make/format a table (Word) and figure (Excel).

https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

6) Ideas for the discussion?
The intention of the discussion section of your paper is to address your purpose statement – that is to provide more information on a specific topic or issue in health.
There are many different ways you could go about this and/or aspects you could include (e.g. summary of information, common themes, gaps in the literature, limitations, etc) – which one(s) you include will depend on the topic or issue (that is, not all aspects listed above or in the outline will be applicable to all topics).
Lastly, you can draw information from different sources for this section. For example, some of this might come from a paper you found in your literature search, but it could also include texts, news articles, or peer-reviewed literature found from other searches. As an example, most of the ‘topics’ or ‘issues’ lectures I put together for this course get their information from 1-2 review papers, occasionally supplemented by other sources. 
https://uwinnipeg.ca.panopto.com/Panopto/Pages/Emb…

Peer responses. 60 words each. APA format Peer #1 Laura Individuals who experience successful aging have a greater preservation of health and functionality. Those that are considered successfully aging engage in three compensatory behaviors. These behaviors include an active participation in life, avoiding risk factors that lead to disease, and engaging in independent, physical functioning (Juntunen & Schwartz, 2016). In order to promote successful aging, there are several prevention strategies that can be employed. One prevention approach maximizes brain processes in order to avoid age-related, episodic memory deterioration. Some of the prevention efforts to stimulate active cognitive processes include providing the individual with reading materials, puzzles, word problems, and numeric exercises (Juntunen & Schwartz, 2016). Another preventive strategy emphasizes constructive coping processes when adjusting to age-related decline and functionality. One adaptation model implements a three-tier model that includes selection, optimization, and compensation (SOC). This prevention strategy addresses how to optimize the health care needs, social interactions, physical engagement, and behavioral adaptations in aging individuals (Juntunen & Schwartz, 2016). Another prevention strategy is improving access and use of clinical preventive services. Increasing early identification and diagnosis of disease can promote quality care in older adults. Community health clinics can check the individual’s blood pressure, provide cancer screening, test blood sugar levels and vitals, and incorporate community health systems for multidisciplinary, team-based care (Centers for Disease Control and Prevention [CDC], 2020). There are several effective strategies for facilitating positive adjustment in retirement. One of the best approaches includes creating an adjustable retirement plan. These plans include a pre-retirement preparation, the transitional bridge between work and full retirement, and post retirement plans. These are successful when they can be changed and managed according to life circumstances. First, when individuals are mentally and physically healthy, they are able to adjust better to retirement. As such, incorporating health-promoting measures like physical exercise, limiting alcohol consumption, active participation in cognitive-based activities, and integration into community events help facilitate a healthy adjustment into retirement (Golinowska et al., 2016). Next, financial preparation can positively impact retirement adjustment. Active participation in retirement planning seminars, long-term financial plans, cost-saving strategies, economic financial planning, and developmental activities for self-efficacy help in the preparation and successful transition into retirement. Additionally, making preventive decisions regarding estate planning end-of-life planning can be a beneficial retirement strategy. Finally, developing realistic life goals, preparing mentally, physically and financially, and active participation is retirement planning and preparation can help successfully bridge the transition from full employment status to retirement transitions. (Juntunen & Schwartz, 2016). References: Center for Disease Control and Prevention. (2020, September 21). Promoting health for older adults. https://www.cdc.gov/chronicdisease/resources/publications/factsheets/promoting-health-for-older-adults.htm Golinowska, S., Groot, W., Baji, P., & Pavlova, M. (2016). Health promotion targeting older people. BMC health services research, 16 Suppl 5(Suppl 5), 345. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5016724/ Juntunen, C.L. & Schwartz, J.P. (Eds). (2016). Counseling across the lifespan (2nd ed.). SAGE Publications, Inc. https://viewer.gcu.edu/V6W8wF Peer # 2 Clea When it comes to successful aging there are many factors that need to be taken into consideration. However the most important is the “environmental chatter,” (Gasiorek et al., 2016). Environmental chatter is broken down into four different categories: “ (1) internalizing and recalling memorable messages about aging, (2) observing how role models communicate about aging, (3) receiving accommodation or non accommodation from relational partners, and (4) internalizing portrayals of aging from the media.” (Gasiorek et al., 2016). What a person sees and hears in the world around them has a huge impact on how they view themselves. If an individual is able to see elderly people aging successfully and they appear healthy and active; it makes that process seem not so daunting. However, if an aging adult only sees people aging in negative ways such as depression, alzhemiers, inability to do things that will take a massive toll on their wellbeing. How the media portrays aging, be it positive or negative, can have an effect on how a person views themselves, the aging process and how society views them. Throughout our lifetime the people we interact with changes based on our family, the age of our children, work schedule, etc. When an individual no longer has children in the home, because they are all grown and may have families of their own, a person transitions into a grandparent, in the past that was seen as an old, crotchy person with gray hair that taught you how to fish, cook and sew. Whereas learning these skills can be very beneficial, that is really the media portraying aging in a very negative light. If a person becomes a grandparent in their 50’s or 60’s they haven’t even retired yet, and most people in that age bracket are still very active and full of life. If the media showed a lively, active, not completely gray grandparent doing physical activities with their grandchildren it would really paint them in a much more accurate way. The media really does dictate how an entire generation views themselves and how society views them as well. In order to have a positive retirement it is important to look at a person’s social circle. “Older persons may choose to engage in fewer but more strategic social interactions to preserve their functional resources in the presence of advancing age.” (Charles & Carstensen, 2010). By interacting with a more intentional group of individuals, it makes those relationships more meaningful and more impactful on your life. If you interact with those that view aging in the same light as you, you are able to age in a more graceful and positive manner. It is also important to find a purpose in your retirement life. If you just sit around all day watching tv and not interacting with others your mental stability is going to deteriorate; whereas if you are active, find a purpose and see joy in the aging process you will have value in yourself which greatly helps you as you age. References Bernhold, Q. S. (2021). The Role of Media in Predicting Older Adults’ Own Age-Related Communication and Successful Aging. Mass Communication & Society, 24(1), 1–30. https://doi-org.lopes.idm.oclc.org/10.1080/1520543… Juntunen, C.L. & Schwartz, J.P. (Eds). (2016). Counseling across the lifespan (2nd ed.). SAGE Publications, Inc. https://viewer.gcu.edu/V6W8wF Peer #3 Cassandra The term “successful aging” describes how individuals can alter their aging life course by engaging in compensatory behaviors. Along with changes such as diet, exercise, and nutrition there are three main components that are identified, these being “Active engagement with lifeAbsence or avoidance of disease risk factorsMaintenance of high levels of physical and cognitive functioning” (Juntunen, & Schwartz, 2016., p. 378). For successful aging interventions, the main goal is to utilize all available personal resources to enhance physical and cognitive function for as long as possible. For example, age-related deterioration of cognitive function can be enhanced by incorporating activities such as word or numeric activities, puzzles or reading. For those with physical limitations, exercise can be modified to seated chair exercises to maintain cardiovascular function and avoid muscle atrophy. For less resilient individuals, due to a history of poor lifestyle, habits, living conditions or at an advanced age, the goal becomes not just medicating age-related decline but also to find well-being, purpose in living and happiness when physical deterioration is present, the emphasis being on coping, adjustment, and acceptance of one’s limitations in the presence of declining functionality” (Juntunen, & Schwartz, 2016., p. 380). This can be accomplished through the process of reframing. Strategies are used that sustain continuity of life routines, for example, if a person can no longer do everyday activities such as grocery shopping, it may still be possible to preserved views of self-independence by employing one’s social network (friends, family members or professional caregivers) to help with this task. This way, they can still feel independent by maintain personal choices. Another strategy involves cognitive flexibility. This is defined as “an approach to cognitive problem solving that involves the manipulation of multiple solution sets to yield the best outcome in the shortest amount of time” (Juntunen, & Schwartz, 2016., p. 381). This involves actively adjusting goals or priorities as circumstances change, setting limits regarding abilities, employing social support, and seeking advice or counseling if needed. Decision making that anticipates the realities of age-related decline, is another important skill. older individuals who are skilled in this area experience more satisfying life satisfaction and feelings of well-being. Lastly, it is important to maintain an optimistic view of life. Experiencing feelings of emptiness, loss or stagnation in relation to sustain well-being is common. Some suggestions are adapting a model that works to alter the mind-sets by employing things like religious ideology or positive affirmations. Individuals who are “moving in a positive direction toward health will likely be engaged in coping or activating a positive mind-set to enhance well-being than will adults who are trying to escape or alleviate symptoms or are choosing to avoid pain that is associated with the irreversible processes of aging” (Juntunen, & Schwartz, 2016., p. 382). Counsellors can help retirees both before and after retirement. Most individuals begin thinking about this life stage in their 50’s. Counsellors can play an important role by identifying aspects of preretirement that can make a positive contribution to their transitional experience. This concept of continuity, as discussed earlier is crucial in establishing activities, interests, and recreations that can help replace the void resulting from job loss. These can become a valuable source of meaningful engagement in retirement. Prior to retirement, the importance of family values, worldviews, and relationships can be recognized and strengthened because this will also transfer to retirement. Coping strategies can be taught to make the transition easier. Retirement should be explained as a major transition involving several stages over time and that most retirees eventually manage the transition even though there may be continuing psychological issues. Once retirement starts coping mechanisms can be taught to help deal with the psychological effects caused by things such as the loss of a work/life structure and a job that may have defined much of their identity. In addition, counsellors can also inquire into possible issues in home management, family relationships, caregiving needs, and building a secure retirement/life structure. Lastly, enquiries should also be made about old or new friendships and the possibility of social isolation that may point to social support needs. This progress may also reveal signs of depression or identity or self confidence issues that need attention (Osborne, 2012). Blessings Casandra References Juntunen, C. L., & Schwartz, J. P. (2016). Counseling across the lifespan: Prevention and treatment (2nd ed.) Los Angeles, CA: SAGE Osborne, M. (2012). Psychological Effects of the Transition to Retirement. Canadian Journal of Counselling and Psychotherapy, Vol. 46 (1), 45–58. https://doi.org/https://files.eric.ed.gov/fulltext…

Assessment 2: TOWS Matrix Analysis and Strategic Plan
Prepare a TOWS matrix (1-2 page grid) that summarizes a health care organization’s threats, opportunities, weaknesses, and strengths. Write an analysis paper (4-5 pages) highlighting key findings from the TOWS matrix. Create a draft strategic plan (1-2) pages that describes four strategies for the organization to pursue based on findings from the first two course assessments.
Note: Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.
An essential element in evaluating a health care organization’s overall strategy entails examining the company’s resources and competitive capabilities. Are they sufficient to allow the organization to pursue the best market opportunities, while minimizing external threats?
The most widely used tool in conducting this evaluation is a TOWS matrix. A well-executed TOWS analysis provides the basis for crafting the organization’s strategic plan. A key difference needs to be addressed here. SWOT (strengths, weaknesses, opportunities, and threats) analysis has been a popular way to display pertinent external issues and internal strengths and weaknesses. This type of analysis involves listing the organization’s strengths and weaknesses and perceived external opportunities and threats. SWOT, however, does not provide much insight into what strategy decisions might result from the list of strengths and weaknesses and opportunities and threats. As a result, the TOWS matrix (threats, opportunities, weaknesses, and strengths) was developed to provide a better way to develop and evaluate specific adaptive strategic alternatives.
This assessment provides an opportunity for you to complete a TOWS matrix and corresponding analysis, as well as draft a high-level strategic plan based on your TOWS matrix.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze organizational structure, design, culture, and climate in relation to environmental forces.
Incorporate methodologies from the knowledge-economy management approach appropriate for the organization.

Integrate recent strategy management research findings into a strategic management plan.

Competency 2: Develop a strategic organizational plan that provides human and financial resources to support targeted organizational outcomes.

Synthesize operational and financial components into a strategic planning process.
Competency 3: Recommend an organizational structure and design to optimize a strategic plan.
Determine the organizational structure that best facilitates the strategy.

Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

Create a clear, concise, well-organized, professional TOWS matrix analysis and strategic plan draft.
Apply proper APA formatting and style guidelines to citations and references.

Note: Complete the assessments in this course in the order in which they are presented. For this assessment, you will continue to work with the organization you selected in Assessment 1.

Preparation
Use the following to complete the assessment.

TOWS Analysis Worksheet [DOCX].

Common Strategies and Goals Health Care Organizations Develop and Monitor [DOCX].
To prepare for the assessment, you are encouraged to create a practice TOWS matrix, using the TOWS Analysis Worksheet. The practice matrix enables you to jot down your initial thoughts and then come back to it later to see whether anything could be expanded on in the matrix that you submit as part of your next assessment.

Consider your selected organization’s threats, opportunities, strengths, and weaknesses. In addition, keep the following key points in mind:
Assumptions: What assumptions do people in the organization’s internal and external environment have? What alternative assumptions might be useful in these situations?
Information: What information do your organization’s internal and external stakeholders have? What information are they missing?
Evaluation Criteria: What criteria would you use to evaluate the quality of the information and the effectiveness of existing or suggested strategies?
In addition, you may wish to review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: Remember that you can submit all, or a portion, of your draft analysis and strategic plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan to use this free service, be mindful that the turnaround time to receive feedback is 24–48 hours.

Scenario

Your manager congratulates you on a fantastic job on the environmental analysis. She now needs your help with the next step in developing a strategic plan for the CEO—completing a TOWS matrix and accompanying analysis. After completing the TOWS matrix and analysis, your manager also wants you to prepare a high-level, draft strategic plan for the organization.

You know that a TOWS matrix is a decision-making tool for developing strategic alternatives. You also know that you will be better able to develop a more effective strategic plan based on an in-depth analysis and understanding of the current environment.
Requirements
Complete this assessment in two parts:
Part 1: TOWS Matrix and Analysis

Complete a TOWS matrix and accompanying analysis. Download the TOWS Analysis Worksheet and complete it for your selected health care organization. Incorporate your findings from the current environmental analysis you completed in Assessment 1. Be sure to include a minimum of 3–5 items in each quadrant of your matrix, which will give you a total of 12–20 identified and categorized items.
After completing your matrix, summarize the findings from your analysis of each of the four quadrants and develop a high-level, draft strategic plan containing alternative strategies.
Part 2: Draft Strategic Plan

Prepare a high-level, draft strategic plan for your selected organization.
The focus of this assessment is to apply the insights you have gained from your TOWS matrix and the environmental analysis you completed in Assessment 1 to the strategic plan. The information from the matrix quadrants will serve as the foundational criteria for developing your draft plan.
You must be able to look at your TOWS matrix results and then formulate four overarching strategies with at least one operational goal to support each strategy. Whether your strategies are to enhance the strengths you have identified or to improve weaknesses, your draft strategic plan must align with your organization’s mission, vision, and values.
As you prepare your plan, it may be helpful to review common strategies and goals that many health care organizations develop and monitor. Use the following document to guide your analysis of the TOWS results for your selected health care organization: Common Strategies and Goals Health Care Organizations Develop and Monitor.
Include with each of your strategies the core assumptions regarding environmental opportunities and threats, organizational strengths and weaknesses, and organizational behavioral dynamics that are foundational to the strategy. For example, consider:
Service/product life cycle.
Product development.
Organizational culture.
Available funding to execute strategies.
Strategic Plan Requirements
The requirements, outlined below, correspond to the grading criteria in the TOWS Matrix Analysis and Strategic Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Incorporate methodologies from the knowledge-economy management approach in a strategic plan appropriate for your organization.
Integrate recent strategy management research findings into your strategic plan.
Synthesize operational and financial components into your strategic planning process.
Include your determination of the organizational structure (functional, divisional, or matrix) that best facilitates your strategies.
Create a clear, concise, well-organized, and professional TOWS matrix analysis and strategic plan draft.
Apply proper APA formatting and style guidelines to citations and references.
Additional Requirements

Formatting: Prepare your TOWS matrix analysis and draft strategic plan using a familiar and appropriate document format used by health care organizations, such as a memo, business report, or white paper.
Length: 1–2 pages for TOWS matrix.
4–5 pages for TOWS matrix analysis (roughly one page per quadrant).
1–2 pages for the draft strategic plan.

Submit all three documents for this assessment: 1) TOWS matrix, 2) TOWS matrix analysis, and 3) Draft strategic plan. Remember, you do not need to submit your practice matrix.Proofread each document to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your work.Portfolio Prompt: You may choose to save your TOWS matrix analysis to your ePortfolio.Supporting Evidence
Health care is an evidence-based field. Consequently, readers of these documents will want to know the sources of your information, so be sure to include applicable APA-formatted source citations and references.
Resources: Knowledge-Economy Management Methodologies
Knowledge-Economy Management Methodologies

The following resources will help you apply value-adding strategies to the strategic planning process.
Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2018). Strategic management of health care organizations (8th ed.). Hoboken, NJ: Wiley. 
Chapter 7, “Evaluation of Alternatives and Strategic Choice,” pages 259–312.
Chapter 8, “Value-Adding Service Delivery Strategies,” pages 313–358.
Landwehr, C., & Klinnert, D. (2015). Value congruence in health care priority setting: Social values, institutions and decisions in three countries. Health Economics, Policy and Law, 10(2), 113–132.
Ojala, M. (2017). Locating and creating SWOT analyses. Online Searcher, 41(1), 59–62.

Shahmoradi, L., Darrudi, A., Arji, G., & Nejad, A. F. (2017). Electronic health record implementation: A SWOT analysis. Acta Medica Iranica, 55(10), 642–649.
Although this article focuses on a SWOT analysis, rather than on a TOWS matrix, it provides valuable insight into how health care organizations can consider EHR improvement as one of their strategies. This is a growing reality for health care facilities.

Activity: TOWS Matrix Analysis
TOWS MATRIX ANALYSIS
Click the linked TOWS Matrix Analysis title above to examine a list of common findings that appear on the TOWS Matrix Analysis of a variety of health care organizations. Your task will be to place each of these findings into the appropriate TOWS matrix quadrant (threats, opportunities, weaknesses, and strengths). This practice will serve you well as you complete this assessment.

PREPARATION
Use the following to complete the assessment.

TOWS Analysis Worksheet [DOCX].
Common Strategies and Goals Health Care Organizations Develop and Monitor [DOCX].

To prepare for the assessment, you are encouraged to create a practice TOWS matrix, using the TOWS Analysis Worksheet. The practice matrix enables you to jot down your initial thoughts and then come back to it later to see whether anything could be expanded on in the matrix that you submit as part of your next assessment.
Consider your selected organization’s threats, opportunities, strengths, and weaknesses. In addition, keep the following key points in mind:

Assumptions: What assumptions do people in the organization’s internal and external environment have? What alternative assumptions might be useful in these situations?
Information: What information do your organization’s internal and external stakeholders have? What information are they missing?
Evaluation Criteria: What criteria would you use to evaluate the quality of the information and the effectiveness of existing or suggested strategies? 

View the videos of Ali and Cynthia. In 4-5 paragraphs, using professional terminology, reflect upon the symptoms that present in both cases. Do they meet the criteria of Alcohol Use Disorder and Multi Substance Use Disorder? If not, what differential diagnosis seems more appropriate? Please use diagnosis from readings. Transcripts for videos are below. Readings: DSM-5 Transcripts:Ali OFF CAMERA: [00:00:30] I want to come back to a couple of things you said earlier about just kind of stress a job at your work and then your life like I mean with hard work.ALI: [00:00:40] I mean there’s just you know a lot of times where the students would act unruly they won’t follow instructions or things will just get out of hand and it’s my job to you know simmer them down. But it’s hard. There are kids there have a lot of energy just want to run around and it’s normal but it’s just you just as a teacher wanted to try to find moments of just not thinking about that and just getting through the day.OFF CAMERA: [00:01:12] So so is going to reining them in. That’s the hardest part of the day is that piece.ALI: [00:01:21] That’s part of it that’s part of it and bringing certain issues up to. I guess my direct supervisor or the principal it’s kind of hard to have a clear I don’t know dialogue to make sure things are being addressed and the parents are aware about what’s going on in the classroom. It may not just be something that’s our fault as educators. It could be maybe your child might be acting out for some reason that we don’t we’re not aware about could be starting low. So all of those things out layers you know at stress levels could be could be high for a lot of us. But you what do you do. No job is without stress I guess.OFF CAMERA: [00:02:10] You know you feel like the stress is pretty constant like it’s always been. I feel like it’s gotten better in the beginning of the year or is it worse.OFF CAMERA: [00:02:18] Or is it just it’s just there all the time.ALI: [00:02:23] Well right now we’re in the period where students are getting ready for their standardized testing and all their admissions to like the magnet school so yeah stress levels can be pretty high for a lot of us and I guess more so for maybe perhaps a teacher is because more meetings are involved more PTA meetings and you just you know you just try to assure the parents that.ALI: [00:02:51] Their kids are doing well and we’re doing the best that we can. More time spent at school. If my students need tutoring sessions so it can be draining at the end of the day.[00:03:08] Now with I guess recent breakup I’m sure that doesn’t help.ALI: [00:03:15] Yeah. I mean certainly took a toll.ALI: [00:03:18] And I’m sure my colleagues will tell you to be on is that it was hard for me to really hide my how I felt.ALI: [00:03:27] You know it was a it was a tough period.ALI: [00:03:30] Recently a month ago or so but I just had to put a smile on my face and just managed to get through the day do my job and be committed to doing a good job. Despite all the stress and at work in my personal life.OFF CAMERA: [00:03:50] Feel like I did a lot just kind of put a smile on your face and just get stuff done.ALI: [00:03:57] Yeah it’s all I want to do especially like just hurtling through the next coming towards end of the school year. I just want to just I just look forward to the end of the day.OFF CAMERA: [00:04:15] How are you sleeping.ALI: [00:04:16] No sleep.ALI: [00:04:18] No not really. I’m a pretty pretty good sleeper. I don’t say I wouldn’t say I get the normal eight hours night but it’s been hard.ALI: [00:04:30] Falling asleep because again what’s been going on but it wouldn’t.ALI: [00:04:38] I don’t know. I don’t know.ALI: [00:04:39] I don’t know if I can say I’m well rested every day. I just like as I try to get through the day.ALI: [00:04:48] Coffee helps me talking to my colleagues just like you know venting out about the classes what’s happened during that day helps. But it’s it’s hard to fall asleep so easily at night.OFF CAMERA: [00:05:07] Has it always been like that or is that something that’s more recent.ALI: [00:05:11] And I would say it’s something more recent for me.OFF CAMERA: [00:05:13] OK. When do you think it started.ALI: [00:05:18] Definitely with like with what’s been going on with the school year again students are prepping for the standardized test and with my breakup it’s just another thing about it so much you know can’t really let it affect me.ALI: [00:05:42] I have to carry on with my life to do my job.OFF CAMERA: [00:05:50] The difficulty falling asleep but once you’re asleep you’re asleep you don’t wake up in the middle of the night.ALI: [00:05:55] Oh well I mean I have. I have.ALI: [00:05:58] So it’s not like a peaceful night’s rest or something like that. Many times when I will wake up in the middle of night just because I’m thinking about the next day the agenda is making sure that I’ve checked everything off my list graded the papers and answered you know answer all the e-mails that I get from the parents.ALI: [00:06:18] So it keeps me up at night sometimes a little wake me up go.OFF CAMERA: [00:06:25] You seem pretty relaxed, you seem like you’re pretty like OK right now do you feel like you’re that way most of the time.ALI: [00:06:36] I would like to think so. I mean it’s hard to I guess I have to put myself in that state of mind especially when I’m in a classroom full of like 30 kids.ALI: [00:06:47] Running interference beats.OFF CAMERA: [00:06:50] Is there any that helps to kind of put you in that calmer spot.ALI: [00:06:56] Well yeah I mean you know we have social hours at work. A lot of teachers like to get together and just have a little bench session after work and we’ll have like you know a glass of wine or two yeah.ALI: [00:07:09] So it’s I feel like it’s just a little time off to not think about work and then obviously vent about it but it’s nice to relax it’s me you know ease off and like look forward to going home and just shutting that off no stress management I guess.OFF CAMERA: [00:07:32] is there anything you’d feel like if you don’t do it or you don’t finish it. That it does stress you out.OFF CAMERA: [00:07:39] It’s concerning or.ALI: [00:07:42] If i don’t finish something.ALI: [00:07:45] I well when I first got hired as a teachers very obviously very excited you know my first teaching job at a public school. And I don’t know. I was very very committed. I mean not to say that I’m not now but it’s definitely changed over the years. The structure of the classroom the number of students the volume.ALI: [00:08:09] So I think a lot of us were log different hats making sure that things are running smoothly. And of course because of that stress levels are multiplied what happens. Cynthia OFF CAMERA: [00:00:30] How’s your mood been lately. CYNTHIA: [00:00:34] You know normal I guess I’m I guess have been down. OFF CAMERA: [00:00:43] And how are things at home. CYNTHIA: [00:00:50] Stressful I guess. CYNTHIA: [00:00:54] You know I’m trying and trying to get the place ready for camper. CYNTHIA: [00:01:00] And you know Zane says he’s all for that but I don’t know I guess things have been a little weird between us. The last month or so. CYNTHIA: [00:01:17] Yeah. OFF CAMERA: [00:01:22] Have you stopped doing things or activities that you used to enjoy doing or not getting the same amount of pleasure out of doing things that you used to. CYNTHIA: [00:01:32] Yeah that’s like a really good way to describe it. I’m kind of I’m not I’m you know I’m doing the same things that I’ve been doing but they don’t. Yeah I don’t feel the same pleasure about them. That’s that’s yeah that’s a really good way to. I’ve been trying to figure out how to say how that feels like out. Yes so I guess lately I’ve been feeling like what’s the point of doing it. You know especially since you know it’s just a lot easier if I just stay home with. Like that’s what he likes so if nothing else is fun. Like why would I you. CYNTHIA: [00:02:11] Why would I go out. OFF CAMERA: [00:02:14] How have you been sleeping. CYNTHIA: [00:02:16] Yeah. CYNTHIA: [00:02:17] Normal good. I got I’ve got stuff to help me with that so that’s still working. OFF CAMERA: [00:02:22] How about your appetite how’s your appetite. CYNTHIA: [00:02:26] Yeah normal. I guess I’ve never really had that big of an appetite. So I don’t think I’ve noticed any any difference with that. OFF CAMERA: [00:02:37] How’s your energy. You mentioned feeling a little down. CYNTHIA: [00:02:44] Yeah yeah I mean I have been yeah I’ve been I’ve been a little heavier on the Adderall lately and then I guess I normally am just because I feel like yeah I feel like I need something to like get me get me up. OFF CAMERA: [00:03:06] How is your concentration. CYNTHIA: [00:03:11] I mean great. And if I’m on adderall like you see me up I guess I do feel distracted a lot. CYNTHIA: [00:03:21] I got a lot of thoughts going through my head sometimes it’s kind of hard to get out of that. Like you know you kind of get into that thought loop thing I guess is the best way to describe it. CYNTHIA: [00:03:36] Yeah I find that that’s happening a lot more lately I’ve been feeling down on yourself. I mean yeah. CYNTHIA: [00:03:44] That’s like oh it’s not anything new. OFF CAMERA: [00:03:48] Do you ever feel like life is not worth living. CYNTHIA: [00:03:56] I mean is it. CYNTHIA: [00:04:02] I don’t know. I do sometimes. CYNTHIA: [00:04:08] You know sometimes you’ll be like scrolling through Facebook and you see that someone’s someone’s died. And I know I feel like my first feeling is like I’m a little jealous of them I guess. OFF CAMERA: [00:04:30] Why do you feel that life is not worth living. CYNTHIA: [00:04:35] I don’t know I guess just like I don’t really see any. CYNTHIA: [00:04:45] Like if this is what it is you know I don’t I you know I don’t I don’t know if I’m going to. CYNTHIA: [00:04:59] I don’t know if I’m going to get cancer back. I don’t know if I do. CYNTHIA: [00:05:02] If that’s even good for him I don’t see any change or sort of a way out from where I am. I mean I guess I should just I don’t know. CYNTHIA: [00:05:24] I don’t know why I can’t feel happy where I am. CYNTHIA: [00:05:26] You know like I should probably just like accept it for what it is you know and try and find joy wherever it is. CYNTHIA: [00:05:35] You know that’s what you’re supposed to do but I can’t find my path there I guess. OFF CAMERA: [00:05:42] Do you have any plans to hurt yourself. CYNTHIA: [00:05:46] No no. Nothing like that. CYNTHIA: [00:05:49] Made any plans. OFF CAMERA: [00:05:51] Have you ever thought of hurting yourself. CYNTHIA: [00:05:57] Not like on purpose. CYNTHIA: [00:06:02] But I definitely have had the thought that like if I did die I wouldn’t be so you sometimes engage in activities that may place yourself in harm or place you at risk of getting hurt. CYNTHIA: [00:06:23] I mean yeah I guess I do. I don’t know. CYNTHIA: [00:06:29] I mean I I you know I drive when I’ve been drinking I guess that’s not the smartest thing in the world. You know I probably should have known better than to drink wine. Take oxys. I have a play don’t hang out with the best people I don’t know. I guess they don’t make the best decisions all the time. OFF CAMERA: [00:07:02] How does your future look to you. CYNTHIA: [00:07:11] I don’t know I don’t really like thinking about that. CYNTHIA: [00:07:13] I just kind of makes me feel bad. I think I’d rather just nothing about anything. OFF CAMERA: [00:07:26] You did mention wanting a future where you could be happy. CYNTHIA: [00:07:32] Yeah. OFF CAMERA: [00:07:35] Are you able to envision a future where you’re happy. CYNTHIA: [00:07:44] I don’t know. CYNTHIA: [00:07:44] Maybe if I was a different person I don’t know. I just don’t think I’m think I made that I don’t think that’s possible for somebody like me.