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Need help on a case study – ## Week3Prepare_01.docx – ## Week3Prepare_02.docx – ## cf_PSYC2740_case_temp_004.docx – ## cf_PSYC2740_case_studies_03.docx – ## Overview_004.docx **## Week3Prepare_01.docx** **Week 3 Prepare 1: Choose a Topic** **Preparation for Competency Check – Case Studie…

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Assignment Prompt & Instructions

Need help on a case study

– ## Week3Prepare_01.docx

– ## Week3Prepare_02.docx

– ## cf_PSYC2740_case_temp_004.docx

– ## cf_PSYC2740_case_studies_03.docx

– ## Overview_004.docx

**## Week3Prepare_01.docx**

**Week 3 Prepare 1: Choose a Topic**

**Preparation for Competency Check – Case Studies**

For next week's competency check, you will write a paper or give an oral presentation on the case studies of three adults.

**Choose a Topic: Find a scholarly/peer-reviewed article in the Capella library**

The paper or oral presentation will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article,
**an article you find in the library,** and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study (citing your textbook)..

Review the case studies to help you brainstorm an idea for a topic on adult development that interests you, then search for an article to help you learn more about that topic.

**## Week3Prepare_02.docx**

**Week 3 Prepare 2: Choose a Format and Research**

**Prepare for Competency Check – Case Studies**

For next week's competency check, you will explore the development of three adults presented in the case studies.

**Choose a Format**

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources:

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your Paper](https://campus.capella.edu/writing-center/undergraduate/purpose/plan-your-paper):

· Tip: Be sure to provide in-text citations for resources within your paper,

**## cf_PSYC2740_case_temp_004.docx**

Paper Name

Your Name

Department of Psychology, Capella University

PSYC 2740: Adult Development and Aging

Instructor Name

Assignment Due Date

Paper Name

[Start with a one paragraph introduction. Briefly describe the disagreement and the benefit of using knowledge of development to understand it]

**Development**

**Eli**

[In one paragraph, describe the development of Eli. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook and include a reference for your textbook on the reference page.]

**Julia**

[In one paragraph, describe the development of Julia. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook.]

**Pam**

[In one paragraph, describe the development of Pam. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook.]

**Research**

**Source 1**

[In one paragraph, describe the hypothesis, theory, variables (such as independent variable and dependent variable), and findings of the source. Be sure to include an in-text citation here and a reference on the reference page.]

**Source 2**

[In one paragraph, describe the hypothesis, theory, variables (such as independent variable and dependent variable), and findings of the source. Be sure to include an in-text citation here and a reference on the reference page.]

**Individual Influences**

**Eli**

[In one paragraph, describe individual differences for Eli such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Julia**

[In one paragraph, describe individual differences for Julia such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Pam**

[In one paragraph, describe individual differences for Pam such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Conclusion**

[In one paragraph, describe what you think happened to cause the conflict described in the case study.]

References

[Place a reference for each source you cited in the paper above. You should have a reference for your textbook, the assigned scholarly article, and the article you found in the library.]

Chi, K., Ram, N., & Carstensen, L. L. (2023). Age differences in emotional experiences associated with helping and learning at work.
_Psychology and Aging_,
_38_(5), 389–400.
[https://doi-org.library.capella.edu/10.1037/pag0000756](https://doi-org.library.capella.edu/10.1037/pag0000756)

**## cf_PSYC2740_case_studies_03.docx**

![](https://www.sweetstudy.com/questions/development-and-aging)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/development-and-aging)

## **Case Studies**

### Introduction

Throughout this course, we have been following these three adults. Their case studies will serve as the foundation for this week's assignment. Refer back to this study as often as needed.

### Scenario

The Riverbend Community Center for Aging Adults has just received a grant for $10,000 but no one can agree on how to use the money. Pam shares her plan to start a short interactive discussion series on diversity. Julia counters that with the raising rates of mental health problems in the area, the money would be better spent in a lecture series on mental health. Eli interrupts to share statistics on the number of older adults using social media and suggests courses in using different social media platforms.

### The Individuals

### Eli (25 years old)

I’m so frustrated. Julia and Pam never listen to anything I say. They treat me like I’m a kid. I know my idea is better than theirs. We aren’t getting enough attendance at any of our functions, so we need to try something different. Why wouldn’t older adults want a workshop on how to use social media? Pam’s stuck in the dark ages and assumes anyone her age and older must be too. I try to be respectful. I know she’s had a hard life. It can’t have been easy to grow up in the 50s and 60s as a Black woman. But some respect has to be earned. She’s dead wrong about this. And Julie, she’s sure anyone who doesn’t work 50 hours a week at this job can’t be serious. It’s so annoying. So what? I put my 40 hours a week in and that’s it. I’ve got my own life to live. I’m not going to spend time at work that I could be spending with my girlfriend. Not to mention the weather’s getting nicer and it’s time for my baseball team to start practicing. I just don’t get how Julia can have a husband and two kids and still work all the time.

### Julia (42 years old)

No one listens to a middle-aged Latinx. Honestly, I don’t know how I can get through to Eli and Pam. So many older adults are struggling with mental illness, of course we should be offering a lecture series on mental health. But oh no, Eli is sure everyone is like him—obsessed with social media. Who has time for that? I’ve got two kids in elementary school and a husband who’s been out of work for almost a year. I’ve got to keep this job. I’m here every hour of the day to show them all I’m dedicated. That I’m capable. And still, no one listens. Eli talks right over me every time I try to speak. And Pam, she just ignores me and what he thinks. I should be home taking care of my kids but I’m here trying to look up more information to support my points. My husband’s going to be upset. I promised I’d be home for dinner for a change, but I really think this is important. We should be a source of help in the community, not just entertainment. Oh, I’m so stressed all the time. I’m worried we won’t be able to pay the bills. I’m worried the kids will hate me for all the time I’m putting in at work. I’m worried my husband will never get another job. It’s a miracle I can get out of bed in the morning.

### Pam (69 years old)

These kids are stubborn and think they know everything. Eli treats me like I should be in a nursing home already. He’s so sure I can’t use a computer and so condescending when he shows me what to do. My grandson can show respect, I don’t know why Eli can’t. And Julia? You’d think a Latina would be more supportive of the challenges of a Black women. She’s always talking about the stress of working while having young children at home. She forgets I’ve got both my mom and my grandson living with me. Thank goodness my grandson doesn’t mind helping out. It’s been such a relief since he got his driver’s license and can help with the errands. It’s not easy being an older Black woman today. My goodness, I think half of our clients assume I’m janitorial staff. I really think we need to run a series on diversity. Our community has changed so much in the past twenty years and our clients are struggling to relate to their new neighbors.

1

1

## image1.emf

**## Overview_004.docx**

**Overview**

The paper or oral presentation this week will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article, and an article you find in the library, and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study.

**Preparation**

1. Choose one of the options in Week 3 Prepare 1: Choose a Topic.

2. Choose one of the following formats:

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your PaperLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4965).

· Tip: Be sure to provide in-text citations for resources within your paper.

·
**Oral Presentation**
**_:_**

· Length: 3–5 minutes.

· Template:
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download).

· Resources:

· For guidance on recording your speech, review
[Using KalturaLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4533) or
[Using ZoomLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4968).

·
[Creating a Presentation](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp).

· Tips:

· Create slides for your backdrop and practice your speech carefully in advance. Provide citations within your presentation. Verbally give credit to your sources by using phrases such as “according to so-and-so,” “so-and-so says,” or “so-and-so found.”

· Write out your speech and practice with a timer.

3. Choose resources:

· Total Needed: Three.

· Types of Resources.

· You are expected to use:

· Your textbook.

· Chi et al.'s (2023) article, “Age Differences in Emotional Experiences Associated With Helping and Learning at Work," which can be found in your
[Competency Check ResourcesLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML&section=2496500580006731) reading list.

· One additional peer-reviewed journal article from the Capella library.

**Instructions**

In your paper or presentation, include the following:

1. Describe development for each adult in
[Case Studies [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753143/download), using the
**topic** you chose in Week 3 Prepare: Choose a Topic.

2. Describe research from one provided article,
_and_ one additional scholarly article found on your own.

· Theory.

· Hypothesis.

· Variables.

· Findings.

3. Describe for each case study the following topics, as they influence beliefs, values, and interactions with others.

· Individual differences.

· Social identity.

· Worldview.

**Note**: It's recommended that you use the
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download) or
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download) for this competency check. It will make writing the paper or presentation much easier.

**Additional Requirements**

·
**Communication:** Apply critical thinking and communication skills concerning adult psychology in a manner that is academic, professional, and respectful.

·
**Organization:** Your paper or presentation should be well organized and written in clear, succinct language.

·
**Grammar:** Your paper or presentation should be free of grammar and punctuation errors that would distract the reader's or listener's understanding of the content.

·
**Length:** 3–5 pages, in addition to a reference page or a 3–5 minute speech.

·
**Resources:** Include at least two peer-reviewed journal articles (including the one provided for you) and your textbook. Cite these sources cited in your paper and listed on your reference page.

·
**APA:** Follow APA style rules for citing and referencing sources.

Review the rubric before submitting your competency check to ensure that you meet all criteria. Refer back to your course reading list for APA resources. You may also leverage the resources provided from the Capella Writing Center linked below as well.

·
[PSYC2740 Reading ListLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML).

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540).

**## Overview_004.docx**

**Overview**

The paper or oral presentation this week will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article, and an article you find in the library, and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study.

**Preparation**

1. Choose one of the options in Week 3 Prepare 1: Choose a Topic.

2. Choose one of the following formats:

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your PaperLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4965).

· Tip: Be sure to provide in-text citations for resources within your paper.

·
**Oral Presentation**
**_:_**

· Length: 3–5 minutes.

· Template:
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download).

· Resources:

· For guidance on recording your speech, review
[Using KalturaLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4533) or
[Using ZoomLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4968).

·
[Creating a Presentation](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp).

· Tips:

· Create slides for your backdrop and practice your speech carefully in advance. Provide citations within your presentation. Verbally give credit to your sources by using phrases such as “according to so-and-so,” “so-and-so says,” or “so-and-so found.”

· Write out your speech and practice with a timer.

3. Choose resources:

· Total Needed: Three.

· Types of Resources.

· You are expected to use:

· Your textbook.

· Chi et al.'s (2023) article, “Age Differences in Emotional Experiences Associated With Helping and Learning at Work," which can be found in your
[Competency Check ResourcesLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML&section=2496500580006731) reading list.

· One additional peer-reviewed journal article from the Capella library.

**Instructions**

In your paper or presentation, include the following:

1. Describe development for each adult in
[Case Studies [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753143/download), using the
**topic** you chose in Week 3 Prepare: Choose a Topic.

2. Describe research from one provided article,
_and_ one additional scholarly article found on your own.

· Theory.

· Hypothesis.

· Variables.

· Findings.

3. Describe for each case study the following topics, as they influence beliefs, values, and interactions with others.

· Individual differences.

· Social identity.

· Worldview.

**Note**: It's recommended that you use the
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download) or
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download) for this competency check. It will make writing the paper or presentation much easier.

**Additional Requirements**

·
**Communication:** Apply critical thinking and communication skills concerning adult psychology in a manner that is academic, professional, and respectful.

·
**Organization:** Your paper or presentation should be well organized and written in clear, succinct language.

·
**Grammar:** Your paper or presentation should be free of grammar and punctuation errors that would distract the reader's or listener's understanding of the content.

·
**Length:** 3–5 pages, in addition to a reference page or a 3–5 minute speech.

·
**Resources:** Include at least two peer-reviewed journal articles (including the one provided for you) and your textbook. Cite these sources cited in your paper and listed on your reference page.

·
**APA:** Follow APA style rules for citing and referencing sources.

Review the rubric before submitting your competency check to ensure that you meet all criteria. Refer back to your course reading list for APA resources. You may also leverage the resources provided from the Capella Writing Center linked below as well.

·
[PSYC2740 Reading ListLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML).

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540).

**## Week3Prepare_01.docx**

**Week 3 Prepare 1: Choose a Topic**

**Preparation for Competency Check – Case Studies**

For next week's competency check, you will write a paper or give an oral presentation on the case studies of three adults.

**Choose a Topic: Find a scholarly/peer-reviewed article in the Capella library**

The paper or oral presentation will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article,
**an article you find in the library,** and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study (citing your textbook)..

Review the case studies to help you brainstorm an idea for a topic on adult development that interests you, then search for an article to help you learn more about that topic.

**## Week3Prepare_02.docx**

**Week 3 Prepare 2: Choose a Format and Research**

**Prepare for Competency Check – Case Studies**

For next week's competency check, you will explore the development of three adults presented in the case studies.

**Choose a Format**

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources:

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your Paper](https://campus.capella.edu/writing-center/undergraduate/purpose/plan-your-paper):

· Tip: Be sure to provide in-text citations for resources within your paper,

**## cf_PSYC2740_case_temp_004.docx**

Paper Name

Your Name

Department of Psychology, Capella University

PSYC 2740: Adult Development and Aging

Instructor Name

Assignment Due Date

Paper Name

[Start with a one paragraph introduction. Briefly describe the disagreement and the benefit of using knowledge of development to understand it]

**Development**

**Eli**

[In one paragraph, describe the development of Eli. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook and include a reference for your textbook on the reference page.]

**Julia**

[In one paragraph, describe the development of Julia. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook.]

**Pam**

[In one paragraph, describe the development of Pam. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook.]

**Research**

**Source 1**

[In one paragraph, describe the hypothesis, theory, variables (such as independent variable and dependent variable), and findings of the source. Be sure to include an in-text citation here and a reference on the reference page.]

**Source 2**

[In one paragraph, describe the hypothesis, theory, variables (such as independent variable and dependent variable), and findings of the source. Be sure to include an in-text citation here and a reference on the reference page.]

**Individual Influences**

**Eli**

[In one paragraph, describe individual differences for Eli such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Julia**

[In one paragraph, describe individual differences for Julia such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Pam**

[In one paragraph, describe individual differences for Pam such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Conclusion**

[In one paragraph, describe what you think happened to cause the conflict described in the case study.]

References

[Place a reference for each source you cited in the paper above. You should have a reference for your textbook, the assigned scholarly article, and the article you found in the library.]

Chi, K., Ram, N., & Carstensen, L. L. (2023). Age differences in emotional experiences associated with helping and learning at work.
_Psychology and Aging_,
_38_(5), 389–400.
[https://doi-org.library.capella.edu/10.1037/pag0000756](https://doi-org.library.capella.edu/10.1037/pag0000756)

**## cf_PSYC2740_case_studies_03.docx**

![](https://www.sweetstudy.com/questions/development-and-aging)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/development-and-aging)

## **Case Studies**

### Introduction

Throughout this course, we have been following these three adults. Their case studies will serve as the foundation for this week's assignment. Refer back to this study as often as needed.

### Scenario

The Riverbend Community Center for Aging Adults has just received a grant for $10,000 but no one can agree on how to use the money. Pam shares her plan to start a short interactive discussion series on diversity. Julia counters that with the raising rates of mental health problems in the area, the money would be better spent in a lecture series on mental health. Eli interrupts to share statistics on the number of older adults using social media and suggests courses in using different social media platforms.

### The Individuals

### Eli (25 years old)

I’m so frustrated. Julia and Pam never listen to anything I say. They treat me like I’m a kid. I know my idea is better than theirs. We aren’t getting enough attendance at any of our functions, so we need to try something different. Why wouldn’t older adults want a workshop on how to use social media? Pam’s stuck in the dark ages and assumes anyone her age and older must be too. I try to be respectful. I know she’s had a hard life. It can’t have been easy to grow up in the 50s and 60s as a Black woman. But some respect has to be earned. She’s dead wrong about this. And Julie, she’s sure anyone who doesn’t work 50 hours a week at this job can’t be serious. It’s so annoying. So what? I put my 40 hours a week in and that’s it. I’ve got my own life to live. I’m not going to spend time at work that I could be spending with my girlfriend. Not to mention the weather’s getting nicer and it’s time for my baseball team to start practicing. I just don’t get how Julia can have a husband and two kids and still work all the time.

### Julia (42 years old)

No one listens to a middle-aged Latinx. Honestly, I don’t know how I can get through to Eli and Pam. So many older adults are struggling with mental illness, of course we should be offering a lecture series on mental health. But oh no, Eli is sure everyone is like him—obsessed with social media. Who has time for that? I’ve got two kids in elementary school and a husband who’s been out of work for almost a year. I’ve got to keep this job. I’m here every hour of the day to show them all I’m dedicated. That I’m capable. And still, no one listens. Eli talks right over me every time I try to speak. And Pam, she just ignores me and what he thinks. I should be home taking care of my kids but I’m here trying to look up more information to support my points. My husband’s going to be upset. I promised I’d be home for dinner for a change, but I really think this is important. We should be a source of help in the community, not just entertainment. Oh, I’m so stressed all the time. I’m worried we won’t be able to pay the bills. I’m worried the kids will hate me for all the time I’m putting in at work. I’m worried my husband will never get another job. It’s a miracle I can get out of bed in the morning.

### Pam (69 years old)

These kids are stubborn and think they know everything. Eli treats me like I should be in a nursing home already. He’s so sure I can’t use a computer and so condescending when he shows me what to do. My grandson can show respect, I don’t know why Eli can’t. And Julia? You’d think a Latina would be more supportive of the challenges of a Black women. She’s always talking about the stress of working while having young children at home. She forgets I’ve got both my mom and my grandson living with me. Thank goodness my grandson doesn’t mind helping out. It’s been such a relief since he got his driver’s license and can help with the errands. It’s not easy being an older Black woman today. My goodness, I think half of our clients assume I’m janitorial staff. I really think we need to run a series on diversity. Our community has changed so much in the past twenty years and our clients are struggling to relate to their new neighbors.

1

1

## image1.emf

**## Overview_004.docx**

**Overview**

The paper or oral presentation this week will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article, and an article you find in the library, and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study.

**Preparation**

1. Choose one of the options in Week 3 Prepare 1: Choose a Topic.

2. Choose one of the following formats:

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your PaperLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4965).

· Tip: Be sure to provide in-text citations for resources within your paper.

·
**Oral Presentation**
**_:_**

· Length: 3–5 minutes.

· Template:
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download).

· Resources:

· For guidance on recording your speech, review
[Using KalturaLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4533) or
[Using ZoomLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4968).

·
[Creating a Presentation](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp).

· Tips:

· Create slides for your backdrop and practice your speech carefully in advance. Provide citations within your presentation. Verbally give credit to your sources by using phrases such as “according to so-and-so,” “so-and-so says,” or “so-and-so found.”

· Write out your speech and practice with a timer.

3. Choose resources:

· Total Needed: Three.

· Types of Resources.

· You are expected to use:

· Your textbook.

· Chi et al.'s (2023) article, “Age Differences in Emotional Experiences Associated With Helping and Learning at Work," which can be found in your
[Competency Check ResourcesLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML&section=2496500580006731) reading list.

· One additional peer-reviewed journal article from the Capella library.

**Instructions**

In your paper or presentation, include the following:

1. Describe development for each adult in
[Case Studies [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753143/download), using the
**topic** you chose in Week 3 Prepare: Choose a Topic.

2. Describe research from one provided article,
_and_ one additional scholarly article found on your own.

· Theory.

· Hypothesis.

· Variables.

· Findings.

3. Describe for each case study the following topics, as they influence beliefs, values, and interactions with others.

· Individual differences.

· Social identity.

· Worldview.

**Note**: It's recommended that you use the
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download) or
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download) for this competency check. It will make writing the paper or presentation much easier.

**Additional Requirements**

·
**Communication:** Apply critical thinking and communication skills concerning adult psychology in a manner that is academic, professional, and respectful.

·
**Organization:** Your paper or presentation should be well organized and written in clear, succinct language.

·
**Grammar:** Your paper or presentation should be free of grammar and punctuation errors that would distract the reader's or listener's understanding of the content.

·
**Length:** 3–5 pages, in addition to a reference page or a 3–5 minute speech.

·
**Resources:** Include at least two peer-reviewed journal articles (including the one provided for you) and your textbook. Cite these sources cited in your paper and listed on your reference page.

·
**APA:** Follow APA style rules for citing and referencing sources.

Review the rubric before submitting your competency check to ensure that you meet all criteria. Refer back to your course reading list for APA resources. You may also leverage the resources provided from the Capella Writing Center linked below as well.

·
[PSYC2740 Reading ListLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML).

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540).

**## Week3Prepare_01.docx**

**Week 3 Prepare 1: Choose a Topic**

**Preparation for Competency Check – Case Studies**

For next week's competency check, you will write a paper or give an oral presentation on the case studies of three adults.

**Choose a Topic: Find a scholarly/peer-reviewed article in the Capella library**

The paper or oral presentation will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article,
**an article you find in the library,** and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study (citing your textbook)..

Review the case studies to help you brainstorm an idea for a topic on adult development that interests you, then search for an article to help you learn more about that topic.

**## Week3Prepare_02.docx**

**Week 3 Prepare 2: Choose a Format and Research**

**Prepare for Competency Check – Case Studies**

For next week's competency check, you will explore the development of three adults presented in the case studies.

**Choose a Format**

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources:

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your Paper](https://campus.capella.edu/writing-center/undergraduate/purpose/plan-your-paper):

· Tip: Be sure to provide in-text citations for resources within your paper,

**## cf_PSYC2740_case_temp_004.docx**

Paper Name

Your Name

Department of Psychology, Capella University

PSYC 2740: Adult Development and Aging

Instructor Name

Assignment Due Date

Paper Name

[Start with a one paragraph introduction. Briefly describe the disagreement and the benefit of using knowledge of development to understand it]

**Development**

**Eli**

[In one paragraph, describe the development of Eli. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook and include a reference for your textbook on the reference page.]

**Julia**

[In one paragraph, describe the development of Julia. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook.]

**Pam**

[In one paragraph, describe the development of Pam. This could include theories, aspects of biological development, cognitive development, or other concepts discussed in your textbook. Use examples from the scenario that show your points. Cite your textbook.]

**Research**

**Source 1**

[In one paragraph, describe the hypothesis, theory, variables (such as independent variable and dependent variable), and findings of the source. Be sure to include an in-text citation here and a reference on the reference page.]

**Source 2**

[In one paragraph, describe the hypothesis, theory, variables (such as independent variable and dependent variable), and findings of the source. Be sure to include an in-text citation here and a reference on the reference page.]

**Individual Influences**

**Eli**

[In one paragraph, describe individual differences for Eli such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Julia**

[In one paragraph, describe individual differences for Julia such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Pam**

[In one paragraph, describe individual differences for Pam such as social identity, world view, beliefs, values, etc. Cite your textbook.]

**Conclusion**

[In one paragraph, describe what you think happened to cause the conflict described in the case study.]

References

[Place a reference for each source you cited in the paper above. You should have a reference for your textbook, the assigned scholarly article, and the article you found in the library.]

Chi, K., Ram, N., & Carstensen, L. L. (2023). Age differences in emotional experiences associated with helping and learning at work.
_Psychology and Aging_,
_38_(5), 389–400.
[https://doi-org.library.capella.edu/10.1037/pag0000756](https://doi-org.library.capella.edu/10.1037/pag0000756)

**## cf_PSYC2740_case_studies_03.docx**

![](https://www.sweetstudy.com/questions/development-and-aging)**Remove or Replace: Header Is Not Doc Title**

![](https://www.sweetstudy.com/questions/development-and-aging)

## **Case Studies**

### Introduction

Throughout this course, we have been following these three adults. Their case studies will serve as the foundation for this week's assignment. Refer back to this study as often as needed.

### Scenario

The Riverbend Community Center for Aging Adults has just received a grant for $10,000 but no one can agree on how to use the money. Pam shares her plan to start a short interactive discussion series on diversity. Julia counters that with the raising rates of mental health problems in the area, the money would be better spent in a lecture series on mental health. Eli interrupts to share statistics on the number of older adults using social media and suggests courses in using different social media platforms.

### The Individuals

### Eli (25 years old)

I’m so frustrated. Julia and Pam never listen to anything I say. They treat me like I’m a kid. I know my idea is better than theirs. We aren’t getting enough attendance at any of our functions, so we need to try something different. Why wouldn’t older adults want a workshop on how to use social media? Pam’s stuck in the dark ages and assumes anyone her age and older must be too. I try to be respectful. I know she’s had a hard life. It can’t have been easy to grow up in the 50s and 60s as a Black woman. But some respect has to be earned. She’s dead wrong about this. And Julie, she’s sure anyone who doesn’t work 50 hours a week at this job can’t be serious. It’s so annoying. So what? I put my 40 hours a week in and that’s it. I’ve got my own life to live. I’m not going to spend time at work that I could be spending with my girlfriend. Not to mention the weather’s getting nicer and it’s time for my baseball team to start practicing. I just don’t get how Julia can have a husband and two kids and still work all the time.

### Julia (42 years old)

No one listens to a middle-aged Latinx. Honestly, I don’t know how I can get through to Eli and Pam. So many older adults are struggling with mental illness, of course we should be offering a lecture series on mental health. But oh no, Eli is sure everyone is like him—obsessed with social media. Who has time for that? I’ve got two kids in elementary school and a husband who’s been out of work for almost a year. I’ve got to keep this job. I’m here every hour of the day to show them all I’m dedicated. That I’m capable. And still, no one listens. Eli talks right over me every time I try to speak. And Pam, she just ignores me and what he thinks. I should be home taking care of my kids but I’m here trying to look up more information to support my points. My husband’s going to be upset. I promised I’d be home for dinner for a change, but I really think this is important. We should be a source of help in the community, not just entertainment. Oh, I’m so stressed all the time. I’m worried we won’t be able to pay the bills. I’m worried the kids will hate me for all the time I’m putting in at work. I’m worried my husband will never get another job. It’s a miracle I can get out of bed in the morning.

### Pam (69 years old)

These kids are stubborn and think they know everything. Eli treats me like I should be in a nursing home already. He’s so sure I can’t use a computer and so condescending when he shows me what to do. My grandson can show respect, I don’t know why Eli can’t. And Julia? You’d think a Latina would be more supportive of the challenges of a Black women. She’s always talking about the stress of working while having young children at home. She forgets I’ve got both my mom and my grandson living with me. Thank goodness my grandson doesn’t mind helping out. It’s been such a relief since he got his driver’s license and can help with the errands. It’s not easy being an older Black woman today. My goodness, I think half of our clients assume I’m janitorial staff. I really think we need to run a series on diversity. Our community has changed so much in the past twenty years and our clients are struggling to relate to their new neighbors.

1

1

## image1.emf

**## Overview_004.docx**

**Overview**

The paper or oral presentation this week will give you an opportunity to explore the development of three adults. In completing this competency check, you will be asked to describe each adult's respective development, describe research as presented in Chi et al.'s (2023) article, and an article you find in the library, and finally, describe the individual influences, social identity, and worldviews that exist for each adult's case study.

**Preparation**

1. Choose one of the options in Week 3 Prepare 1: Choose a Topic.

2. Choose one of the following formats:

·
**Academic Paper**:

· Length: 3–5 pages.

· Template:
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download).

· Resources

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=2147) section of the
[Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541).

·
[Plan Your PaperLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4965).

· Tip: Be sure to provide in-text citations for resources within your paper.

·
**Oral Presentation**
**_:_**

· Length: 3–5 minutes.

· Template:
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download).

· Resources:

· For guidance on recording your speech, review
[Using KalturaLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4533) or
[Using ZoomLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4968).

·
[Creating a Presentation](https://media.capella.edu/coursemedia/nurs-fpx4050element17324/wrapper.asp).

· Tips:

· Create slides for your backdrop and practice your speech carefully in advance. Provide citations within your presentation. Verbally give credit to your sources by using phrases such as “according to so-and-so,” “so-and-so says,” or “so-and-so found.”

· Write out your speech and practice with a timer.

3. Choose resources:

· Total Needed: Three.

· Types of Resources.

· You are expected to use:

· Your textbook.

· Chi et al.'s (2023) article, “Age Differences in Emotional Experiences Associated With Helping and Learning at Work," which can be found in your
[Competency Check ResourcesLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML&section=2496500580006731) reading list.

· One additional peer-reviewed journal article from the Capella library.

**Instructions**

In your paper or presentation, include the following:

1. Describe development for each adult in
[Case Studies [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753143/download), using the
**topic** you chose in Week 3 Prepare: Choose a Topic.

2. Describe research from one provided article,
_and_ one additional scholarly article found on your own.

· Theory.

· Hypothesis.

· Variables.

· Findings.

3. Describe for each case study the following topics, as they influence beliefs, values, and interactions with others.

· Individual differences.

· Social identity.

· Worldview.

**Note**: It's recommended that you use the
[Case Studies Paper Template [DOCX]](https://courseroom.capella.edu/courses/45989/files/8753162/download) or
[Case Studies Presentation Template [PPTX]](https://courseroom.capella.edu/courses/45989/files/8753138/download) for this competency check. It will make writing the paper or presentation much easier.

**Additional Requirements**

·
**Communication:** Apply critical thinking and communication skills concerning adult psychology in a manner that is academic, professional, and respectful.

·
**Organization:** Your paper or presentation should be well organized and written in clear, succinct language.

·
**Grammar:** Your paper or presentation should be free of grammar and punctuation errors that would distract the reader's or listener's understanding of the content.

·
**Length:** 3–5 pages, in addition to a reference page or a 3–5 minute speech.

·
**Resources:** Include at least two peer-reviewed journal articles (including the one provided for you) and your textbook. Cite these sources cited in your paper and listed on your reference page.

·
**APA:** Follow APA style rules for citing and referencing sources.

Review the rubric before submitting your competency check to ensure that you meet all criteria. Refer back to your course reading list for APA resources. You may also leverage the resources provided from the Capella Writing Center linked below as well.

·
[PSYC2740 Reading ListLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2389985500006731?auth=SAML).

·
[Evidence and APA CitationLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540).

– 1
– 2
– 3
– 4
– 5

November 5, 2026
[Solved] Executive Summary

✓ Verified Academic Solution Available

Executive Solution Overview

## Overview You work as a middle manager for one of the top U.S. producers of luxury and mass-market automobiles and trucks. It has been a very busy couple of months for you. You have already submitted your plan for enabling innovation in your organization, including your recommendations for the typ…

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Assignment Prompt & Instructions

## Overview
You work as a middle manager for one of the top U.S. producers of luxury and mass-market automobiles and trucks. It has been a very busy couple of months for you. You have already submitted your plan for enabling innovation in your organization, including your recommendations for the type of innovation (incremental or discontinuous), a strategic plan, and improvements in organizational structures for an internet of things (IoT) innovation project. Additionally, you are leading a cross-functional team responsible for implementing the IoT innovation project. Now, it is time for you to make your final recommendation, which is to make the organizational changes permanent. In this assignment, you will provide a plan for futureproofing (ensuring long-term sustainability) your company’s processes, structures, and culture of innovation in an executive summary, which will be used by your team to take your recommendations forward.
## Directions
Draft an executive summary listing the recommendations for futureproofing your company’s processes, structures, and culture of innovation.
Specifically, you must address the following rubric criteria:
1. Discuss recommendations for **organizational changes** to support **continuous innovation** (you can use your suggestions from the project).
1. What steps would you take to make innovation a part of the company’s values and culture permanently?
2. What specific changes to organizational structures and processes would you recommend, and how will they support continuous innovation?
2. Share your insights on at least two **potential roadblocks** to making your company more innovative.
1. Where do you anticipate encountering resistance to change in your organization?
2. How would you address and overcome this resistance?
## What to Submit
Submit a 1-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style.

November 5, 2026
[Solved] Nursing Module 6 assignment

✓ Verified Academic Solution Available

Executive Solution Overview

For this assignment, you will write on the pharmacological management of COPD. – COPD – Pathophysiology of the disease state. – Review of the pharmacological agents used for treatment and important information related to advanced practice nurse. – APA format and 5 pages in length, excluding the titl…

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Assignment Prompt & Instructions

For this assignment, you will write on the pharmacological management of COPD.
– COPD
– Pathophysiology of the disease state.
– Review of the pharmacological agents used for treatment and important information related to advanced practice nurse.
– APA format and 5 pages in length, excluding the title, abstract and references page.
– Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles within your work.

November 5, 2026
[Solved] tERRORISM I

✓ Verified Academic Solution Available

Executive Solution Overview

SEE ATTACHED. – ## Journal.docx – ## UnitI.pdf **## Journal.docx** 2 Response to natural and man-made disasters have changed quite significantly since the implementation of the National Incident Management System (NIMS). Provide an example of a recent natural disaster or terrorist attack that has oc…

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Assignment Prompt & Instructions

SEE ATTACHED.

– ## Journal.docx

– ## UnitI.pdf

**## Journal.docx**

2

Response to natural and man-made disasters have changed quite significantly since the implementation of the National Incident Management System (NIMS). Provide an example of a recent natural disaster or terrorist attack that has occurred in your region in the last 10 years. In what ways do you think the implementation of NIMS shaped the responding organization's response? What component of NIMS do you believe was the most helpful in the response to the incident you identified? Explain your rationale.

If you do not currently live in the United States, you may choose an incident in an area you have a connection to or one on which you are most informed.

TEXTBOOK

Oliver, W. M., Marion, N. E., & Hill, J. B. (2021). Introduction to homeland security: Policy, organization, and administration (2nd ed.). Jones & Bartlett Learning. https://online.vitalsource.com/#/books/9781284205213

**## UnitI.pdf**

HLS 3303, Terrorism Response Operations 1

Course Learning Outcomes for Unit I

Upon completion of this unit, students should be able to:

2. Discuss the concepts and components of the National Incident Management System (NIMS).
2.1 Explain how incident management priorities are accomplished through NIMS components and

principles.

Required Unit Resources

Chapter 11: National Incident Management System and Incident Command System

Unit Lesson

The History of the National Incident Management System (NIMS)

The guidance provided by NIMS is the culmination of more than 40 years of efforts to improve interoperability
in incident management. The following is a brief synopsis of the history of NIMS.

• First efforts of an organized national response plan began in the 1970s with local, state, and federal
agencies collaborating to create a system called Firefighting Resources of California Organized for
Potential Emergencies (FIRESCOPE). FIRESCOPE included the Incident Command System (ICS)
and the Multiagency Coordination System (MACS).

• In 1982, the agencies that developed FIRESCOPE and the National Wildfire Coordinating Group
(NWCG) created the National Interagency Incident Management System (NIIMS). This was an effort,
in part, to make ICS and MACS guidance applicable to all types of incidents and hazards. While the
value of these systems was recognized, it was not fully adopted and implemented nationwide.

• NIMS was adopted by the federal government on February 8, 2003 in Homeland Security Presidential
Directive-5 (HSPD-5) (Federal Emergency Management Agency [FEMA], 2017).

If you would like to read more about the intent behind HSPD-5, please review the document Homeland
Security Presidential Directive-5.

Purpose of NIMS

NIMS is extremely beneficial in assisting agencies, departments, and individuals to collaborate and work
together in the event of a disaster. The overall purpose of NIMS is to provide a framework for managing a
disaster. These disasters could range from weather-related incidents such as hurricanes to a terrorist attack.
Such a system requires teamwork, effective communication, leadership, and exceptional managerial skills. In
addition, we will also discuss the ICS as it relates to NIMS. These processes and systems are imperative as
they relate to responding to and managing a disaster incident.

NIMS provides the framework for emergency managers and agencies to respond to incidents. It is common
among first responders to use the following quote: “The first time you see Chief Smith should not be at the
scene while responding.” This quote is stating that relationships among first responders must be established
well before any potential incidents arise in order to facilitate response efforts and create synergy of effort. For
this to occur, agencies must engage in preparedness. NIMS has developed a preparedness cycle of planning,
organizing, training, equipping, exercising, evaluating, and taking corrective action that allows organizations to
properly prepare for an incident and work as a part of the interagency team.

UNIT I STUDY GUIDE
National Incident Management System

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

HLS 3303, Terrorism Response Operations 2

UNIT x STUDY GUIDE
Title

NIMS and ICS Working Together

NIMS promotes efficiency since there are a multitude of agencies working together. Each agency may have
its own best practices, but NIMS uses a standardized collaborative approach that each agency must follow as
they respond to incidents. For example, if agency A responded to an incident one way and agency B
responded to an incident another way, there could be some confusion and inefficiency. We must remember
that the goal of such a system is to promote seamless integration amongst all agencies.

ICS examines and manages various functions that relate to responding and facilitating a disaster-related
incident. Some of the operational aspects that ICS oversees are logistics, command, and intelligence. This is
extremely important as ICS is focused on the day-to-day operations as they relate to such incidents. ICS
forces agencies and individuals to work as one. However, do such mechanisms and measures consider the
possibility of these agencies not working together or being resistant to change? This is a valid question to ask,
but NIMS and ICS both do a phenomenal job of encouraging and facilitating effective communication.

Why is communication important? Communication allows all applicable personnel to have a good
understanding of the necessary plans and objectives. ICS discusses the importance of clear and concise
terminology. When you have a variety of individuals and organizations working together in one setting, it is
imperative that the language being used is recognized amongst all individuals. In the event of a disaster
situation, having daily briefings and meetings between the various organizations within ICS is essential.
Effective communication is more than merely words and constant talking. Effective communication requires
skills that are constantly enhanced through practice.

A lack of communication can cause an enormous amount of chaos. For example, one problem that was
discussed in great lengths after reviewing and evaluating the events of the terrorist attacks of September 11,
2001, was the lack of a communication plan and system. When responding officials arrived at the scene in
New York City, the fire department, police department, and emergency medical services (EMS) could not
communicate effectively with one another. This lack of communication and coordination subsequently added
to the immense devastation.

Moreover, the media can play a vital role in these incidents. The media can keep the citizens and the public
informed in such disaster situations via radio, television, and internet. For example, the weather is monitored
by media personnel who routinely keep individuals updated on the whereabouts of a storm. When reporting
information to the public, the main responsibility and focus should be accuracy and ensuring the widest
dissemination of information to the public.

Applicable personnel within ICS should report accurate information. If information is unknown at the time, it is
essential to let the media know that specific details will be reported when the information is confirmed.
Reporting inaccurate information could be detrimental and cause additional predicaments, issues, and
concerns.

What about the public? Should citizens be a part of assisting when a disaster strikes? Does NIMS have a
component that allows private citizens to be an aspect of the process? Citizens could be and should be a
fundamental aspect of assisting in the event of certain disasters. Programs such as Community Emergency
Response Teams (CERT) are essential. CERT assists citizens within the community to train and prepare for
various disasters of all kinds.

You can contact your local emergency preparedness officials or obtain information via the internet if your
community offers training such as CERT and you are interested in attending. Upon the completion of such
training, CERT members can assist people within their community when a disaster occurs. These certified
members typically assist other stakeholders and emergency officials within the community when needed.

Reference

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

HLS 3303, Terrorism Response Operations 3

UNIT x STUDY GUIDE
Title

Suggested Unit Resources

In order to access the following resources, click the links below.

The Federal Emergency Management Agency (FEMA) website is a great resource for topics related to
homeland security. Through the link below, you can access more information about the National Incident
Management System (NIMS). Implementation and training resources, tools to support NIMS components, and
regional contacts can all be found by visiting this website. As government websites and information are
updated often, it is important to visit these sites regularly to ensure you have the latest information.

Federal Emergency Management Agency. (n.d.). National Incident Management System. U.S. Department of

Homeland Security. http://www.fema.gov/national-incident-management-system

The following document contains the full and official guidance of NIMS. You are encouraged to review it for a
complete understanding of the system. Consider bookmarking it for future reference to aid you in your
academic or professional pursuits. (Should this document be updated, the most current version can always be
located on the main landing page listed above.)

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

The following PowerPoint presentation provides a summary of the material in this unit’s chapter reading. The
PowerPoint and PDF versions are provided for your convenience.

Chapter 11 PowerPoint Presentation (Chapter 11 PDF)

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

The Federal Emergency Management Agency’s (FEMA) Emergency Management Institute (EMI) has a social
media presence on various platforms to better share information on training opportunities. You are
encouraged to follow and participate with EMI on Twitter, Facebook, and LinkedIn.

[https://www.fema.gov/emergency-managers/nims](https://www.fema.gov/emergency-managers/nims)

[https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf](https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1)

[https://twitter.com/FEMA_EMI](https://twitter.com/FEMA_EMI)

[https://www.facebook.com/FEMAEMI](https://www.facebook.com/FEMAEMI)

[https://www.linkedin.com/showcase/fema-training/](https://www.linkedin.com/showcase/fema-training/)

– Course Learning Outcomes for Unit I
– Required Unit Resources
– Unit Lesson

– The History of the National Incident Management System (NIMS)
– Purpose of NIMS
– NIMS and ICS Working Together
– Reference

– Suggested Unit Resources
– Learning Activities (Nongraded)

**## UnitI.pdf**

HLS 3303, Terrorism Response Operations 1

Course Learning Outcomes for Unit I

Upon completion of this unit, students should be able to:

2. Discuss the concepts and components of the National Incident Management System (NIMS).
2.1 Explain how incident management priorities are accomplished through NIMS components and

principles.

Required Unit Resources

Chapter 11: National Incident Management System and Incident Command System

Unit Lesson

The History of the National Incident Management System (NIMS)

The guidance provided by NIMS is the culmination of more than 40 years of efforts to improve interoperability
in incident management. The following is a brief synopsis of the history of NIMS.

• First efforts of an organized national response plan began in the 1970s with local, state, and federal
agencies collaborating to create a system called Firefighting Resources of California Organized for
Potential Emergencies (FIRESCOPE). FIRESCOPE included the Incident Command System (ICS)
and the Multiagency Coordination System (MACS).

• In 1982, the agencies that developed FIRESCOPE and the National Wildfire Coordinating Group
(NWCG) created the National Interagency Incident Management System (NIIMS). This was an effort,
in part, to make ICS and MACS guidance applicable to all types of incidents and hazards. While the
value of these systems was recognized, it was not fully adopted and implemented nationwide.

• NIMS was adopted by the federal government on February 8, 2003 in Homeland Security Presidential
Directive-5 (HSPD-5) (Federal Emergency Management Agency [FEMA], 2017).

If you would like to read more about the intent behind HSPD-5, please review the document Homeland
Security Presidential Directive-5.

Purpose of NIMS

NIMS is extremely beneficial in assisting agencies, departments, and individuals to collaborate and work
together in the event of a disaster. The overall purpose of NIMS is to provide a framework for managing a
disaster. These disasters could range from weather-related incidents such as hurricanes to a terrorist attack.
Such a system requires teamwork, effective communication, leadership, and exceptional managerial skills. In
addition, we will also discuss the ICS as it relates to NIMS. These processes and systems are imperative as
they relate to responding to and managing a disaster incident.

NIMS provides the framework for emergency managers and agencies to respond to incidents. It is common
among first responders to use the following quote: “The first time you see Chief Smith should not be at the
scene while responding.” This quote is stating that relationships among first responders must be established
well before any potential incidents arise in order to facilitate response efforts and create synergy of effort. For
this to occur, agencies must engage in preparedness. NIMS has developed a preparedness cycle of planning,
organizing, training, equipping, exercising, evaluating, and taking corrective action that allows organizations to
properly prepare for an incident and work as a part of the interagency team.

UNIT I STUDY GUIDE
National Incident Management System

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

HLS 3303, Terrorism Response Operations 2

UNIT x STUDY GUIDE
Title

NIMS and ICS Working Together

NIMS promotes efficiency since there are a multitude of agencies working together. Each agency may have
its own best practices, but NIMS uses a standardized collaborative approach that each agency must follow as
they respond to incidents. For example, if agency A responded to an incident one way and agency B
responded to an incident another way, there could be some confusion and inefficiency. We must remember
that the goal of such a system is to promote seamless integration amongst all agencies.

ICS examines and manages various functions that relate to responding and facilitating a disaster-related
incident. Some of the operational aspects that ICS oversees are logistics, command, and intelligence. This is
extremely important as ICS is focused on the day-to-day operations as they relate to such incidents. ICS
forces agencies and individuals to work as one. However, do such mechanisms and measures consider the
possibility of these agencies not working together or being resistant to change? This is a valid question to ask,
but NIMS and ICS both do a phenomenal job of encouraging and facilitating effective communication.

Why is communication important? Communication allows all applicable personnel to have a good
understanding of the necessary plans and objectives. ICS discusses the importance of clear and concise
terminology. When you have a variety of individuals and organizations working together in one setting, it is
imperative that the language being used is recognized amongst all individuals. In the event of a disaster
situation, having daily briefings and meetings between the various organizations within ICS is essential.
Effective communication is more than merely words and constant talking. Effective communication requires
skills that are constantly enhanced through practice.

A lack of communication can cause an enormous amount of chaos. For example, one problem that was
discussed in great lengths after reviewing and evaluating the events of the terrorist attacks of September 11,
2001, was the lack of a communication plan and system. When responding officials arrived at the scene in
New York City, the fire department, police department, and emergency medical services (EMS) could not
communicate effectively with one another. This lack of communication and coordination subsequently added
to the immense devastation.

Moreover, the media can play a vital role in these incidents. The media can keep the citizens and the public
informed in such disaster situations via radio, television, and internet. For example, the weather is monitored
by media personnel who routinely keep individuals updated on the whereabouts of a storm. When reporting
information to the public, the main responsibility and focus should be accuracy and ensuring the widest
dissemination of information to the public.

Applicable personnel within ICS should report accurate information. If information is unknown at the time, it is
essential to let the media know that specific details will be reported when the information is confirmed.
Reporting inaccurate information could be detrimental and cause additional predicaments, issues, and
concerns.

What about the public? Should citizens be a part of assisting when a disaster strikes? Does NIMS have a
component that allows private citizens to be an aspect of the process? Citizens could be and should be a
fundamental aspect of assisting in the event of certain disasters. Programs such as Community Emergency
Response Teams (CERT) are essential. CERT assists citizens within the community to train and prepare for
various disasters of all kinds.

You can contact your local emergency preparedness officials or obtain information via the internet if your
community offers training such as CERT and you are interested in attending. Upon the completion of such
training, CERT members can assist people within their community when a disaster occurs. These certified
members typically assist other stakeholders and emergency officials within the community when needed.

Reference

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

HLS 3303, Terrorism Response Operations 3

UNIT x STUDY GUIDE
Title

Suggested Unit Resources

In order to access the following resources, click the links below.

The Federal Emergency Management Agency (FEMA) website is a great resource for topics related to
homeland security. Through the link below, you can access more information about the National Incident
Management System (NIMS). Implementation and training resources, tools to support NIMS components, and
regional contacts can all be found by visiting this website. As government websites and information are
updated often, it is important to visit these sites regularly to ensure you have the latest information.

Federal Emergency Management Agency. (n.d.). National Incident Management System. U.S. Department of

Homeland Security. http://www.fema.gov/national-incident-management-system

The following document contains the full and official guidance of NIMS. You are encouraged to review it for a
complete understanding of the system. Consider bookmarking it for future reference to aid you in your
academic or professional pursuits. (Should this document be updated, the most current version can always be
located on the main landing page listed above.)

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

The following PowerPoint presentation provides a summary of the material in this unit’s chapter reading. The
PowerPoint and PDF versions are provided for your convenience.

Chapter 11 PowerPoint Presentation (Chapter 11 PDF)

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

The Federal Emergency Management Agency’s (FEMA) Emergency Management Institute (EMI) has a social
media presence on various platforms to better share information on training opportunities. You are
encouraged to follow and participate with EMI on Twitter, Facebook, and LinkedIn.

[https://www.fema.gov/emergency-managers/nims](https://www.fema.gov/emergency-managers/nims)

[https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf](https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1)

[https://twitter.com/FEMA_EMI](https://twitter.com/FEMA_EMI)

[https://www.facebook.com/FEMAEMI](https://www.facebook.com/FEMAEMI)

[https://www.linkedin.com/showcase/fema-training/](https://www.linkedin.com/showcase/fema-training/)

– Course Learning Outcomes for Unit I
– Required Unit Resources
– Unit Lesson

– The History of the National Incident Management System (NIMS)
– Purpose of NIMS
– NIMS and ICS Working Together
– Reference

– Suggested Unit Resources
– Learning Activities (Nongraded)

**## Journal.docx**

2

Response to natural and man-made disasters have changed quite significantly since the implementation of the National Incident Management System (NIMS). Provide an example of a recent natural disaster or terrorist attack that has occurred in your region in the last 10 years. In what ways do you think the implementation of NIMS shaped the responding organization's response? What component of NIMS do you believe was the most helpful in the response to the incident you identified? Explain your rationale.

If you do not currently live in the United States, you may choose an incident in an area you have a connection to or one on which you are most informed.

TEXTBOOK

Oliver, W. M., Marion, N. E., & Hill, J. B. (2021). Introduction to homeland security: Policy, organization, and administration (2nd ed.). Jones & Bartlett Learning. https://online.vitalsource.com/#/books/9781284205213

**## UnitI.pdf**

HLS 3303, Terrorism Response Operations 1

Course Learning Outcomes for Unit I

Upon completion of this unit, students should be able to:

2. Discuss the concepts and components of the National Incident Management System (NIMS).
2.1 Explain how incident management priorities are accomplished through NIMS components and

principles.

Required Unit Resources

Chapter 11: National Incident Management System and Incident Command System

Unit Lesson

The History of the National Incident Management System (NIMS)

The guidance provided by NIMS is the culmination of more than 40 years of efforts to improve interoperability
in incident management. The following is a brief synopsis of the history of NIMS.

• First efforts of an organized national response plan began in the 1970s with local, state, and federal
agencies collaborating to create a system called Firefighting Resources of California Organized for
Potential Emergencies (FIRESCOPE). FIRESCOPE included the Incident Command System (ICS)
and the Multiagency Coordination System (MACS).

• In 1982, the agencies that developed FIRESCOPE and the National Wildfire Coordinating Group
(NWCG) created the National Interagency Incident Management System (NIIMS). This was an effort,
in part, to make ICS and MACS guidance applicable to all types of incidents and hazards. While the
value of these systems was recognized, it was not fully adopted and implemented nationwide.

• NIMS was adopted by the federal government on February 8, 2003 in Homeland Security Presidential
Directive-5 (HSPD-5) (Federal Emergency Management Agency [FEMA], 2017).

If you would like to read more about the intent behind HSPD-5, please review the document Homeland
Security Presidential Directive-5.

Purpose of NIMS

NIMS is extremely beneficial in assisting agencies, departments, and individuals to collaborate and work
together in the event of a disaster. The overall purpose of NIMS is to provide a framework for managing a
disaster. These disasters could range from weather-related incidents such as hurricanes to a terrorist attack.
Such a system requires teamwork, effective communication, leadership, and exceptional managerial skills. In
addition, we will also discuss the ICS as it relates to NIMS. These processes and systems are imperative as
they relate to responding to and managing a disaster incident.

NIMS provides the framework for emergency managers and agencies to respond to incidents. It is common
among first responders to use the following quote: “The first time you see Chief Smith should not be at the
scene while responding.” This quote is stating that relationships among first responders must be established
well before any potential incidents arise in order to facilitate response efforts and create synergy of effort. For
this to occur, agencies must engage in preparedness. NIMS has developed a preparedness cycle of planning,
organizing, training, equipping, exercising, evaluating, and taking corrective action that allows organizations to
properly prepare for an incident and work as a part of the interagency team.

UNIT I STUDY GUIDE
National Incident Management System

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

HLS 3303, Terrorism Response Operations 2

UNIT x STUDY GUIDE
Title

NIMS and ICS Working Together

NIMS promotes efficiency since there are a multitude of agencies working together. Each agency may have
its own best practices, but NIMS uses a standardized collaborative approach that each agency must follow as
they respond to incidents. For example, if agency A responded to an incident one way and agency B
responded to an incident another way, there could be some confusion and inefficiency. We must remember
that the goal of such a system is to promote seamless integration amongst all agencies.

ICS examines and manages various functions that relate to responding and facilitating a disaster-related
incident. Some of the operational aspects that ICS oversees are logistics, command, and intelligence. This is
extremely important as ICS is focused on the day-to-day operations as they relate to such incidents. ICS
forces agencies and individuals to work as one. However, do such mechanisms and measures consider the
possibility of these agencies not working together or being resistant to change? This is a valid question to ask,
but NIMS and ICS both do a phenomenal job of encouraging and facilitating effective communication.

Why is communication important? Communication allows all applicable personnel to have a good
understanding of the necessary plans and objectives. ICS discusses the importance of clear and concise
terminology. When you have a variety of individuals and organizations working together in one setting, it is
imperative that the language being used is recognized amongst all individuals. In the event of a disaster
situation, having daily briefings and meetings between the various organizations within ICS is essential.
Effective communication is more than merely words and constant talking. Effective communication requires
skills that are constantly enhanced through practice.

A lack of communication can cause an enormous amount of chaos. For example, one problem that was
discussed in great lengths after reviewing and evaluating the events of the terrorist attacks of September 11,
2001, was the lack of a communication plan and system. When responding officials arrived at the scene in
New York City, the fire department, police department, and emergency medical services (EMS) could not
communicate effectively with one another. This lack of communication and coordination subsequently added
to the immense devastation.

Moreover, the media can play a vital role in these incidents. The media can keep the citizens and the public
informed in such disaster situations via radio, television, and internet. For example, the weather is monitored
by media personnel who routinely keep individuals updated on the whereabouts of a storm. When reporting
information to the public, the main responsibility and focus should be accuracy and ensuring the widest
dissemination of information to the public.

Applicable personnel within ICS should report accurate information. If information is unknown at the time, it is
essential to let the media know that specific details will be reported when the information is confirmed.
Reporting inaccurate information could be detrimental and cause additional predicaments, issues, and
concerns.

What about the public? Should citizens be a part of assisting when a disaster strikes? Does NIMS have a
component that allows private citizens to be an aspect of the process? Citizens could be and should be a
fundamental aspect of assisting in the event of certain disasters. Programs such as Community Emergency
Response Teams (CERT) are essential. CERT assists citizens within the community to train and prepare for
various disasters of all kinds.

You can contact your local emergency preparedness officials or obtain information via the internet if your
community offers training such as CERT and you are interested in attending. Upon the completion of such
training, CERT members can assist people within their community when a disaster occurs. These certified
members typically assist other stakeholders and emergency officials within the community when needed.

Reference

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

HLS 3303, Terrorism Response Operations 3

UNIT x STUDY GUIDE
Title

Suggested Unit Resources

In order to access the following resources, click the links below.

The Federal Emergency Management Agency (FEMA) website is a great resource for topics related to
homeland security. Through the link below, you can access more information about the National Incident
Management System (NIMS). Implementation and training resources, tools to support NIMS components, and
regional contacts can all be found by visiting this website. As government websites and information are
updated often, it is important to visit these sites regularly to ensure you have the latest information.

Federal Emergency Management Agency. (n.d.). National Incident Management System. U.S. Department of

Homeland Security. http://www.fema.gov/national-incident-management-system

The following document contains the full and official guidance of NIMS. You are encouraged to review it for a
complete understanding of the system. Consider bookmarking it for future reference to aid you in your
academic or professional pursuits. (Should this document be updated, the most current version can always be
located on the main landing page listed above.)

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

The following PowerPoint presentation provides a summary of the material in this unit’s chapter reading. The
PowerPoint and PDF versions are provided for your convenience.

Chapter 11 PowerPoint Presentation (Chapter 11 PDF)

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

The Federal Emergency Management Agency’s (FEMA) Emergency Management Institute (EMI) has a social
media presence on various platforms to better share information on training opportunities. You are
encouraged to follow and participate with EMI on Twitter, Facebook, and LinkedIn.

[https://www.fema.gov/emergency-managers/nims](https://www.fema.gov/emergency-managers/nims)

[https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf](https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1)

[https://twitter.com/FEMA_EMI](https://twitter.com/FEMA_EMI)

[https://www.facebook.com/FEMAEMI](https://www.facebook.com/FEMAEMI)

[https://www.linkedin.com/showcase/fema-training/](https://www.linkedin.com/showcase/fema-training/)

– Course Learning Outcomes for Unit I
– Required Unit Resources
– Unit Lesson

– The History of the National Incident Management System (NIMS)
– Purpose of NIMS
– NIMS and ICS Working Together
– Reference

– Suggested Unit Resources
– Learning Activities (Nongraded)

**## Journal.docx**

2

Response to natural and man-made disasters have changed quite significantly since the implementation of the National Incident Management System (NIMS). Provide an example of a recent natural disaster or terrorist attack that has occurred in your region in the last 10 years. In what ways do you think the implementation of NIMS shaped the responding organization's response? What component of NIMS do you believe was the most helpful in the response to the incident you identified? Explain your rationale.

If you do not currently live in the United States, you may choose an incident in an area you have a connection to or one on which you are most informed.

TEXTBOOK

Oliver, W. M., Marion, N. E., & Hill, J. B. (2021). Introduction to homeland security: Policy, organization, and administration (2nd ed.). Jones & Bartlett Learning. https://online.vitalsource.com/#/books/9781284205213

**## UnitI.pdf**

HLS 3303, Terrorism Response Operations 1

Course Learning Outcomes for Unit I

Upon completion of this unit, students should be able to:

2. Discuss the concepts and components of the National Incident Management System (NIMS).
2.1 Explain how incident management priorities are accomplished through NIMS components and

principles.

Required Unit Resources

Chapter 11: National Incident Management System and Incident Command System

Unit Lesson

The History of the National Incident Management System (NIMS)

The guidance provided by NIMS is the culmination of more than 40 years of efforts to improve interoperability
in incident management. The following is a brief synopsis of the history of NIMS.

• First efforts of an organized national response plan began in the 1970s with local, state, and federal
agencies collaborating to create a system called Firefighting Resources of California Organized for
Potential Emergencies (FIRESCOPE). FIRESCOPE included the Incident Command System (ICS)
and the Multiagency Coordination System (MACS).

• In 1982, the agencies that developed FIRESCOPE and the National Wildfire Coordinating Group
(NWCG) created the National Interagency Incident Management System (NIIMS). This was an effort,
in part, to make ICS and MACS guidance applicable to all types of incidents and hazards. While the
value of these systems was recognized, it was not fully adopted and implemented nationwide.

• NIMS was adopted by the federal government on February 8, 2003 in Homeland Security Presidential
Directive-5 (HSPD-5) (Federal Emergency Management Agency [FEMA], 2017).

If you would like to read more about the intent behind HSPD-5, please review the document Homeland
Security Presidential Directive-5.

Purpose of NIMS

NIMS is extremely beneficial in assisting agencies, departments, and individuals to collaborate and work
together in the event of a disaster. The overall purpose of NIMS is to provide a framework for managing a
disaster. These disasters could range from weather-related incidents such as hurricanes to a terrorist attack.
Such a system requires teamwork, effective communication, leadership, and exceptional managerial skills. In
addition, we will also discuss the ICS as it relates to NIMS. These processes and systems are imperative as
they relate to responding to and managing a disaster incident.

NIMS provides the framework for emergency managers and agencies to respond to incidents. It is common
among first responders to use the following quote: “The first time you see Chief Smith should not be at the
scene while responding.” This quote is stating that relationships among first responders must be established
well before any potential incidents arise in order to facilitate response efforts and create synergy of effort. For
this to occur, agencies must engage in preparedness. NIMS has developed a preparedness cycle of planning,
organizing, training, equipping, exercising, evaluating, and taking corrective action that allows organizations to
properly prepare for an incident and work as a part of the interagency team.

UNIT I STUDY GUIDE
National Incident Management System

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

[https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf](https://www.dhs.gov/sites/default/files/publications/Homeland%20Security%20Presidential%20Directive%205.pdf)

HLS 3303, Terrorism Response Operations 2

UNIT x STUDY GUIDE
Title

NIMS and ICS Working Together

NIMS promotes efficiency since there are a multitude of agencies working together. Each agency may have
its own best practices, but NIMS uses a standardized collaborative approach that each agency must follow as
they respond to incidents. For example, if agency A responded to an incident one way and agency B
responded to an incident another way, there could be some confusion and inefficiency. We must remember
that the goal of such a system is to promote seamless integration amongst all agencies.

ICS examines and manages various functions that relate to responding and facilitating a disaster-related
incident. Some of the operational aspects that ICS oversees are logistics, command, and intelligence. This is
extremely important as ICS is focused on the day-to-day operations as they relate to such incidents. ICS
forces agencies and individuals to work as one. However, do such mechanisms and measures consider the
possibility of these agencies not working together or being resistant to change? This is a valid question to ask,
but NIMS and ICS both do a phenomenal job of encouraging and facilitating effective communication.

Why is communication important? Communication allows all applicable personnel to have a good
understanding of the necessary plans and objectives. ICS discusses the importance of clear and concise
terminology. When you have a variety of individuals and organizations working together in one setting, it is
imperative that the language being used is recognized amongst all individuals. In the event of a disaster
situation, having daily briefings and meetings between the various organizations within ICS is essential.
Effective communication is more than merely words and constant talking. Effective communication requires
skills that are constantly enhanced through practice.

A lack of communication can cause an enormous amount of chaos. For example, one problem that was
discussed in great lengths after reviewing and evaluating the events of the terrorist attacks of September 11,
2001, was the lack of a communication plan and system. When responding officials arrived at the scene in
New York City, the fire department, police department, and emergency medical services (EMS) could not
communicate effectively with one another. This lack of communication and coordination subsequently added
to the immense devastation.

Moreover, the media can play a vital role in these incidents. The media can keep the citizens and the public
informed in such disaster situations via radio, television, and internet. For example, the weather is monitored
by media personnel who routinely keep individuals updated on the whereabouts of a storm. When reporting
information to the public, the main responsibility and focus should be accuracy and ensuring the widest
dissemination of information to the public.

Applicable personnel within ICS should report accurate information. If information is unknown at the time, it is
essential to let the media know that specific details will be reported when the information is confirmed.
Reporting inaccurate information could be detrimental and cause additional predicaments, issues, and
concerns.

What about the public? Should citizens be a part of assisting when a disaster strikes? Does NIMS have a
component that allows private citizens to be an aspect of the process? Citizens could be and should be a
fundamental aspect of assisting in the event of certain disasters. Programs such as Community Emergency
Response Teams (CERT) are essential. CERT assists citizens within the community to train and prepare for
various disasters of all kinds.

You can contact your local emergency preparedness officials or obtain information via the internet if your
community offers training such as CERT and you are interested in attending. Upon the completion of such
training, CERT members can assist people within their community when a disaster occurs. These certified
members typically assist other stakeholders and emergency officials within the community when needed.

Reference

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

HLS 3303, Terrorism Response Operations 3

UNIT x STUDY GUIDE
Title

Suggested Unit Resources

In order to access the following resources, click the links below.

The Federal Emergency Management Agency (FEMA) website is a great resource for topics related to
homeland security. Through the link below, you can access more information about the National Incident
Management System (NIMS). Implementation and training resources, tools to support NIMS components, and
regional contacts can all be found by visiting this website. As government websites and information are
updated often, it is important to visit these sites regularly to ensure you have the latest information.

Federal Emergency Management Agency. (n.d.). National Incident Management System. U.S. Department of

Homeland Security. http://www.fema.gov/national-incident-management-system

The following document contains the full and official guidance of NIMS. You are encouraged to review it for a
complete understanding of the system. Consider bookmarking it for future reference to aid you in your
academic or professional pursuits. (Should this document be updated, the most current version can always be
located on the main landing page listed above.)

Federal Emergency Management Agency. (2017, October). National Incident Management System (3rd ed.).

U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-
07/fema_nims_doctrine-2017.pdf

The following PowerPoint presentation provides a summary of the material in this unit’s chapter reading. The
PowerPoint and PDF versions are provided for your convenience.

Chapter 11 PowerPoint Presentation (Chapter 11 PDF)

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

The Federal Emergency Management Agency’s (FEMA) Emergency Management Institute (EMI) has a social
media presence on various platforms to better share information on training opportunities. You are
encouraged to follow and participate with EMI on Twitter, Facebook, and LinkedIn.

[https://www.fema.gov/emergency-managers/nims](https://www.fema.gov/emergency-managers/nims)

[https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf](https://www.fema.gov/sites/default/files/2020-07/fema_nims_doctrine-2017.pdf)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305342_1)

[https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1](https://online.columbiasouthern.edu/bbcswebdav/xid-135305341_1)

[https://twitter.com/FEMA_EMI](https://twitter.com/FEMA_EMI)

[https://www.facebook.com/FEMAEMI](https://www.facebook.com/FEMAEMI)

[https://www.linkedin.com/showcase/fema-training/](https://www.linkedin.com/showcase/fema-training/)

– Course Learning Outcomes for Unit I
– Required Unit Resources
– Unit Lesson

– The History of the National Incident Management System (NIMS)
– Purpose of NIMS
– NIMS and ICS Working Together
– Reference

– Suggested Unit Resources
– Learning Activities (Nongraded)

– 1
– 2

November 5, 2026
[Solved] Nursing Module 6 assignment

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You will critically appraise a research design You will select one research report with a qualitative design and one with quantitative design and answer the following questions regarding the following categories: 1. Discuss what is meant by the term Qualitative Research – Briefly, describe the chara…

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You will critically appraise a research design
You will select one research report with a qualitative design and one with quantitative design and answer the following questions regarding the following categories:
1. Discuss what is meant by the term Qualitative Research
– Briefly, describe the characteristics of qualitative research and identify nursing issues/phenomena that lend themselves to a qualitative research approach.
– Compare and contrast three different qualitative research methodologies.
– Briefly, discuss the strengths and weaknesses of qualitative research evidence for informing nursing practice.
– Communicate how this research design used in research.
2. The study, sampling, data collection, analysis, rigor, findings and limitations
– Identify the purpose of the study.
– Briefly, describe the design of the study and explain why you think it is either appropriate or inappropriate to meet the purpose.
– Identify ethical issues related to the study and how they were/were not addressed.
– Identify the sampling method and recruitment strategy that was used.
– Discuss whether sampling and recruitment were appropriate to the aims of the research.
– Identify the data collection method(s) and discuss whether the method(s) is/are appropriate to the aims of the study.
– Identify how the data was analyzed and discuss whether the method(s) of analysis is/are appropriate to the aims of the study.
– Identify four (4) criteria by which the rigor of a qualitative project can be judged.
– Discuss the rigor of this study using the four criteria.
– Briefly, describe the findings of the study and identify any limitations.
– Use the information that you have gained from your critique of the study to discuss the trustworthiness and applicability of the study. Include in your discussion any implications for the discipline of nursing.
3. Discuss what you understand by the term Quantitative Research – Use the following dot points to guide your discussion (give reasons for your argument and support with references):
– Describe the characteristics of quantitative research.
– Identify nursing issues/phenomena that lend themselves to a quantitative research approach
– Differentiate between observational and interventional research designs and also between experimental and quasi-experimental designs.
– Briefly, outline the difference between inferential and descriptive statistics and their relationship to levels of measurement.
– Communicate how this research design used in research.
4. Critique the Quantitative Research Report – Use the following headings to guide your critique (in all discussions and explanations give reasons for your argument and support with references):
– The study
– Identify the purpose and design of the study.
– Explain what is meant by ‘blinding’ and ‘randomization’ and discuss how these were addressed in the design of the study.
– Identify ethical issues related to the study and how they were/were not addressed.
– Sampling
– Explain the sampling method and recruitment strategy that was used.
– Discuss how the sample size was determined – include in your discussion an explanation of terms used.
– Data collection
– Briefly, outline how the data was collected and identify any data collection instrument(s).
– Define the terms validity and reliability and discuss how the validity & reliability of the instruments were/were not addressed in this study and why this is important.
– Data analysis
– Outline how the data were analyzed.
– Identify the statistics used and the level of measurement of the data described by each statistical test – include in your discussion an explanation of terms used.
– Findings and limitations
– Briefly, outline the findings and identify any limitations of the study
– Use the information that you have gained from your critique of the study to briefly discuss the trustworthiness and applicability of the study. Include in your discussion an explanation of the term statistical significance and name the tests of statistical significance used in this study.
#### **Submission Instructions:**
– APA and 4 pages in length, excluding the title, abstract and references page.
– Incorporate a minimum of 3 current (published within last five years) _scholarly journal articles_ or _primary legal sources_ (statutes, court opinions) within your work.
Gray, J., Grove, S. & Sutherland, S. (2018). Burns and Grove's The Practice of Nursing
Research: Appraisal, Synthesis, and Generation of Evidence (8th ed.). St. Louis, Missouri:
Elsevier. ISBN: 978-0323377584
• Butts, J. & Rich, K. (2015). Philosophies and Theories for Advanced Nursing Practice (3rd
edition) Sudbury, MA: Jones and Bartlett Learning ISBN:978-1-284-11224-5

November 5, 2026
[Solved] Abstract

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In-depth study guidance and analytical solution covering Abstract.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Case Study

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Prepare and submit **a single file** containing your outline for this course (see Outline template in Supplementary Materials Module). Prepare a hyperlinked index on page 1 of your file broken out by lesson or chapter (your choice). Submit by file upload. Extra credit of up to 3% of the final course…

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Prepare and submit **a single file** containing your outline for this course (see Outline template in Supplementary Materials Module). Prepare a hyperlinked index on page 1 of your file broken out by lesson or chapter (your choice). Submit by file upload. Extra credit of up to 3% of the final course grade may be awarded.
**Warning:** your submission may be submitted to TurnItIn. **DO NOT submit an outline you obtained from the internet (including generative AI) or from another student.** If you include direct quotations from the case in your outline, make sure to include quotation marks. If you are found to have plagiarized, you will receive a zero for the assignment and more severe academic sanctions may result. Please refer to the Code of Academic Integrity section of the Course Syllabus.
\
CaseBriefSample_Deanv.Commissioner.docx](https://www.sweetstudy.com/files/casebriefsample-deanv-commissioner-docx "CaseBriefSample_Deanv.Commissioner.docx")
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November 5, 2026
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– ## 5220MODULE9Discussion.docx **## 5220MODULE9Discussion.docx** MODULE 9 Discussion: Technology with Young Children in the Information Age **Technology and Young Children** 1. 1. Click to watch **Video 1** [Experts, educators split on whether preschoolers should be using digital devicesLinks to …

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– ## 5220MODULE9Discussion.docx

**## 5220MODULE9Discussion.docx**

MODULE 9 Discussion: Technology with Young Children in the Information Age

**Technology and Young Children**

1.

1. Click to watch
**Video 1** [Experts, educators split on whether preschoolers should be using digital devicesLinks to an external site.](https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268) . This article discusses concerns around the long-term effects of digital devices on young children.

2.
[https://youtu.be/ndOB-vXwXxM](https://youtu.be/ndOB-vXwXxM)

3.
[https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268](https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268)

4.

5. Then, watch
**Video 2** here:

Here, in our Discussion Board, by this module's initial date, write a comparison between the 2 videos, then respond to at least 2 peers within 2 days. In responding, think specifically about the following statement:
_Digital Devices do not belong in an Early Childhood classroom. True or False? Why/why not? Use your Canvas Discussions to aid in writing Assignment IV. Remember these posts will also contribute to your participation grade_.

**## 5220MODULE9Discussion.docx**

MODULE 9 Discussion: Technology with Young Children in the Information Age

**Technology and Young Children**

1.

1. Click to watch
**Video 1** [Experts, educators split on whether preschoolers should be using digital devicesLinks to an external site.](https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268) . This article discusses concerns around the long-term effects of digital devices on young children.

2.
[https://youtu.be/ndOB-vXwXxM](https://youtu.be/ndOB-vXwXxM)

3.
[https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268](https://www.abc.net.au/news/2016-10-27/should-children-be-using-digital-devices-at-preschool/7972268)

4.

5. Then, watch
**Video 2** here:

Here, in our Discussion Board, by this module's initial date, write a comparison between the 2 videos, then respond to at least 2 peers within 2 days. In responding, think specifically about the following statement:
_Digital Devices do not belong in an Early Childhood classroom. True or False? Why/why not? Use your Canvas Discussions to aid in writing Assignment IV. Remember these posts will also contribute to your participation grade_.

November 5, 2026
[Solved] Week 5 (class 2)

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In-depth study guidance and analytical solution covering Week 5 (class 2).

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November 5, 2026
[Solved] Key Performance Indicators

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– ## 570w4.docx **## 570w4.docx** **create a 2-page Microsoft Word Memo and infographic (instead of a traditional dashboard) for an organization you have been or still are affiliated with. You do not have real data, so you will create static graphics to represent your data for your infographic/dashb…

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– ## 570w4.docx

**## 570w4.docx**

**create a 2-page Microsoft Word Memo and infographic (instead of a traditional dashboard) for an organization you have been or still are affiliated with. You do not have real data, so you will create static graphics to represent your data for your infographic/dashboard. Use the following outline.**

1. Importance of KPIs

· Explain what Key Performance Indicators (KPIs) are important and how they can be used to track the progress and risks related to the digital transformation effort (i.e., using AI to improve services).

2. Infographic: Create your graphics using an AI. Practice with different prompts to get a picture you like.

· Identify three (3) KPIs related to the digital transformation effort.

· Provide a brief description of what each KPI will measure and its importance.

· Insert your infographic into the analysis report.

3. Risks and Mitigation Strategies

· Propose three (3) potential leadership risks leaders may face as they work through the digital transformation effort and provide a mitigation strategy for each risk. *Each mitigation strategy must include credible support (i.e., APA citations).

4. Follow APA formatting guidelines: https://libguides.devry.edu/APA

**## 570w4.docx**

**create a 2-page Microsoft Word Memo and infographic (instead of a traditional dashboard) for an organization you have been or still are affiliated with. You do not have real data, so you will create static graphics to represent your data for your infographic/dashboard. Use the following outline.**

1. Importance of KPIs

· Explain what Key Performance Indicators (KPIs) are important and how they can be used to track the progress and risks related to the digital transformation effort (i.e., using AI to improve services).

2. Infographic: Create your graphics using an AI. Practice with different prompts to get a picture you like.

· Identify three (3) KPIs related to the digital transformation effort.

· Provide a brief description of what each KPI will measure and its importance.

· Insert your infographic into the analysis report.

3. Risks and Mitigation Strategies

· Propose three (3) potential leadership risks leaders may face as they work through the digital transformation effort and provide a mitigation strategy for each risk. *Each mitigation strategy must include credible support (i.e., APA citations).

4. Follow APA formatting guidelines: https://libguides.devry.edu/APA

November 5, 2026