Tag: Model Answer

  • [Solved] Module 1 Discussion Question

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    *How have African American educators helped to shape early childhood education? *Do you think it's possible for Head Start to really balance its comprehensive services orientation with a strong emphasis on academics? *Discuss what you have observed on television, read in the newspapers and online…

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    Assignment Prompt & Instructions

    *How have African American educators helped to shape early childhood education?
    *Do you think it's possible for Head Start to really balance its comprehensive services orientation with a strong emphasis on academics?
    *Discuss what you have observed on television, read in the newspapers and online about current trends (state and national) and issues affecting early childhood education.
    https://shreveportbossierjournal.com/2025/02/12/head-start-programs-could-be-affected-by-federal-funding-issues/
    The link above is to be used with the question about issues affecting early childhood education.
    *How has the progressive education movement and the work of John Dewey influence early childhood education today?
    **Please answer the discussion questions in** **detail** **.**

  • [Solved] mathhhh

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  • [Solved] Psychology Assignment

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    please follow up with the instructions. No AI – ## Week1_Assignment5.pdf **## Week1_Assignment5.pdf** Due Aug 31 by 10:59pm Points 50 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2 Start Assignment  Back to Week at a Glance (https://waldenu.instructure.com/courses/1822…

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    Assignment Prompt & Instructions

    please follow up with the instructions. No AI

    – ## Week1_Assignment5.pdf

    **## Week1_Assignment5.pdf**

    Due Aug 31 by 10:59pm
    Points 50
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/7585044)

    PUBLISHED PEER-REVIEWED RESEARCH
    VERSUS THE POPULAR PRESS

    Peer-reviewed research presents findings in ways that other behavioral scientists can understand. But
    how are findings communicated more broadly?

    It is not uncommon for the popular press (e.g., magazines such as Time and Newsweek) to adapt a
    peer-reviewed research article that contains technical jargon and make it more relatable to the public.
    However, because journalists are not research scientists, sometimes important concepts get lost in
    translation (e.g., inferring cause from a correlational study).

    In this Assignment, you will review a popular press article along with the peer-reviewed article on
    which it is based. You will consider ways that the popular press article was successful in making the
    content more accessible and how the article may have misrepresented information from the peer-
    reviewed research.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_253975474.jpeg)

    RESOURCES

    [https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    To prepare:

    Review Chapter 1 and Chapter 2.
    Review the pair of articles posted by your Instructor to the Announcements page of the
    course.
    Based on your review of the textbook chapters, for the original, peer-reviewed study, assess:

    The primary goal of the study: description, prediction, determining cause, or explaining
    The research method used: experimental, nonexperimental, or a mix of both methods
    If it is an example of basic or applied research

    Be sure to review the Learning Resources before completing this activity.

    Please access the set of two articles your Instructor has posted to the
    Course Announcements
    (https://waldenu.instructure.com/courses/182224/announcements) .

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 1, “Scientific Understanding of Behavior”

    Chapter 2, “Where to Start”

    Meyer, R. C. (Director). (2019). A student’s guide to critical thinking
    (https://video.alexanderstreet.com/p/MZKP34MLm) [Video].

    Alexander Street. https://video.alexanderstreet.com/watch/a-student-s-
    guide-to-critical-thinking

    Walden University, LLC. (2024). Becoming a skilled consumer of
    research (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
    [Interactive media]. Walden University Canvas.
    https://waldenu.instructure.com

    Assignment Articles 

    Readings 

    Optional Media 

    [https://waldenu.instructure.com/courses/182224/announcements](https://waldenu.instructure.com/courses/182224/announcements)

    [https://waldenu.instructure.com/courses/182224/announcements](https://waldenu.instructure.com/courses/182224/announcements)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    Compare and contrast the popular press and peer-reviewed article, noting what the popular
    press article got correct, missed, etc. in the attempt to adapt the peer-reviewed article for a
    broader audience.

    Submit a 2- to 3-page paper that responds to the following:

    For the article set:

    In one brief paragraph, identify from the original, peer-reviewed research study:
    1) The primary goal of the study (describe, predict, determine cause, or explain)
    2) The research method used (experimental, nonexperimental, or a mix of both methods)
    3) The outcome of the study.

    Explain if the peer-reviewed article is an example of basic or applied research, and how you
    determined this.
    Describe one example of how the popular press article accurately presented the peer-
    reviewed article in a more accessible/relatable way to promote easier understanding of the
    topic or a related concept.
    Describe one example of how the popular press article inaccurately presented or omitted
    important information from the peer-reviewed article in an attempt to make the information
    more relatable to a broader audience.
    State one takeaway that you learned from the resources this week that will aid in your future
    ability to critically approach claims in the media.

    Note: Support your responses within your Assignment with evidence from the assigned Learning
    Resources. Provide a reference list for resources you used for this Assignment. Use APA style for
    in-text citations and references.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK1Assgn_LastName_FirstInitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    PSYC_3003_Week1_Assignment_Rubric

    Criteria Ratings Pts

    Description of the
    following from the
    original, peer-
    reviewed research
    study: 1) The
    primary goal of the
    study (describe,
    predict, determine
    cause, or explain);
    2) The research
    method used
    (experimental or
    nonexperimental);
    3) The outcome

    15 pts

    Explanation of
    whether the peer-
    reviewed article is
    an example of
    basic or applied
    research, and how
    this was
    determined

    10 pts

    Description of one
    example of how the

    5 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    13 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    5 pts
    A

    4.25 pts
    B

    3.75 pts
    C

    3.25 pts
    D

    0 pts
    F

    Criteria Ratings Pts

    popular press
    article accurately
    presented the peer-
    reviewed article in
    a more
    accessible/relatable
    way to promote
    easier
    understanding of
    the topic or a
    related concept

    Description of one
    example of how the
    popular press
    article inaccurately
    presented, or
    omitted important
    information, from
    the peer-reviewed
    article in the
    attempt to make
    the information
    more relatable to a
    broader audience

    5 pts

    One takeaway from
    the resources this
    week that will aid in
    critically
    approaching claims
    in the media 5 pts

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation.

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation.

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation.

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation.

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained.

    5 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation.

    4.25 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation.

    3.75 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation.

    3.25 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation.

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained.

    5 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation.

    4.25 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation.

    3.75 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation.

    3.25 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation.

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained.

    Criteria Ratings Pts

    Quality of Writing

    10 pts

    Total Points: 50

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or
    mostly
    disorganized
    and/or
    contains
    many
    MUGS
    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is absent
    and/or is not
    cited or
    referenced
    in any way.

    **## Week1_Assignment5.pdf**

    Due Aug 31 by 10:59pm
    Points 50
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/7585044)

    PUBLISHED PEER-REVIEWED RESEARCH
    VERSUS THE POPULAR PRESS

    Peer-reviewed research presents findings in ways that other behavioral scientists can understand. But
    how are findings communicated more broadly?

    It is not uncommon for the popular press (e.g., magazines such as Time and Newsweek) to adapt a
    peer-reviewed research article that contains technical jargon and make it more relatable to the public.
    However, because journalists are not research scientists, sometimes important concepts get lost in
    translation (e.g., inferring cause from a correlational study).

    In this Assignment, you will review a popular press article along with the peer-reviewed article on
    which it is based. You will consider ways that the popular press article was successful in making the
    content more accessible and how the article may have misrepresented information from the peer-
    reviewed research.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_253975474.jpeg)

    RESOURCES

    [https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585044](https://waldenu.instructure.com/courses/182224/modules/items/7585044)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_253975474.jpeg)

    To prepare:

    Review Chapter 1 and Chapter 2.
    Review the pair of articles posted by your Instructor to the Announcements page of the
    course.
    Based on your review of the textbook chapters, for the original, peer-reviewed study, assess:

    The primary goal of the study: description, prediction, determining cause, or explaining
    The research method used: experimental, nonexperimental, or a mix of both methods
    If it is an example of basic or applied research

    Be sure to review the Learning Resources before completing this activity.

    Please access the set of two articles your Instructor has posted to the
    Course Announcements
    (https://waldenu.instructure.com/courses/182224/announcements) .

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral
    research (15th ed.). McGraw Hill.

    Chapter 1, “Scientific Understanding of Behavior”

    Chapter 2, “Where to Start”

    Meyer, R. C. (Director). (2019). A student’s guide to critical thinking
    (https://video.alexanderstreet.com/p/MZKP34MLm) [Video].

    Alexander Street. https://video.alexanderstreet.com/watch/a-student-s-
    guide-to-critical-thinking

    Walden University, LLC. (2024). Becoming a skilled consumer of
    research (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)
    [Interactive media]. Walden University Canvas.
    https://waldenu.instructure.com

    Assignment Articles 

    Readings 

    Optional Media 

    [https://waldenu.instructure.com/courses/182224/announcements](https://waldenu.instructure.com/courses/182224/announcements)

    [https://waldenu.instructure.com/courses/182224/announcements](https://waldenu.instructure.com/courses/182224/announcements)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://video.alexanderstreet.com/p/MZKP34MLm](https://video.alexanderstreet.com/p/MZKP34MLm)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/3003/bs/index.html)

    Compare and contrast the popular press and peer-reviewed article, noting what the popular
    press article got correct, missed, etc. in the attempt to adapt the peer-reviewed article for a
    broader audience.

    Submit a 2- to 3-page paper that responds to the following:

    For the article set:

    In one brief paragraph, identify from the original, peer-reviewed research study:
    1) The primary goal of the study (describe, predict, determine cause, or explain)
    2) The research method used (experimental, nonexperimental, or a mix of both methods)
    3) The outcome of the study.

    Explain if the peer-reviewed article is an example of basic or applied research, and how you
    determined this.
    Describe one example of how the popular press article accurately presented the peer-
    reviewed article in a more accessible/relatable way to promote easier understanding of the
    topic or a related concept.
    Describe one example of how the popular press article inaccurately presented or omitted
    important information from the peer-reviewed article in an attempt to make the information
    more relatable to a broader audience.
    State one takeaway that you learned from the resources this week that will aid in your future
    ability to critically approach claims in the media.

    Note: Support your responses within your Assignment with evidence from the assigned Learning
    Resources. Provide a reference list for resources you used for this Assignment. Use APA style for
    in-text citations and references.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK1Assgn_LastName_FirstInitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    PSYC_3003_Week1_Assignment_Rubric

    Criteria Ratings Pts

    Description of the
    following from the
    original, peer-
    reviewed research
    study: 1) The
    primary goal of the
    study (describe,
    predict, determine
    cause, or explain);
    2) The research
    method used
    (experimental or
    nonexperimental);
    3) The outcome

    15 pts

    Explanation of
    whether the peer-
    reviewed article is
    an example of
    basic or applied
    research, and how
    this was
    determined

    10 pts

    Description of one
    example of how the

    5 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    13 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    5 pts
    A

    4.25 pts
    B

    3.75 pts
    C

    3.25 pts
    D

    0 pts
    F

    Criteria Ratings Pts

    popular press
    article accurately
    presented the peer-
    reviewed article in
    a more
    accessible/relatable
    way to promote
    easier
    understanding of
    the topic or a
    related concept

    Description of one
    example of how the
    popular press
    article inaccurately
    presented, or
    omitted important
    information, from
    the peer-reviewed
    article in the
    attempt to make
    the information
    more relatable to a
    broader audience

    5 pts

    One takeaway from
    the resources this
    week that will aid in
    critically
    approaching claims
    in the media 5 pts

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation.

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation.

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation.

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation.

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained.

    5 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation.

    4.25 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation.

    3.75 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation.

    3.25 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation.

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained.

    5 pts
    A
    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation.

    4.25 pts
    B
    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation.

    3.75 pts
    C
    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation.

    3.25 pts
    D
    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation.

    0 pts
    F
    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained.

    Criteria Ratings Pts

    Quality of Writing

    10 pts

    Total Points: 50

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or
    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or
    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or
    mostly
    disorganized
    and/or
    contains
    many
    MUGS
    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is absent
    and/or is not
    cited or
    referenced
    in any way.

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  • [Solved] 7-1 Project Revise

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    Please see the attached assignment details. – ## ProjectDraftPartTwoModuleFive.docx – ENG190ProjectGuidelinesandRubric.html2.zip **## ProjectDraftPartTwoModuleFive.docx** 2 **Eliminating College Tuition: A Bold Step Toward Equity, Economic Growth, and Social Progress** Melony Hadden Southern New Ham…

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    – ## ProjectDraftPartTwoModuleFive.docx

    – ENG190ProjectGuidelinesandRubric.html2.zip

    **## ProjectDraftPartTwoModuleFive.docx**

    2

    **Eliminating College Tuition: A Bold Step Toward Equity, Economic Growth, and Social Progress**

    Melony Hadden

    Southern New Hampshire University

    Instructor Heather Carroll

    ENG 190 Research and Persuasion

    **Introduction**

    A college education today is even more crucial than at any other time. It also provides more promising employment, greater income, and self-enhancement. Nevertheless, college education is costly, thus locking many gifted students out of college. This issue of tuition fees impacts not only the individual's future but also undermines society. Education should not be viewed as a privilege of a few but a right of everybody. This is because making college tuition free would encourage equality of opportunity, reduce financial burden, and enhance the country's well-being.

    **Thesis Statement:**

    Free college would be essential in creating a more equal society on both social and economic levels, diminishing student debt, and creating a better and more educated community of workers.

    **Social Equality**

    Among the most significant advantages of free college tuition is the opportunity that all students, regardless of their financial background, have. Numerous students can collect a college degree but do not have the money to do so. Education will be more affordable to low-income and marginalised citizens when there is free tuition. It assists in introducing a more level playing field where people can win on merit, not income taxes(Butler et al.,2021). It also enables students who would otherwise be pre-determined to take up low-paying jobs immediately after high school to have a better life through education.

    **Student Loan Relief**

    The problem of student debt among young people is overwhelming. Thousands of students find themselves financing their college degrees out of school in thousands of dollars, with the loan having to be repaid within years or even decades. This debt may keep them out of house buying, starting families, or stalling over their future prosperity. College tuition would make student loans unnecessary or significantly decrease the amount of loans that must be taken out. Consequently, students could study worry-free most of the time about the problem of money. It would also help them have greater freedom to pursue careers they love, so they would not be guided to choose a job based solely on how remunerative it is. Eliminating the strain of debt allows graduates to face adulthood with confidence and financial relaxation.

    **Developing a better workforce**

    Education is one of the best ways to enhance a country's economy. Skills, innovation, and the ability to compete are enhanced in the workforce when a wider range of people can access college. The opportunity of free tuition would encourage more students to obtain degrees in sectors such as healthcare, education, science, and technology, where trained employees are in short supply. Businesses become more efficient with a better-educated citizenry, and the state would feel more equipped to face the times of globalization (LeBlanc,2021).  Moreover, a society that has higher education displays fewer unemployment cases, reduced crime, and improved health. It benefits not only those who want to get free college tuition, but also the nation's benefit.

    **Counterargument and Rebuttal**

    The claim that full tuition in colleges is too expensive and will burden taxpayers has been made by some people. Although it is a correct issue, one should consider education as a long-term investment. The government would recycle the tax dollars used to fund free tuition by increasing tax revenues, saving on welfare expenditures, and creating a more efficient economy. Some fear free college will mean a crowded campus and a standard drop. Nonetheless, planning, judicious application of technology, and sustained provision of quality faculty can address these challenges. The pitfalls that the policy might face are insufficient to address the strong solutions to providing free college education.

    **Conclusion**

    Free college education is not a dream but a wise and right solution to most issues affecting young people and society today. It ensures level playing fields, relieves the oppressive weight of debt, and develops a better-educated workforce. Everyone should have access to education regardless of their financial capacity. Educating people is an investment in our typical store. The time has come to repeal the use of free tuition in colleges and allow every student to have an opportunity to excel, no matter how financially endowed.

    References

    Butler, L. M., Arya, V., Nonyel, N. P., & Moore, T. S. (2021). The Rx-HEART framework to address health equity and racism within pharmacy education.
    _American Journal of Pharmaceutical Education_,
    _85_(9), 8590.

    LeBlanc, P. (2021).
    _Students first: Equity, access, and opportunity in higher education_. Harvard Education Press.

    Kanter, M. J., Armstrong, A., Cammack, A., & Blalock, C. (2016). College promise: Pathway to the 21st century.
    _Change: The Magazine of Higher Learning_,
    _48_(6), 6-15.

    **ENG190ProjectGuidelinesandRubric.html2.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng190projectguidelinesandrubric-html2-zip)

    **ENG190ProjectGuidelinesandRubric.html2.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng190projectguidelinesandrubric-html2-zip)

    **## ProjectDraftPartTwoModuleFive.docx**

    2

    **Eliminating College Tuition: A Bold Step Toward Equity, Economic Growth, and Social Progress**

    Melony Hadden

    Southern New Hampshire University

    Instructor Heather Carroll

    ENG 190 Research and Persuasion

    **Introduction**

    A college education today is even more crucial than at any other time. It also provides more promising employment, greater income, and self-enhancement. Nevertheless, college education is costly, thus locking many gifted students out of college. This issue of tuition fees impacts not only the individual's future but also undermines society. Education should not be viewed as a privilege of a few but a right of everybody. This is because making college tuition free would encourage equality of opportunity, reduce financial burden, and enhance the country's well-being.

    **Thesis Statement:**

    Free college would be essential in creating a more equal society on both social and economic levels, diminishing student debt, and creating a better and more educated community of workers.

    **Social Equality**

    Among the most significant advantages of free college tuition is the opportunity that all students, regardless of their financial background, have. Numerous students can collect a college degree but do not have the money to do so. Education will be more affordable to low-income and marginalised citizens when there is free tuition. It assists in introducing a more level playing field where people can win on merit, not income taxes(Butler et al.,2021). It also enables students who would otherwise be pre-determined to take up low-paying jobs immediately after high school to have a better life through education.

    **Student Loan Relief**

    The problem of student debt among young people is overwhelming. Thousands of students find themselves financing their college degrees out of school in thousands of dollars, with the loan having to be repaid within years or even decades. This debt may keep them out of house buying, starting families, or stalling over their future prosperity. College tuition would make student loans unnecessary or significantly decrease the amount of loans that must be taken out. Consequently, students could study worry-free most of the time about the problem of money. It would also help them have greater freedom to pursue careers they love, so they would not be guided to choose a job based solely on how remunerative it is. Eliminating the strain of debt allows graduates to face adulthood with confidence and financial relaxation.

    **Developing a better workforce**

    Education is one of the best ways to enhance a country's economy. Skills, innovation, and the ability to compete are enhanced in the workforce when a wider range of people can access college. The opportunity of free tuition would encourage more students to obtain degrees in sectors such as healthcare, education, science, and technology, where trained employees are in short supply. Businesses become more efficient with a better-educated citizenry, and the state would feel more equipped to face the times of globalization (LeBlanc,2021).  Moreover, a society that has higher education displays fewer unemployment cases, reduced crime, and improved health. It benefits not only those who want to get free college tuition, but also the nation's benefit.

    **Counterargument and Rebuttal**

    The claim that full tuition in colleges is too expensive and will burden taxpayers has been made by some people. Although it is a correct issue, one should consider education as a long-term investment. The government would recycle the tax dollars used to fund free tuition by increasing tax revenues, saving on welfare expenditures, and creating a more efficient economy. Some fear free college will mean a crowded campus and a standard drop. Nonetheless, planning, judicious application of technology, and sustained provision of quality faculty can address these challenges. The pitfalls that the policy might face are insufficient to address the strong solutions to providing free college education.

    **Conclusion**

    Free college education is not a dream but a wise and right solution to most issues affecting young people and society today. It ensures level playing fields, relieves the oppressive weight of debt, and develops a better-educated workforce. Everyone should have access to education regardless of their financial capacity. Educating people is an investment in our typical store. The time has come to repeal the use of free tuition in colleges and allow every student to have an opportunity to excel, no matter how financially endowed.

    References

    Butler, L. M., Arya, V., Nonyel, N. P., & Moore, T. S. (2021). The Rx-HEART framework to address health equity and racism within pharmacy education.
    _American Journal of Pharmaceutical Education_,
    _85_(9), 8590.

    LeBlanc, P. (2021).
    _Students first: Equity, access, and opportunity in higher education_. Harvard Education Press.

    Kanter, M. J., Armstrong, A., Cammack, A., & Blalock, C. (2016). College promise: Pathway to the 21st century.
    _Change: The Magazine of Higher Learning_,
    _48_(6), 6-15.

    **ENG190ProjectGuidelinesandRubric.html2.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng190projectguidelinesandrubric-html2-zip)

    **## ProjectDraftPartTwoModuleFive.docx**

    2

    **Eliminating College Tuition: A Bold Step Toward Equity, Economic Growth, and Social Progress**

    Melony Hadden

    Southern New Hampshire University

    Instructor Heather Carroll

    ENG 190 Research and Persuasion

    **Introduction**

    A college education today is even more crucial than at any other time. It also provides more promising employment, greater income, and self-enhancement. Nevertheless, college education is costly, thus locking many gifted students out of college. This issue of tuition fees impacts not only the individual's future but also undermines society. Education should not be viewed as a privilege of a few but a right of everybody. This is because making college tuition free would encourage equality of opportunity, reduce financial burden, and enhance the country's well-being.

    **Thesis Statement:**

    Free college would be essential in creating a more equal society on both social and economic levels, diminishing student debt, and creating a better and more educated community of workers.

    **Social Equality**

    Among the most significant advantages of free college tuition is the opportunity that all students, regardless of their financial background, have. Numerous students can collect a college degree but do not have the money to do so. Education will be more affordable to low-income and marginalised citizens when there is free tuition. It assists in introducing a more level playing field where people can win on merit, not income taxes(Butler et al.,2021). It also enables students who would otherwise be pre-determined to take up low-paying jobs immediately after high school to have a better life through education.

    **Student Loan Relief**

    The problem of student debt among young people is overwhelming. Thousands of students find themselves financing their college degrees out of school in thousands of dollars, with the loan having to be repaid within years or even decades. This debt may keep them out of house buying, starting families, or stalling over their future prosperity. College tuition would make student loans unnecessary or significantly decrease the amount of loans that must be taken out. Consequently, students could study worry-free most of the time about the problem of money. It would also help them have greater freedom to pursue careers they love, so they would not be guided to choose a job based solely on how remunerative it is. Eliminating the strain of debt allows graduates to face adulthood with confidence and financial relaxation.

    **Developing a better workforce**

    Education is one of the best ways to enhance a country's economy. Skills, innovation, and the ability to compete are enhanced in the workforce when a wider range of people can access college. The opportunity of free tuition would encourage more students to obtain degrees in sectors such as healthcare, education, science, and technology, where trained employees are in short supply. Businesses become more efficient with a better-educated citizenry, and the state would feel more equipped to face the times of globalization (LeBlanc,2021).  Moreover, a society that has higher education displays fewer unemployment cases, reduced crime, and improved health. It benefits not only those who want to get free college tuition, but also the nation's benefit.

    **Counterargument and Rebuttal**

    The claim that full tuition in colleges is too expensive and will burden taxpayers has been made by some people. Although it is a correct issue, one should consider education as a long-term investment. The government would recycle the tax dollars used to fund free tuition by increasing tax revenues, saving on welfare expenditures, and creating a more efficient economy. Some fear free college will mean a crowded campus and a standard drop. Nonetheless, planning, judicious application of technology, and sustained provision of quality faculty can address these challenges. The pitfalls that the policy might face are insufficient to address the strong solutions to providing free college education.

    **Conclusion**

    Free college education is not a dream but a wise and right solution to most issues affecting young people and society today. It ensures level playing fields, relieves the oppressive weight of debt, and develops a better-educated workforce. Everyone should have access to education regardless of their financial capacity. Educating people is an investment in our typical store. The time has come to repeal the use of free tuition in colleges and allow every student to have an opportunity to excel, no matter how financially endowed.

    References

    Butler, L. M., Arya, V., Nonyel, N. P., & Moore, T. S. (2021). The Rx-HEART framework to address health equity and racism within pharmacy education.
    _American Journal of Pharmaceutical Education_,
    _85_(9), 8590.

    LeBlanc, P. (2021).
    _Students first: Equity, access, and opportunity in higher education_. Harvard Education Press.

    Kanter, M. J., Armstrong, A., Cammack, A., & Blalock, C. (2016). College promise: Pathway to the 21st century.
    _Change: The Magazine of Higher Learning_,
    _48_(6), 6-15.

    **ENG190ProjectGuidelinesandRubric.html2.zip**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng190projectguidelinesandrubric-html2-zip)

    – 1
    – 2

  • [Solved] response

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    – ## unit7resp.docx **## unit7resp.docx** **Peer Response** **Instructions:** **Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner). From this mindset, reflect upon a discussion you would like to have with your colleague…

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    – ## unit7resp.docx

    **## unit7resp.docx**

    **Peer Response**

    **Instructions:**

    **Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.**

    ·
    **For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?**

    ·
    **If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan?**

    ·
    **If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.**

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    [**Lucas Parenti**](https://herzing.instructure.com/courses/47762/users/95429)

    Aug 20 4:44pm

    Reply from Lucas Parenti

    **Diagnosis**

    The 52-year-old male has a past medical history and symptoms that points to erectile dysfunction as the diagnosis. The reduced ability to maintain and achieve an erection are key symptoms for erectile dysfunction (Leslie & Sooriyamoorthy, 2024) The patient's poorly controlled type 2 diabetes mellitus with an A1C of 8.2%, hypertension, obesity, sedentary lifestyle, and hyperlipidemia have been shown to be risk factors for erectile dysfunction.

    **Management and Rationale**

    The patient will need a comprehensive approach by implementing lifestyle changes and pharmacologic therapy as warranted. The first line treatment in erectile dysfunction is phosphodiesterase type-5 inhibitors that play a role in increasing the blood flow to the penis during sexual activity. Sildenafil, also known as Viagra, is a common prescription medication for patients experiencing ED (Burnett et al., 2018). The patient should also have blood work done for testosterone levels as low testosterone can have a negative impact on the patient's erectile dysfunction  (Leslie & Sooriyamoorthy, 2024). As noted by Bhasin et al. (2018), managing the patient's weight, improving proper glycemic control, and increasing physical activity are important modifiable risk factors for ED.

    **Prescription**

    The patient will start taking Sildenafil 50mg orally one hour prior to sexual activity. The patient should not take this more than time per day and to take on an empty stomach. The patient will need to be educated on allowing the medication to take effect within 30-60 minutes. The patient will have ordered labs for monitoring total testosterone, CBC, TSH, HbA1C, and CMP to follow up on the diabetes control as well as evaluate further on the patient's fatigue.

    **Patient Education**

    The patient will be educated on ED and that it is a treatable condition and common that is influenced by nerves, hormones, and the patient's past medical history as it is not uncommon with men that have diabetes and hypertension. The patient will be educated on sildenafil, the newly prescribed medication and the importance of when to take it. Certain side effects can include headaches, mild visual changes, and nasal congestion (Leslie & Sooriyamoorthy, 2024). The patient will also be educated on lifestyle modifications such as walking 30 minutes per day, implementing proper dietary habits, and glycemic control.

    **Follow-Up Plan**

    The patient will follow up within 4 weeks to evaluate sildenafil and adjust the dose as needed. Labs will be reviewed, and an endocrinologist will need to be referred if the testosterone is low. The patient will also need a dietician referral to help make healthy eating habits.

    **References**

    Bhasin, S., Cunningham, G. R., Hayes, F. J., et al. (2018). Testosterone therapy in men with hypogonadism: An Endocrine Society clinical practice guideline. The Journal of Clinical Endocrinology & Metabolism, 103(5), 1715–1744.
    [https://doi.org/10.1210/jc.2018-00229Links to an external site.](https://doi.org/10.1210/jc.2018-00229)

    Burnett, A. L., Nehra, A., Breau, R. H., et al. (2018). Erectile dysfunction: AUA guideline. The Journal of Urology, 200(3), 633–641.
    [https://doi.org/10.1016/j.juro.2018.05.004Links to an external site.](https://doi.org/10.1016/j.juro.2018.05.004)

    Leslie, S. W., & Sooriyamoorthy, T. (2024, January 9).
    _Erectile dysfunction_. StatPearls.
    [https://www.ncbi.nlm.nih.gov/books/NBK562253/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK562253/)

    · Reply to post from Lucas Parenti
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    [**Mariam Lomashvili**](https://herzing.instructure.com/courses/47762/users/91090)

    Aug 20 3:53pm

    Reply from Mariam Lomashvili

    **Diagnosis**

    The most likely diagnosis for this 52-year-old male is erectile dysfunction (ED), predominantly vasculogenic, in the context of multiple cardiometabolic risk factors. His type 2 diabetes (A1C 8.2%), hypertension, hyperlipidemia, obesity (BMI 32), and sedentary lifestyle all contribute to endothelial dysfunction and impaired nitric oxide signaling, which are key mechanisms of ED. The diminished peripheral pulses further suggest vascular disease. Importantly, the patient maintains normal libido, making hypoactive sexual desire disorder less likely. The presence of mild nocturia could point toward lower urinary tract symptoms (LUTS) or benign prostatic hyperplasia (BPH), which may influence therapeutic decision-making. Diabetes is strongly associated with ED, and better glycemic control has been shown to improve outcomes (Defeudis et al., 2022; Wang et al., 2023).

    **Management and Rationale**

    Initial evaluation should include laboratory studies such as fasting glucose, repeat A1C, morning total testosterone, lipid panel, and renal function tests. If testosterone is low, further hormonal evaluation with luteinizing hormone, follicle-stimulating hormone, and prolactin would be warranted. Screening for depression, obstructive sleep apnea, and atherosclerotic cardiovascular disease (ASCVD) is also important, given that ED can serve as an early marker of vascular disease (Wang et al., 2023). Additionally, prostate-specific antigen (PSA) testing may be considered in the setting of nocturia after shared decision-making.

    The first-line treatment for this patient is a phosphodiesterase-5 inhibitor (PDE5i). PDE5 inhibitors are effective in improving erectile function, including in men with diabetes, though response rates may be lower compared to the general population. Tadalafil is a particularly suitable option in this case because daily dosing of 5 mg not only improves erectile function but also reduces LUTS associated with BPH, thereby addressing both of the patient’s concerns (Defeudis et al., 2022; Wang et al., 2023). If the patient prefers an on-demand regimen instead of daily therapy, sildenafil 50 mg to 100 mg as needed 30–60 minutes before sexual activity is an alternative. Both options are safe with his current medications, though caution should always be taken to avoid concurrent nitrate use.

    Lifestyle and cardiometabolic optimization are also essential. Structured exercise, weight reduction, a Mediterranean-style diet, and improved sleep can enhance erectile function and improve glycemic control. Targeting an A1C closer to 7%, ensuring blood pressure control, and optimizing lipid management are important for both sexual and cardiovascular health (Defeudis et al., 2022).

    **Prescription**

    The prescription for this patient would be:

    1. Tadalafil 5 mg orally once daily. Take one tablet by mouth at the same time each day, with or without food. Do not exceed one tablet in 24 hours. Dispense 30 tablets. Refills: 2.

    If the patient prefers on-demand dosing instead of daily therapy:

    1. Sildenafil 50 mg orally as needed. Take one tablet by mouth 30–60 minutes prior to sexual activity. May increase to 100 mg or decrease to 25 mg based on response and tolerability. Do not exceed one dose in 24 hours. Avoid taking with high-fat meals. Dispense 6–10 tablets. Refills: 2.

    **Patient Education**

    Patient education should emphasize that PDE5 inhibitors require sexual stimulation to be effective. The patient should be informed about common side effects, including headache, flushing, nasal congestion, dyspepsia, and—specifically with tadalafil—back pain or myalgias. He should be instructed to seek urgent medical attention for chest pain, sudden vision or hearing changes, or an erection lasting longer than four hours.

    Equally important is counseling on lifestyle changes. The patient should aim for at least 150 minutes of moderate aerobic activity per week, combined with resistance training twice weekly. Weight reduction of 5–10% can significantly improve both glycemic control and erectile function. Alcohol should be limited, and tobacco should be avoided. Sleep hygiene should also be addressed. Patients should also be cautioned against using over-the-counter “male enhancement” supplements, as many of these products are adulterated or lack reliable efficacy data (Petre et al., 2023).

    **Follow-up and Referral**

    The patient should follow up in 4–6 weeks to evaluate the effectiveness and tolerability of the prescribed PDE5 inhibitor, review adherence to lifestyle modifications, and assess laboratory results such as A1C and testosterone. If the initial therapy proves ineffective, options include dose titration, switching PDE5 inhibitors, or adding second-line interventions such as vacuum erection devices or alprostadil. If laboratory evaluation reveals hypogonadism, referral to endocrinology would be indicated for further management. Referral to urology should also be considered if the patient fails first-line therapies. Finally, given the diminished peripheral pulses and known cardiometabolic disease, a referral to cardiology may be warranted to evaluate for systemic vascular disease, since ED is often an early indicator of cardiovascular pathology (Wang et al., 2023).

    **References**

    Defeudis, G., Mazzilli, R., Tenuta, M., Rossini, G., Zamponi, V., Olana, S., Faggiano, A., Pozzilli, P., Isidori, A. M., & Gianfrilli, D. (2022). Erectile dysfunction and diabetes: A melting pot of circumstances and treatments.
    _Diabetes/Metabolism Research and Reviews_,
    _38_(2), e3494.
    [https://doi.org/10.1002/dmrr.3494Links to an external site.](https://doi.org/10.1002/dmrr.3494)

    Feng, H., Peng, W., Deng, Z., Liu, J., & Wang, T. (2023). Erectile dysfunction and exosome therapy.
    _Frontiers in Endocrinology_,
    _14_, 1123383.
    [https://doi.org/10.3389/fendo.2023.1123383Links to an external site.](https://doi.org/10.3389/fendo.2023.1123383)

    Petre, G. C., Francini-Pesenti, F., Vitagliano, A., Grande, G., Ferlin, A., & Garolla, A. (2023). Dietary supplements for erectile dysfunction: Analysis of marketed products, systematic review, meta-analysis and rational use.
    _Nutrients_,
    _15_(17), 3677.
    [https://doi.org/10.3390/nu15173677Links to an external site.](https://doi.org/10.3390/nu15173677)

    Wang, C.-M., Wu, B.-R., Xiang, P., Xiao, J., & Hu, X.-C. (2023). Management of male erectile dysfunction: From the past to the future.
    _Frontiers in Endocrinology_,
    _14_, 1148834.
    [https://doi.org/10.3389/fendo.2023.1148834](https://doi.org/10.3389/fendo.2023.1148834)

    **## unit7resp.docx**

    **Peer Response**

    **Instructions:**

    **Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner).  From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.**

    ·
    **For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?**

    ·
    **If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan?**

    ·
    **If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.**

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    [**Lucas Parenti**](https://herzing.instructure.com/courses/47762/users/95429)

    Aug 20 4:44pm

    Reply from Lucas Parenti

    **Diagnosis**

    The 52-year-old male has a past medical history and symptoms that points to erectile dysfunction as the diagnosis. The reduced ability to maintain and achieve an erection are key symptoms for erectile dysfunction (Leslie & Sooriyamoorthy, 2024) The patient's poorly controlled type 2 diabetes mellitus with an A1C of 8.2%, hypertension, obesity, sedentary lifestyle, and hyperlipidemia have been shown to be risk factors for erectile dysfunction.

    **Management and Rationale**

    The patient will need a comprehensive approach by implementing lifestyle changes and pharmacologic therapy as warranted. The first line treatment in erectile dysfunction is phosphodiesterase type-5 inhibitors that play a role in increasing the blood flow to the penis during sexual activity. Sildenafil, also known as Viagra, is a common prescription medication for patients experiencing ED (Burnett et al., 2018). The patient should also have blood work done for testosterone levels as low testosterone can have a negative impact on the patient's erectile dysfunction  (Leslie & Sooriyamoorthy, 2024). As noted by Bhasin et al. (2018), managing the patient's weight, improving proper glycemic control, and increasing physical activity are important modifiable risk factors for ED.

    **Prescription**

    The patient will start taking Sildenafil 50mg orally one hour prior to sexual activity. The patient should not take this more than time per day and to take on an empty stomach. The patient will need to be educated on allowing the medication to take effect within 30-60 minutes. The patient will have ordered labs for monitoring total testosterone, CBC, TSH, HbA1C, and CMP to follow up on the diabetes control as well as evaluate further on the patient's fatigue.

    **Patient Education**

    The patient will be educated on ED and that it is a treatable condition and common that is influenced by nerves, hormones, and the patient's past medical history as it is not uncommon with men that have diabetes and hypertension. The patient will be educated on sildenafil, the newly prescribed medication and the importance of when to take it. Certain side effects can include headaches, mild visual changes, and nasal congestion (Leslie & Sooriyamoorthy, 2024). The patient will also be educated on lifestyle modifications such as walking 30 minutes per day, implementing proper dietary habits, and glycemic control.

    **Follow-Up Plan**

    The patient will follow up within 4 weeks to evaluate sildenafil and adjust the dose as needed. Labs will be reviewed, and an endocrinologist will need to be referred if the testosterone is low. The patient will also need a dietician referral to help make healthy eating habits.

    **References**

    Bhasin, S., Cunningham, G. R., Hayes, F. J., et al. (2018). Testosterone therapy in men with hypogonadism: An Endocrine Society clinical practice guideline. The Journal of Clinical Endocrinology & Metabolism, 103(5), 1715–1744.
    [https://doi.org/10.1210/jc.2018-00229Links to an external site.](https://doi.org/10.1210/jc.2018-00229)

    Burnett, A. L., Nehra, A., Breau, R. H., et al. (2018). Erectile dysfunction: AUA guideline. The Journal of Urology, 200(3), 633–641.
    [https://doi.org/10.1016/j.juro.2018.05.004Links to an external site.](https://doi.org/10.1016/j.juro.2018.05.004)

    Leslie, S. W., & Sooriyamoorthy, T. (2024, January 9).
    _Erectile dysfunction_. StatPearls.
    [https://www.ncbi.nlm.nih.gov/books/NBK562253/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK562253/)

    · Reply to post from Lucas Parenti
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    [**Mariam Lomashvili**](https://herzing.instructure.com/courses/47762/users/91090)

    Aug 20 3:53pm

    Reply from Mariam Lomashvili

    **Diagnosis**

    The most likely diagnosis for this 52-year-old male is erectile dysfunction (ED), predominantly vasculogenic, in the context of multiple cardiometabolic risk factors. His type 2 diabetes (A1C 8.2%), hypertension, hyperlipidemia, obesity (BMI 32), and sedentary lifestyle all contribute to endothelial dysfunction and impaired nitric oxide signaling, which are key mechanisms of ED. The diminished peripheral pulses further suggest vascular disease. Importantly, the patient maintains normal libido, making hypoactive sexual desire disorder less likely. The presence of mild nocturia could point toward lower urinary tract symptoms (LUTS) or benign prostatic hyperplasia (BPH), which may influence therapeutic decision-making. Diabetes is strongly associated with ED, and better glycemic control has been shown to improve outcomes (Defeudis et al., 2022; Wang et al., 2023).

    **Management and Rationale**

    Initial evaluation should include laboratory studies such as fasting glucose, repeat A1C, morning total testosterone, lipid panel, and renal function tests. If testosterone is low, further hormonal evaluation with luteinizing hormone, follicle-stimulating hormone, and prolactin would be warranted. Screening for depression, obstructive sleep apnea, and atherosclerotic cardiovascular disease (ASCVD) is also important, given that ED can serve as an early marker of vascular disease (Wang et al., 2023). Additionally, prostate-specific antigen (PSA) testing may be considered in the setting of nocturia after shared decision-making.

    The first-line treatment for this patient is a phosphodiesterase-5 inhibitor (PDE5i). PDE5 inhibitors are effective in improving erectile function, including in men with diabetes, though response rates may be lower compared to the general population. Tadalafil is a particularly suitable option in this case because daily dosing of 5 mg not only improves erectile function but also reduces LUTS associated with BPH, thereby addressing both of the patient’s concerns (Defeudis et al., 2022; Wang et al., 2023). If the patient prefers an on-demand regimen instead of daily therapy, sildenafil 50 mg to 100 mg as needed 30–60 minutes before sexual activity is an alternative. Both options are safe with his current medications, though caution should always be taken to avoid concurrent nitrate use.

    Lifestyle and cardiometabolic optimization are also essential. Structured exercise, weight reduction, a Mediterranean-style diet, and improved sleep can enhance erectile function and improve glycemic control. Targeting an A1C closer to 7%, ensuring blood pressure control, and optimizing lipid management are important for both sexual and cardiovascular health (Defeudis et al., 2022).

    **Prescription**

    The prescription for this patient would be:

    1. Tadalafil 5 mg orally once daily. Take one tablet by mouth at the same time each day, with or without food. Do not exceed one tablet in 24 hours. Dispense 30 tablets. Refills: 2.

    If the patient prefers on-demand dosing instead of daily therapy:

    1. Sildenafil 50 mg orally as needed. Take one tablet by mouth 30–60 minutes prior to sexual activity. May increase to 100 mg or decrease to 25 mg based on response and tolerability. Do not exceed one dose in 24 hours. Avoid taking with high-fat meals. Dispense 6–10 tablets. Refills: 2.

    **Patient Education**

    Patient education should emphasize that PDE5 inhibitors require sexual stimulation to be effective. The patient should be informed about common side effects, including headache, flushing, nasal congestion, dyspepsia, and—specifically with tadalafil—back pain or myalgias. He should be instructed to seek urgent medical attention for chest pain, sudden vision or hearing changes, or an erection lasting longer than four hours.

    Equally important is counseling on lifestyle changes. The patient should aim for at least 150 minutes of moderate aerobic activity per week, combined with resistance training twice weekly. Weight reduction of 5–10% can significantly improve both glycemic control and erectile function. Alcohol should be limited, and tobacco should be avoided. Sleep hygiene should also be addressed. Patients should also be cautioned against using over-the-counter “male enhancement” supplements, as many of these products are adulterated or lack reliable efficacy data (Petre et al., 2023).

    **Follow-up and Referral**

    The patient should follow up in 4–6 weeks to evaluate the effectiveness and tolerability of the prescribed PDE5 inhibitor, review adherence to lifestyle modifications, and assess laboratory results such as A1C and testosterone. If the initial therapy proves ineffective, options include dose titration, switching PDE5 inhibitors, or adding second-line interventions such as vacuum erection devices or alprostadil. If laboratory evaluation reveals hypogonadism, referral to endocrinology would be indicated for further management. Referral to urology should also be considered if the patient fails first-line therapies. Finally, given the diminished peripheral pulses and known cardiometabolic disease, a referral to cardiology may be warranted to evaluate for systemic vascular disease, since ED is often an early indicator of cardiovascular pathology (Wang et al., 2023).

    **References**

    Defeudis, G., Mazzilli, R., Tenuta, M., Rossini, G., Zamponi, V., Olana, S., Faggiano, A., Pozzilli, P., Isidori, A. M., & Gianfrilli, D. (2022). Erectile dysfunction and diabetes: A melting pot of circumstances and treatments.
    _Diabetes/Metabolism Research and Reviews_,
    _38_(2), e3494.
    [https://doi.org/10.1002/dmrr.3494Links to an external site.](https://doi.org/10.1002/dmrr.3494)

    Feng, H., Peng, W., Deng, Z., Liu, J., & Wang, T. (2023). Erectile dysfunction and exosome therapy.
    _Frontiers in Endocrinology_,
    _14_, 1123383.
    [https://doi.org/10.3389/fendo.2023.1123383Links to an external site.](https://doi.org/10.3389/fendo.2023.1123383)

    Petre, G. C., Francini-Pesenti, F., Vitagliano, A., Grande, G., Ferlin, A., & Garolla, A. (2023). Dietary supplements for erectile dysfunction: Analysis of marketed products, systematic review, meta-analysis and rational use.
    _Nutrients_,
    _15_(17), 3677.
    [https://doi.org/10.3390/nu15173677Links to an external site.](https://doi.org/10.3390/nu15173677)

    Wang, C.-M., Wu, B.-R., Xiang, P., Xiao, J., & Hu, X.-C. (2023). Management of male erectile dysfunction: From the past to the future.
    _Frontiers in Endocrinology_,
    _14_, 1148834.
    [https://doi.org/10.3389/fendo.2023.1148834](https://doi.org/10.3389/fendo.2023.1148834)

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    JWI 522 (1192) Page 1 of 7

    JWI 522
    Strategic Partnering with the C-Suite

    Week Seven Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 7

    TRUTH AND TRUST

    What It Means

    The vast majority of companies do the right thing. The same is true of employees. However,
    from time to time in the life of nearly every business, something will go wrong. Someone will
    make a morally questionable decision, cross a line that shouldn't have been crossed, and
    occasionally, even engage in criminal activity. In such times, HR leaders are often called upon
    to step into the middle of a firestorm and help the organization make sound ethical and legal
    decisions that safeguard company assets and protect the rights of the individual.

    Why It Matters

    • Employees will stand behind leaders who are honest with them and will give it their all,
    even when the future is uncertain.

    • Trust opens the lines of communication and empowers people to share ideas freely
    without fear of reprisal.

    • Candor is a tool of speed that cuts through the clutter and gets to what really matters.

    “Leaders establish trust with candor, transparency, and credit.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 7

    DEVELOPING A CULTURE OF TRUTH AND TRUST

    What does it mean to have a culture of truth and trust?

    It goes without saying that you must follow the law. Your workplace must be free from biases that
    discriminate against sexual orientation and religion and it must provide a safe and secure environment for
    people in need of special accommodations, but it’s more than that. It’s about establishing a culture where
    employees are confident that leaders will tell it like it is.

    Telling it like it is should be a principle that is familiar to JWMI students. For Jack Welch, this is
    expressed in a single word: candor. While it would be impossible to reduce the entire body of Jack's
    leadership lessons to a single practice, if we had to single out just one as being the foundation upon
    which everything else is built, we would probably vote for candor.

    For Jack, candor isn’t simply a belief in always telling the truth because it’s the right thing to do. Candor
    is, in his words, “a tool of speed.” Candor, “cuts through the clutter of ‘business speak’ and gets to what
    really matters.” It requires people to face facts and to share information openly. That includes not just
    feedback on individual performance and letting people know where they stand, but also information about
    how the business was doing. This is something Patty McCord strongly agrees with:

    “One of the most important insights anyone in business can have is that it’s not cruel to tell
    people the truth respectfully and honestly. To the contrary, being transparent and telling people
    what they need to hear is the only way to ensure they both trust you and understand you.”

    Powerful, P. 32

    Building an organization that truly embraces candor as a way of life is not an easy task. In fact, Jack says
    it was one of the toughest things he did at GE. That sounds a bit strange, doesn’t it? It seems simple
    enough, just tell the truth, but there is a little more to it than that. The reality is that we are fighting against
    millennia of human conditioning. People don’t want to deliver bad news. We don’t want to tell others
    they’re not doing a great job or that things aren’t going well. We want to hold off in the hope that it will get
    better.

    A problem that plagues far too many organizations is that upper management keeps an excessively tight
    hold on performance information. Such a mindset does a huge disservice to the organization for two
    primary reasons:

    1. Not sharing information about performance – both at the individual or corporate levels – robs
    people of the chance to make meaningful changes in their own performance or change in how
    they manage their teams and their businesses.

    2. It undermines the opportunity to get every brain in the game. Sharing information more openly
    allows the entire team to come together and attack the problem, think about other ways of doing
    things and find better solutions.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 7

    The tough thing about building a culture of truth and trust is that it’s not always pleasant. It often means
    delivering some pretty harsh news. The thing is, however, that while not everyone will like what you have
    to say, at least they will know where things stand. People are a lot more willing to rally behind a leader
    they trust even when the odds are against them than they are for someone they think is hiding the facts.

    “Too often upper management thinks that sharing problems confronting the business will
    heighten anxiety among staff, but what’s much more anxiety provoking is not knowing. You
    can’t protect people from hard truths anyway. And holding back truth, or telling them half-
    truths, will only breed contempt. Trust is based on honest communication, and I find that
    employees become cynical when they hear half-truths. Cynicism is a cancer. It creates a
    metastasizing discontent that feeds on itself, leading to smarminess and fueling
    backstabbing.”

    Powerful, P. 42

    Having a seat at the table presents HR leaders with the opportunity to guide decisions on how and when
    information gets shared from the top down, as well as how feedback from the bottom up is encouraged
    and rewarded.

    “The other vital point about honesty concerning business issues is that it’s got to go both
    ways. Employees should be told never to withhold questions or information from you or their
    direct superiors. As a leader, you should model this, showing, not just telling, that you want
    people to speak up and that you can be told bad news directly and disagreed with.”

    Powerful, P. 43

    This behavior has to be modeled at the senior-most levels of the organization. Management has to
    demonstrate that when team members come forward with problems, the manager and the team rally
    around to support the person and address the problem head-on. If you bring a problem forward and
    management jumps down your throat, as Jack says: “That’s the end of candor.” Building a culture of truth
    and trust requires that we, as HR leaders, work with our colleagues to foster an honest sharing of ideas,
    present a realistic assessment of performance, and encourage open debate where opposing views can
    be expressed without fear of reprisal.

    HR AS PEOPLE ADVOCATE

    In examining what HR needs to do to get a seat at the table, much of our focus has been on addressing
    the problem that too many HR departments don’t align their activities well enough to the needs of the
    business. We hope that our focus on promoting a “people first” agenda has been clear and consistent.
    We firmly believe that people are the most important part of any organization and that effective talent
    development practices are critical to building a winning organization and creating a sustainable
    competitive advantage. But getting a seat at the table doesn’t give HR the right to abdicate its role as
    people advocate.

    There will be times, in even the most people-centric organizations, when choices will be presented that
    create a tension in which for the business to win, some employees will have to lose. We can’t be naïve
    about the realities that there will be choices that make good business sense, but which will have a

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 7

    negative impact on individuals who have given a lot to the company. There will be times when layoffs
    happen, when teams become redundant and when factories have to be relocated. When faced with such
    situations, what is the role of the CHRO as an advocate for people?

    While the circumstances around such events will vary widely, Conaty and Charan argue that one thing is
    critical … the strength and character of HR leadership.

    “The key issue is whether the HR leader is strong enough to face off with a tough CEO and CFO
    and be a true employee advocate without getting rolled.”

    The Talent Masters, P. 51

    Having a seat at the table does not mean that you can’t ever oppose the boss’s point of view. CEOs
    need honest counsel. They need people around them who will push back when needed, and who will,
    respectfully, but firmly, support an opposing view. Standing up to a tough CEO can be painful, and in
    extreme cases, it can be career limiting.

    Over the years, there were numerous times when Bill Conaty supported a position in opposition to Jack.
    This was a stance that, as I am sure you can imagine, is not for the faint-hearted. But Jack encouraged
    this. In fact, Bill would likely not have been around long if Jack did not feel he could count on him to
    speak his mind and be an advocate for what he felt was right. Did that mean Bill always got his way? Of
    course not, but it did mean that the facts and the arguments were put on the table and debated honestly.
    Jack knew that Bill could always be counted on to be an advocate for people and to fight for what was
    right when tough decisions had to be made.

    MAINTAIN A CONFIDENCE OR TAKE OFFICIAL ACTION?

    This is not a course on workplace law or industry compliance. We trust that, as an HR professional, you
    are well acquainted with the regulations that you and your team must follow and that you participate in
    regular training to stay on top of things. Further, we expect that you are working with your organization’s
    legal team, and are seeking external or specialized counsel when needed. But there will be times when
    the path forward in dealing with an ethical or legal issue is not as clear as we would like.

    It would be wonderful if we all had access to a set of rules that covered every single circumstance and
    told us when we should officially report something and when we need to maintain a confidence. The
    reality is that each situation is different. There are, nevertheless, core questions that every HR leader
    must ask when faced with a tough decision.

    • Does the person bringing an issue to me want me to do anything with it?
    • Is there a potential that a law is being broken?
    • Is there a risk that, if I don’t escalate the matter, the company will be put in jeopardy?

    As those questions get assessed, they will lead to a decision about whether the issue must be brought to
    the CEO or should be dealt with by the HR leader. In bringing an issue to your boss, however, there is a
    right way and a wrong way to do it. An important part of being a trusted advisor is also being seen as a
    competent manager. A competent manager doesn't add work to the boss's day; she takes it away.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 6 of 7

    Bill would frequently have to knock on Jack’s door and say, “I want you to know what’s going on with such
    and such … I don’t need you to do anything about it, I’m handling it and will keep you updated.” Taking a
    problem to your boss without bringing a solution is not the way to demonstrate your potential as a leader.

    When assessing your decision about escalating a problem, ask yourself: Is this something that the boss
    even needs to know about? Does it impact the organization in a way that requires the attention of the
    person you are bringing it to? If the answer is no, then deal with it yourself or hand it to someone at the
    appropriate level to take care of it. If the answer is yes, then does it require action from your boss, or
    does the boss just need to be informed? The only problems that should land on the desk of a CEO are
    the problems that can’t be handled by anyone else down the ladder. That’s a pretty tall order.

    When you do bring a problem to the CEO’s attention, make sure you come with as much information as
    you can about all the relevant factors. It’s true that when something is unfolding quickly in real time and is
    important enough that the CEO has to be updated, you are unlikely to know everything that’s going on,
    but gather as many facts as you can first, and make the initial briefing detailed enough that the risks,
    options and ownership of action items are made clear.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the importance of developing a culture of truth and trust

    Is management trusted in your organization? How do you know? What tools have you
    deployed to reach that conclusion? Anonymous surveys, exit interviews? Off-the-record
    discussions? Have you discussed the role of candor as “a tool of speed” with your team and
    with other leaders? What concrete actions could be taken to identify and address trust issues
    that may be holding the business back? How would things change if there were a significant
    increase in the level of confidence that all employees were being told the truth and were treated
    fairly, regardless of their level in the organization?

    • Discuss the role of HR as a people advocate and steward of the business

    How do senior HR leaders balance being advocates for people and strategic drivers of the
    success of the business when conflicting interests arise? What are the checks and balances that
    must be in place to guide your actions? How can having a strong and clear Mission and a set of
    Values/Behaviors help all parties to make better decisions for the business and the employee?

    • Assess when to maintain a confidence and when an issue must be officially addressed

    What support mechanisms do you have in place to guide your decision-making process when
    there are tough ethical and legal decisions to be made? Do you have your own trusted mentor
    you can go to as a sounding board, knowing that things will be kept confidential? Are you fully
    versed on the laws and regulations that outline when official action must be taken? How do you
    escalate an issue without dumping it on someone else? It is important to have these guides be in
    place before they’re needed. You don’t want to find yourself searching for a roadmap in the
    middle of an ethical or legal crisis.

    **Assignment3552.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3552-jpeg)

    **Assignment3552.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3552-jpeg)

    **## JWI_522_W7_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 7

    JWI 522
    Strategic Partnering with the C-Suite

    Week Seven Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 7

    TRUTH AND TRUST

    What It Means

    The vast majority of companies do the right thing. The same is true of employees. However,
    from time to time in the life of nearly every business, something will go wrong. Someone will
    make a morally questionable decision, cross a line that shouldn't have been crossed, and
    occasionally, even engage in criminal activity. In such times, HR leaders are often called upon
    to step into the middle of a firestorm and help the organization make sound ethical and legal
    decisions that safeguard company assets and protect the rights of the individual.

    Why It Matters

    • Employees will stand behind leaders who are honest with them and will give it their all,
    even when the future is uncertain.

    • Trust opens the lines of communication and empowers people to share ideas freely
    without fear of reprisal.

    • Candor is a tool of speed that cuts through the clutter and gets to what really matters.

    “Leaders establish trust with candor, transparency, and credit.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 7

    DEVELOPING A CULTURE OF TRUTH AND TRUST

    What does it mean to have a culture of truth and trust?

    It goes without saying that you must follow the law. Your workplace must be free from biases that
    discriminate against sexual orientation and religion and it must provide a safe and secure environment for
    people in need of special accommodations, but it’s more than that. It’s about establishing a culture where
    employees are confident that leaders will tell it like it is.

    Telling it like it is should be a principle that is familiar to JWMI students. For Jack Welch, this is
    expressed in a single word: candor. While it would be impossible to reduce the entire body of Jack's
    leadership lessons to a single practice, if we had to single out just one as being the foundation upon
    which everything else is built, we would probably vote for candor.

    For Jack, candor isn’t simply a belief in always telling the truth because it’s the right thing to do. Candor
    is, in his words, “a tool of speed.” Candor, “cuts through the clutter of ‘business speak’ and gets to what
    really matters.” It requires people to face facts and to share information openly. That includes not just
    feedback on individual performance and letting people know where they stand, but also information about
    how the business was doing. This is something Patty McCord strongly agrees with:

    “One of the most important insights anyone in business can have is that it’s not cruel to tell
    people the truth respectfully and honestly. To the contrary, being transparent and telling people
    what they need to hear is the only way to ensure they both trust you and understand you.”

    Powerful, P. 32

    Building an organization that truly embraces candor as a way of life is not an easy task. In fact, Jack says
    it was one of the toughest things he did at GE. That sounds a bit strange, doesn’t it? It seems simple
    enough, just tell the truth, but there is a little more to it than that. The reality is that we are fighting against
    millennia of human conditioning. People don’t want to deliver bad news. We don’t want to tell others
    they’re not doing a great job or that things aren’t going well. We want to hold off in the hope that it will get
    better.

    A problem that plagues far too many organizations is that upper management keeps an excessively tight
    hold on performance information. Such a mindset does a huge disservice to the organization for two
    primary reasons:

    1. Not sharing information about performance – both at the individual or corporate levels – robs
    people of the chance to make meaningful changes in their own performance or change in how
    they manage their teams and their businesses.

    2. It undermines the opportunity to get every brain in the game. Sharing information more openly
    allows the entire team to come together and attack the problem, think about other ways of doing
    things and find better solutions.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 7

    The tough thing about building a culture of truth and trust is that it’s not always pleasant. It often means
    delivering some pretty harsh news. The thing is, however, that while not everyone will like what you have
    to say, at least they will know where things stand. People are a lot more willing to rally behind a leader
    they trust even when the odds are against them than they are for someone they think is hiding the facts.

    “Too often upper management thinks that sharing problems confronting the business will
    heighten anxiety among staff, but what’s much more anxiety provoking is not knowing. You
    can’t protect people from hard truths anyway. And holding back truth, or telling them half-
    truths, will only breed contempt. Trust is based on honest communication, and I find that
    employees become cynical when they hear half-truths. Cynicism is a cancer. It creates a
    metastasizing discontent that feeds on itself, leading to smarminess and fueling
    backstabbing.”

    Powerful, P. 42

    Having a seat at the table presents HR leaders with the opportunity to guide decisions on how and when
    information gets shared from the top down, as well as how feedback from the bottom up is encouraged
    and rewarded.

    “The other vital point about honesty concerning business issues is that it’s got to go both
    ways. Employees should be told never to withhold questions or information from you or their
    direct superiors. As a leader, you should model this, showing, not just telling, that you want
    people to speak up and that you can be told bad news directly and disagreed with.”

    Powerful, P. 43

    This behavior has to be modeled at the senior-most levels of the organization. Management has to
    demonstrate that when team members come forward with problems, the manager and the team rally
    around to support the person and address the problem head-on. If you bring a problem forward and
    management jumps down your throat, as Jack says: “That’s the end of candor.” Building a culture of truth
    and trust requires that we, as HR leaders, work with our colleagues to foster an honest sharing of ideas,
    present a realistic assessment of performance, and encourage open debate where opposing views can
    be expressed without fear of reprisal.

    HR AS PEOPLE ADVOCATE

    In examining what HR needs to do to get a seat at the table, much of our focus has been on addressing
    the problem that too many HR departments don’t align their activities well enough to the needs of the
    business. We hope that our focus on promoting a “people first” agenda has been clear and consistent.
    We firmly believe that people are the most important part of any organization and that effective talent
    development practices are critical to building a winning organization and creating a sustainable
    competitive advantage. But getting a seat at the table doesn’t give HR the right to abdicate its role as
    people advocate.

    There will be times, in even the most people-centric organizations, when choices will be presented that
    create a tension in which for the business to win, some employees will have to lose. We can’t be naïve
    about the realities that there will be choices that make good business sense, but which will have a

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 7

    negative impact on individuals who have given a lot to the company. There will be times when layoffs
    happen, when teams become redundant and when factories have to be relocated. When faced with such
    situations, what is the role of the CHRO as an advocate for people?

    While the circumstances around such events will vary widely, Conaty and Charan argue that one thing is
    critical … the strength and character of HR leadership.

    “The key issue is whether the HR leader is strong enough to face off with a tough CEO and CFO
    and be a true employee advocate without getting rolled.”

    The Talent Masters, P. 51

    Having a seat at the table does not mean that you can’t ever oppose the boss’s point of view. CEOs
    need honest counsel. They need people around them who will push back when needed, and who will,
    respectfully, but firmly, support an opposing view. Standing up to a tough CEO can be painful, and in
    extreme cases, it can be career limiting.

    Over the years, there were numerous times when Bill Conaty supported a position in opposition to Jack.
    This was a stance that, as I am sure you can imagine, is not for the faint-hearted. But Jack encouraged
    this. In fact, Bill would likely not have been around long if Jack did not feel he could count on him to
    speak his mind and be an advocate for what he felt was right. Did that mean Bill always got his way? Of
    course not, but it did mean that the facts and the arguments were put on the table and debated honestly.
    Jack knew that Bill could always be counted on to be an advocate for people and to fight for what was
    right when tough decisions had to be made.

    MAINTAIN A CONFIDENCE OR TAKE OFFICIAL ACTION?

    This is not a course on workplace law or industry compliance. We trust that, as an HR professional, you
    are well acquainted with the regulations that you and your team must follow and that you participate in
    regular training to stay on top of things. Further, we expect that you are working with your organization’s
    legal team, and are seeking external or specialized counsel when needed. But there will be times when
    the path forward in dealing with an ethical or legal issue is not as clear as we would like.

    It would be wonderful if we all had access to a set of rules that covered every single circumstance and
    told us when we should officially report something and when we need to maintain a confidence. The
    reality is that each situation is different. There are, nevertheless, core questions that every HR leader
    must ask when faced with a tough decision.

    • Does the person bringing an issue to me want me to do anything with it?
    • Is there a potential that a law is being broken?
    • Is there a risk that, if I don’t escalate the matter, the company will be put in jeopardy?

    As those questions get assessed, they will lead to a decision about whether the issue must be brought to
    the CEO or should be dealt with by the HR leader. In bringing an issue to your boss, however, there is a
    right way and a wrong way to do it. An important part of being a trusted advisor is also being seen as a
    competent manager. A competent manager doesn't add work to the boss's day; she takes it away.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 6 of 7

    Bill would frequently have to knock on Jack’s door and say, “I want you to know what’s going on with such
    and such … I don’t need you to do anything about it, I’m handling it and will keep you updated.” Taking a
    problem to your boss without bringing a solution is not the way to demonstrate your potential as a leader.

    When assessing your decision about escalating a problem, ask yourself: Is this something that the boss
    even needs to know about? Does it impact the organization in a way that requires the attention of the
    person you are bringing it to? If the answer is no, then deal with it yourself or hand it to someone at the
    appropriate level to take care of it. If the answer is yes, then does it require action from your boss, or
    does the boss just need to be informed? The only problems that should land on the desk of a CEO are
    the problems that can’t be handled by anyone else down the ladder. That’s a pretty tall order.

    When you do bring a problem to the CEO’s attention, make sure you come with as much information as
    you can about all the relevant factors. It’s true that when something is unfolding quickly in real time and is
    important enough that the CEO has to be updated, you are unlikely to know everything that’s going on,
    but gather as many facts as you can first, and make the initial briefing detailed enough that the risks,
    options and ownership of action items are made clear.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the importance of developing a culture of truth and trust

    Is management trusted in your organization? How do you know? What tools have you
    deployed to reach that conclusion? Anonymous surveys, exit interviews? Off-the-record
    discussions? Have you discussed the role of candor as “a tool of speed” with your team and
    with other leaders? What concrete actions could be taken to identify and address trust issues
    that may be holding the business back? How would things change if there were a significant
    increase in the level of confidence that all employees were being told the truth and were treated
    fairly, regardless of their level in the organization?

    • Discuss the role of HR as a people advocate and steward of the business

    How do senior HR leaders balance being advocates for people and strategic drivers of the
    success of the business when conflicting interests arise? What are the checks and balances that
    must be in place to guide your actions? How can having a strong and clear Mission and a set of
    Values/Behaviors help all parties to make better decisions for the business and the employee?

    • Assess when to maintain a confidence and when an issue must be officially addressed

    What support mechanisms do you have in place to guide your decision-making process when
    there are tough ethical and legal decisions to be made? Do you have your own trusted mentor
    you can go to as a sounding board, knowing that things will be kept confidential? Are you fully
    versed on the laws and regulations that outline when official action must be taken? How do you
    escalate an issue without dumping it on someone else? It is important to have these guides be in
    place before they’re needed. You don’t want to find yourself searching for a roadmap in the
    middle of an ethical or legal crisis.

    **Assignment3552.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3552-jpeg)

    **## JWI_522_W7_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 1 of 7

    JWI 522
    Strategic Partnering with the C-Suite

    Week Seven Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 2 of 7

    TRUTH AND TRUST

    What It Means

    The vast majority of companies do the right thing. The same is true of employees. However,
    from time to time in the life of nearly every business, something will go wrong. Someone will
    make a morally questionable decision, cross a line that shouldn't have been crossed, and
    occasionally, even engage in criminal activity. In such times, HR leaders are often called upon
    to step into the middle of a firestorm and help the organization make sound ethical and legal
    decisions that safeguard company assets and protect the rights of the individual.

    Why It Matters

    • Employees will stand behind leaders who are honest with them and will give it their all,
    even when the future is uncertain.

    • Trust opens the lines of communication and empowers people to share ideas freely
    without fear of reprisal.

    • Candor is a tool of speed that cuts through the clutter and gets to what really matters.

    “Leaders establish trust with candor, transparency, and credit.”

    Jack Welch

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 3 of 7

    DEVELOPING A CULTURE OF TRUTH AND TRUST

    What does it mean to have a culture of truth and trust?

    It goes without saying that you must follow the law. Your workplace must be free from biases that
    discriminate against sexual orientation and religion and it must provide a safe and secure environment for
    people in need of special accommodations, but it’s more than that. It’s about establishing a culture where
    employees are confident that leaders will tell it like it is.

    Telling it like it is should be a principle that is familiar to JWMI students. For Jack Welch, this is
    expressed in a single word: candor. While it would be impossible to reduce the entire body of Jack's
    leadership lessons to a single practice, if we had to single out just one as being the foundation upon
    which everything else is built, we would probably vote for candor.

    For Jack, candor isn’t simply a belief in always telling the truth because it’s the right thing to do. Candor
    is, in his words, “a tool of speed.” Candor, “cuts through the clutter of ‘business speak’ and gets to what
    really matters.” It requires people to face facts and to share information openly. That includes not just
    feedback on individual performance and letting people know where they stand, but also information about
    how the business was doing. This is something Patty McCord strongly agrees with:

    “One of the most important insights anyone in business can have is that it’s not cruel to tell
    people the truth respectfully and honestly. To the contrary, being transparent and telling people
    what they need to hear is the only way to ensure they both trust you and understand you.”

    Powerful, P. 32

    Building an organization that truly embraces candor as a way of life is not an easy task. In fact, Jack says
    it was one of the toughest things he did at GE. That sounds a bit strange, doesn’t it? It seems simple
    enough, just tell the truth, but there is a little more to it than that. The reality is that we are fighting against
    millennia of human conditioning. People don’t want to deliver bad news. We don’t want to tell others
    they’re not doing a great job or that things aren’t going well. We want to hold off in the hope that it will get
    better.

    A problem that plagues far too many organizations is that upper management keeps an excessively tight
    hold on performance information. Such a mindset does a huge disservice to the organization for two
    primary reasons:

    1. Not sharing information about performance – both at the individual or corporate levels – robs
    people of the chance to make meaningful changes in their own performance or change in how
    they manage their teams and their businesses.

    2. It undermines the opportunity to get every brain in the game. Sharing information more openly
    allows the entire team to come together and attack the problem, think about other ways of doing
    things and find better solutions.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 4 of 7

    The tough thing about building a culture of truth and trust is that it’s not always pleasant. It often means
    delivering some pretty harsh news. The thing is, however, that while not everyone will like what you have
    to say, at least they will know where things stand. People are a lot more willing to rally behind a leader
    they trust even when the odds are against them than they are for someone they think is hiding the facts.

    “Too often upper management thinks that sharing problems confronting the business will
    heighten anxiety among staff, but what’s much more anxiety provoking is not knowing. You
    can’t protect people from hard truths anyway. And holding back truth, or telling them half-
    truths, will only breed contempt. Trust is based on honest communication, and I find that
    employees become cynical when they hear half-truths. Cynicism is a cancer. It creates a
    metastasizing discontent that feeds on itself, leading to smarminess and fueling
    backstabbing.”

    Powerful, P. 42

    Having a seat at the table presents HR leaders with the opportunity to guide decisions on how and when
    information gets shared from the top down, as well as how feedback from the bottom up is encouraged
    and rewarded.

    “The other vital point about honesty concerning business issues is that it’s got to go both
    ways. Employees should be told never to withhold questions or information from you or their
    direct superiors. As a leader, you should model this, showing, not just telling, that you want
    people to speak up and that you can be told bad news directly and disagreed with.”

    Powerful, P. 43

    This behavior has to be modeled at the senior-most levels of the organization. Management has to
    demonstrate that when team members come forward with problems, the manager and the team rally
    around to support the person and address the problem head-on. If you bring a problem forward and
    management jumps down your throat, as Jack says: “That’s the end of candor.” Building a culture of truth
    and trust requires that we, as HR leaders, work with our colleagues to foster an honest sharing of ideas,
    present a realistic assessment of performance, and encourage open debate where opposing views can
    be expressed without fear of reprisal.

    HR AS PEOPLE ADVOCATE

    In examining what HR needs to do to get a seat at the table, much of our focus has been on addressing
    the problem that too many HR departments don’t align their activities well enough to the needs of the
    business. We hope that our focus on promoting a “people first” agenda has been clear and consistent.
    We firmly believe that people are the most important part of any organization and that effective talent
    development practices are critical to building a winning organization and creating a sustainable
    competitive advantage. But getting a seat at the table doesn’t give HR the right to abdicate its role as
    people advocate.

    There will be times, in even the most people-centric organizations, when choices will be presented that
    create a tension in which for the business to win, some employees will have to lose. We can’t be naïve
    about the realities that there will be choices that make good business sense, but which will have a

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 5 of 7

    negative impact on individuals who have given a lot to the company. There will be times when layoffs
    happen, when teams become redundant and when factories have to be relocated. When faced with such
    situations, what is the role of the CHRO as an advocate for people?

    While the circumstances around such events will vary widely, Conaty and Charan argue that one thing is
    critical … the strength and character of HR leadership.

    “The key issue is whether the HR leader is strong enough to face off with a tough CEO and CFO
    and be a true employee advocate without getting rolled.”

    The Talent Masters, P. 51

    Having a seat at the table does not mean that you can’t ever oppose the boss’s point of view. CEOs
    need honest counsel. They need people around them who will push back when needed, and who will,
    respectfully, but firmly, support an opposing view. Standing up to a tough CEO can be painful, and in
    extreme cases, it can be career limiting.

    Over the years, there were numerous times when Bill Conaty supported a position in opposition to Jack.
    This was a stance that, as I am sure you can imagine, is not for the faint-hearted. But Jack encouraged
    this. In fact, Bill would likely not have been around long if Jack did not feel he could count on him to
    speak his mind and be an advocate for what he felt was right. Did that mean Bill always got his way? Of
    course not, but it did mean that the facts and the arguments were put on the table and debated honestly.
    Jack knew that Bill could always be counted on to be an advocate for people and to fight for what was
    right when tough decisions had to be made.

    MAINTAIN A CONFIDENCE OR TAKE OFFICIAL ACTION?

    This is not a course on workplace law or industry compliance. We trust that, as an HR professional, you
    are well acquainted with the regulations that you and your team must follow and that you participate in
    regular training to stay on top of things. Further, we expect that you are working with your organization’s
    legal team, and are seeking external or specialized counsel when needed. But there will be times when
    the path forward in dealing with an ethical or legal issue is not as clear as we would like.

    It would be wonderful if we all had access to a set of rules that covered every single circumstance and
    told us when we should officially report something and when we need to maintain a confidence. The
    reality is that each situation is different. There are, nevertheless, core questions that every HR leader
    must ask when faced with a tough decision.

    • Does the person bringing an issue to me want me to do anything with it?
    • Is there a potential that a law is being broken?
    • Is there a risk that, if I don’t escalate the matter, the company will be put in jeopardy?

    As those questions get assessed, they will lead to a decision about whether the issue must be brought to
    the CEO or should be dealt with by the HR leader. In bringing an issue to your boss, however, there is a
    right way and a wrong way to do it. An important part of being a trusted advisor is also being seen as a
    competent manager. A competent manager doesn't add work to the boss's day; she takes it away.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 6 of 7

    Bill would frequently have to knock on Jack’s door and say, “I want you to know what’s going on with such
    and such … I don’t need you to do anything about it, I’m handling it and will keep you updated.” Taking a
    problem to your boss without bringing a solution is not the way to demonstrate your potential as a leader.

    When assessing your decision about escalating a problem, ask yourself: Is this something that the boss
    even needs to know about? Does it impact the organization in a way that requires the attention of the
    person you are bringing it to? If the answer is no, then deal with it yourself or hand it to someone at the
    appropriate level to take care of it. If the answer is yes, then does it require action from your boss, or
    does the boss just need to be informed? The only problems that should land on the desk of a CEO are
    the problems that can’t be handled by anyone else down the ladder. That’s a pretty tall order.

    When you do bring a problem to the CEO’s attention, make sure you come with as much information as
    you can about all the relevant factors. It’s true that when something is unfolding quickly in real time and is
    important enough that the CEO has to be updated, you are unlikely to know everything that’s going on,
    but gather as many facts as you can first, and make the initial briefing detailed enough that the risks,
    options and ownership of action items are made clear.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1192) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the importance of developing a culture of truth and trust

    Is management trusted in your organization? How do you know? What tools have you
    deployed to reach that conclusion? Anonymous surveys, exit interviews? Off-the-record
    discussions? Have you discussed the role of candor as “a tool of speed” with your team and
    with other leaders? What concrete actions could be taken to identify and address trust issues
    that may be holding the business back? How would things change if there were a significant
    increase in the level of confidence that all employees were being told the truth and were treated
    fairly, regardless of their level in the organization?

    • Discuss the role of HR as a people advocate and steward of the business

    How do senior HR leaders balance being advocates for people and strategic drivers of the
    success of the business when conflicting interests arise? What are the checks and balances that
    must be in place to guide your actions? How can having a strong and clear Mission and a set of
    Values/Behaviors help all parties to make better decisions for the business and the employee?

    • Assess when to maintain a confidence and when an issue must be officially addressed

    What support mechanisms do you have in place to guide your decision-making process when
    there are tough ethical and legal decisions to be made? Do you have your own trusted mentor
    you can go to as a sounding board, knowing that things will be kept confidential? Are you fully
    versed on the laws and regulations that outline when official action must be taken? How do you
    escalate an issue without dumping it on someone else? It is important to have these guides be in
    place before they’re needed. You don’t want to find yourself searching for a roadmap in the
    middle of an ethical or legal crisis.

    **Assignment3552.jpeg**

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    ATTACHED BELOW – ## Scenariodoc.docx **## Scenariodoc.docx** Type **3000-word assessment** Assessment Title: **_You are required to write a case report that demonstrates a critical understanding of the assessment strategies and the therapeutic interventions required/needed for the chosen client from…

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    Assignment Prompt & Instructions

    ATTACHED BELOW

    – ## Scenariodoc.docx

    **## Scenariodoc.docx**

    Type
    **3000-word assessment**

    Assessment Title:
    **_You are required to write a case report that demonstrates a critical understanding of the assessment strategies and the therapeutic interventions required/needed for the chosen client from the students’ field of practice._**

    **Assessment Description**

    1. Patient Report/Scenario – Complete a 250 – 300 scenario explaining your patient
    **(ensure to maintain confidentiality).** Introduce the patient using a pseudonym and some background information. Focus on one health need/condition that requires assessment and therapeutic intervention. Include any symptoms or behaviour that led to the diagnosis. Discuss a patient you found interesting in practice and make sure you discuss this scenario with your allocated supervisor.
    **This needs to go in an appendix at the end of your work and is NOT included in your word count.**

    1.
    **Introduction**

    1. Include the key features of the assignment.

    1. Briefly mention the patient/client, including use of pseudonym re: NMC Code; presenting problem(s) and clinical environment.

    1. Ensure you relate your work to your scenario throughout.

    1. Approximately 200 words

    1.
    **Main Body – Assessment**

    1. Briefly explain the altered pathophysiology of the condition/disorder you are discussing.

    1. Define assessment and why it is important in nursing.

    1. Discuss the importance of the therapeutic relationship; what barriers to building the relationship were present and how they could be overcome.

    1. Identify and critically appraise an Appropriate Assessment tool, including reliability and validity; You may wish to also mention an Appropriate Assessment Framework,
    **for mental health students and Learning disability student you will also need to include a discussion around Risk Assessment.**

    1. Ensure this is in relation to your patient

    1. Approximately 1000 words

    1.
    **Main Body: Therapeutic Interventions**

    1. Discuss and critically appraise key pharmaceutical interventions specific to the "disorder"/presenting problem, including cautions; nurses` role, and evidence base.

    1. Discuss and critically appraise key "nursing"/physical interventions specific to the "disorder"/presenting problem

    1. Discuss and critically appraise key psychological interventions specific to the "disorder"/presenting problem, including key features of the intervention and evidence base.

    1. Approximately 1500 words.

    1.
    **Conclusion**

    1. Identify and discuss key features/key insights of the assignment

    1. Do not include new material.

    1. Approx 300 words

    **APPROVED SCENARIO**

    All names have been substituted with pseudonyms and settings anonymised throughout this work in accordance with the Nursing and Midwifery Council(NMC, 2018).

    During one of my 2nd year placement, I met Martin, a 35-year-old male who was referred from the A&E department to the crisis team, he was admitted for paracetamol overdose. My supervisor (Samantha) and I attended to Martin, he told us he has had a low mood for the past six months. He works as a CCTV operator and has recently experienced significant stress at work due to a project deadlines. He mentioned that he has been feeling increasingly tired and struggles to find motivation for both his professional duties and personal life interests. He describes a decline in his social interactions, he no longer engages in family gatherings, which he once looked forward to. His relationship with his partner(Sarah) has also become strained as he often feels irritable over trivial matters.

    During assessment, Martin exhibited symptoms that align with a diagnosis of Major Depressive Disorder, which is characterized by persistent feelings of sadness, reduced ability to experience pleasure and difficulty concentrating. He reports feelings of worthlessness, difficulty sleeping and unable to go back to sleep when awake at midnight, which increases his feelings of fatigue. Additionally, he mentioned he has lost interest in cooking and often goes for fast food leading to noticeable weight loss. When asked about thoughts of self-harm and suicide, Martin stressed that he has often considered theses actions however, this was the first suicidal attempt which he now feels remorseful about.

    Samantha recommended a combination of cognitive behavioural therapy through the Crisis Resolution Home Treatment Team and pharmacotherapy to address Martin's symptoms. The therapeutic intervention aims to help Martin develop coping strategies for stress and improve his mood without disrupting his usual activities.

    **## Scenariodoc.docx**

    Type
    **3000-word assessment**

    Assessment Title:
    **_You are required to write a case report that demonstrates a critical understanding of the assessment strategies and the therapeutic interventions required/needed for the chosen client from the students’ field of practice._**

    **Assessment Description**

    1. Patient Report/Scenario – Complete a 250 – 300 scenario explaining your patient
    **(ensure to maintain confidentiality).** Introduce the patient using a pseudonym and some background information. Focus on one health need/condition that requires assessment and therapeutic intervention. Include any symptoms or behaviour that led to the diagnosis. Discuss a patient you found interesting in practice and make sure you discuss this scenario with your allocated supervisor.
    **This needs to go in an appendix at the end of your work and is NOT included in your word count.**

    1.
    **Introduction**

    1. Include the key features of the assignment.

    1. Briefly mention the patient/client, including use of pseudonym re: NMC Code; presenting problem(s) and clinical environment.

    1. Ensure you relate your work to your scenario throughout.

    1. Approximately 200 words

    1.
    **Main Body – Assessment**

    1. Briefly explain the altered pathophysiology of the condition/disorder you are discussing.

    1. Define assessment and why it is important in nursing.

    1. Discuss the importance of the therapeutic relationship; what barriers to building the relationship were present and how they could be overcome.

    1. Identify and critically appraise an Appropriate Assessment tool, including reliability and validity; You may wish to also mention an Appropriate Assessment Framework,
    **for mental health students and Learning disability student you will also need to include a discussion around Risk Assessment.**

    1. Ensure this is in relation to your patient

    1. Approximately 1000 words

    1.
    **Main Body: Therapeutic Interventions**

    1. Discuss and critically appraise key pharmaceutical interventions specific to the "disorder"/presenting problem, including cautions; nurses` role, and evidence base.

    1. Discuss and critically appraise key "nursing"/physical interventions specific to the "disorder"/presenting problem

    1. Discuss and critically appraise key psychological interventions specific to the "disorder"/presenting problem, including key features of the intervention and evidence base.

    1. Approximately 1500 words.

    1.
    **Conclusion**

    1. Identify and discuss key features/key insights of the assignment

    1. Do not include new material.

    1. Approx 300 words

    **APPROVED SCENARIO**

    All names have been substituted with pseudonyms and settings anonymised throughout this work in accordance with the Nursing and Midwifery Council(NMC, 2018).

    During one of my 2nd year placement, I met Martin, a 35-year-old male who was referred from the A&E department to the crisis team, he was admitted for paracetamol overdose. My supervisor (Samantha) and I attended to Martin, he told us he has had a low mood for the past six months. He works as a CCTV operator and has recently experienced significant stress at work due to a project deadlines. He mentioned that he has been feeling increasingly tired and struggles to find motivation for both his professional duties and personal life interests. He describes a decline in his social interactions, he no longer engages in family gatherings, which he once looked forward to. His relationship with his partner(Sarah) has also become strained as he often feels irritable over trivial matters.

    During assessment, Martin exhibited symptoms that align with a diagnosis of Major Depressive Disorder, which is characterized by persistent feelings of sadness, reduced ability to experience pleasure and difficulty concentrating. He reports feelings of worthlessness, difficulty sleeping and unable to go back to sleep when awake at midnight, which increases his feelings of fatigue. Additionally, he mentioned he has lost interest in cooking and often goes for fast food leading to noticeable weight loss. When asked about thoughts of self-harm and suicide, Martin stressed that he has often considered theses actions however, this was the first suicidal attempt which he now feels remorseful about.

    Samantha recommended a combination of cognitive behavioural therapy through the Crisis Resolution Home Treatment Team and pharmacotherapy to address Martin's symptoms. The therapeutic intervention aims to help Martin develop coping strategies for stress and improve his mood without disrupting his usual activities.

  • [Solved] Assistance needed

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Teachers should work to align instruction with the varying needs that are represented in the inclusive classroom, specifically for students with disabilities. Differentiated instruction and Universal Design for Learning (UDL) strategies can be used to effectively meet the needs of students with disa…

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    Assignment Prompt & Instructions

    Teachers should work to align instruction with the varying needs that are represented in the inclusive classroom, specifically for students with disabilities. Differentiated instruction and Universal Design for Learning (UDL) strategies can be used to effectively meet the needs of students with disabilities in the inclusive classroom.
    Allocate at least 2 hours in an inclusive K-12 classroom that includes students with disabilities for this field experience.
    Observe the differentiated instruction strategies and accommodations (both with instruction and assessment) that the teacher uses in the classroom.
    Discuss the following questions with your mentor teacher:
    – What are the different types of needs in the classroom? (e.g., students with language needs, students on 504 Plans, students with IEPs)
    – What is the percentage of students who have been identified as having a disability or exception?
    – How do you plan and prepare units, lessons, and assessments?
    – What types of differentiated instruction and/or UDL strategies do you use during instruction and assessment? How do you ensure these are aligned to instructional standards and appropriate for students?
    – What types of accommodations are provided? Who provides them?
    – How do you collaborate with the special education teacher and any other teachers/professionals to support the students with disabilities or exceptions?
    – How do you provide assessment feedback? Do you use any feedback strategies to engage students and/or motivate learning?
    – Did you feel prepared to work with students with disabilities at the beginning of your career? How do you feel now? What kinds of preparation or education did you receive to work with students with disabilities? Do you feel that you have had enough preparation and education to work with students with disabilities?
    – What other types of support do you feel one should gain or be provided in order to work with students with disabilities?
    Following your discussion, share the “COE Lesson Plan Template” with your mentor teacher. Discuss the sections “Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression,” and how they can be differentiated to meet the needs of all students.
    Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.
    Write a 250-500 word reflection summarizing the differentiated instructional strategies and accommodations that were observed and discussed in the interview. Describe the students in the mentor teacher’s classroom and how the teacher prepares instruction and assessment for these students. Include discussion of the teacher’s collaboration strategies and preparedness for working with students with disabilities. Explain how you will apply this information in your future professional practice when working with students with disabilities.
    APA format is not required, but solid academic writing is expected.
    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
    Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
    Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
    SUBMIT ASSIGNMENTTopic 2 Participation **T**
    31 **F**
    1 **S**
    2 **S**
    3 **M**
    4 **T**
    5 **W**
    6Topic 3 DQ 1Topic 3 DQ 2Clinical Field Experience B: Differentiation and Technology in the ClassroomDesigning Differentiated Instruction to Meet Specific NeedsTopic 3 Participation **T**
    7 **F**
    8 **S**
    9 **S**
    10 **M**
    11 **T**
    12 **W**
    13Designing Differentiated Instruction to Meet Specific NeedsTopic 4 DQ 1Topic 4 DQ 2Clinical Field Experience C: Implementing Differentiated ActivitiesDifferentiating AssessmentsTopic 4 Participation **T**
    14 **F**
    15 **S**
    16 **S**
    17 **M**
    18 **T**
    19 **W**
    20Topic 5 DQ 1Topic 5 DQ 2Benchmark – Differentiation with Technology Lesson PlanTopic 5 Participation **T**
    21 **F**
    22 **S**
    23 **S**
    24 **M**
    25 **T**
    26 **W**
    27Topic 6 DQ 1Topic 6 DQ 2Clinical Field Experience Verification Form
    \
    ESD-530Rubric-ClinicalFieldExperienceA-DifferentiatedInstructionandAcc.pdf](https://www.sweetstudy.com/files/esd-530rubric-clinicalfieldexperiencea-differentiatedinstructionandacc-pdf "ESD-530Rubric-ClinicalFieldExperienceA-DifferentiatedInstructionandAcc.pdf")