LDR 1100 TU Democratic Leadership Style Discussion

There are 4 posts that I have to comment them. Each one no less than three sentences and 50 words. No research need it. Since we just have to comment them, please don’t do it way too professional. Ex. I agree with you….The original question for post 1 and 2 is:After conducting the leadership instrument activity for chapter 4 of the Northouse textbook, what would you say is your preferred leadership style? Are there situations where your style may vary? If so, why do you think that is the case?The original question for post 3 and 4 is:After conducting the leadership instrument activity, the results I got were a democratic leadership style; this style is conforming to my leadership ways in the military as well. The task will be given to a group of soldiers, and I expected them to follow such instructions without having to monitor their every move, trust in your group of people is essential. The issues within the group are also of high priority. The outcome in the democratic leadership style is, for the most part, always a positive one. Also, mutual praise and group-mindedness are vital for this style (Northouse, 2017). A democratic leader shows the motivation to the group, which in effect turns to a follower wanting to do their best also (Northouse, 2017). Communication is key to this type of leadership; this is the best way for a group of people to move forward to their end goal and gain mutual accomplishments (Northouse, 2017). Certain situations may dictate the leadership style I apply, for example; in matters of life or death with a military mission then the method would be using more pressure without hearing too much of other people’s minds. The style that can accomplish more in less amount of time is the authoritarian on which I would use it would get the job done regardless of anyone say so but the leader (Northouse, 2017).I think my preferred leadership style would be “democratic.” Under this category, we think that other followers can basically “handle their own.” This would include us helping/assisting them, if need be. If there were to be a project or some kind of work that needed to be done and another person needed help, we try to help them with whatever they need. We try to work with them and include similar and mutual opinions to produce the best outcome. We don’t think we are better than anyone and we aren’t looking to change anyone. We have to open our ears and listen to the other followers/leaders. Listening is a very important factor in helping someone. We are looking to provide information, guidance, and suggestions. We are very friendly and not too pushy when trying to assist. Wanting to make decisions as a group and not give credit to just ourselves is also an important factor. There may be situations where my style would vary. I think it would probably be if the person that I was trying to help, didn’t want help. I would try my best to convince them to let me assist them, and if they aren’t wanting me to, then I won’t. If this happens, or continues to happen, then I’ll more than likely have the attitude of the laissez-faire style. I’m always wanting to help someone, as long as they will let me help and I’m able to help. I’ve had that mindset since I was a younger kid, and I hope that never changes.“History, in its broadest sense, is the totality of all past events, although a more realistic definition would limit it to the known past. Historiography is the written record of what is known of human lives and societies in the past and how historians have attempted to understand them”[i] History covers everything in the past and to aid it learning about the past, it is usually divided into sections of time and broken into smaller more focused time and location in history. The Historiography is our attempt to understand and evaluate the artifacts of the different histories. Western Civilization has volumes of primary sources covering most aspects of life and government. The Greeks, Hebrews and the Romans were well documented with Christianity and the New and Old Testaments.[ii] Their explorations and battles brought their cultures and languages to the new worlds. The art, buildings and literature from western civilizations is well preserved and used to explore different hypotheses to better understand what life was like for the people living at the times.Western Civilization covers different times and different geological locations throughout history. The history to better understand it and narrow answers to questions is broken into time frames. Our text book breaks the chapters into relevant periods of time, such as Enlightenment or European expansion to better focus the information.“Primary sources are the evidence that individuals, cultures and societies leave behind”.[iii] Primary sources originate from the people partaking or witnessing any given event and sharing the story verbally, printed or a form of art.” A photo, letter or official papers are all primary sources. Secondary sources are the interpretations of a topic by others that draw on the primary sources.”[iv] The research papers we write are secondary sources, we take points from primary sources and develop a unique thought process. Tertiary sources are grouped sources of information, such as textbooks.History is the study and examination of substantial past events that impacted the nation or smaller areas. These records or accounts sometimes include an explanation of what caused these diverse events, and the information is usually presented in chronological order. Historiography is defined as the writing of history that is critically observed by looking over reliable sources that have vital details needed to understand past events. This helps keep an organized record of human events, so society can gain knowledge about history.The history of Western civilization is based on documents created within it because it’s primarily written about events that occurred in Western or European societies. The first records trace back all the way to Ancient Greece and Rome, and the civilization continued to advance during the Middle Ages with developing Christianity. The Renaissance then occurred in the 14th to 17th century and dramatically changed the way of life of the Western civilization.The reformation brought about the 30 Year War that was fought over religion dominance that involved and affected mostly all European countries. The age of discovery is an important time in Western Civilization’s History because the western societies started rigorous exploration of different parts of the world. This launched complete communication with Africa, the Americas, and Asia.A primary source is a record of an event that displays original information/thinking and is created by someone who first-hand witnessed the event. A secondary source is usually structured off primary sources and is a more thorough summary interpreting the primary source. Tertiary sources are collections of primary and secondary sources that contain a countless amount of detailed information written and reviewed by multiple people.

Read description (group counseling) week 3 response

Respond to  2 students discussion using the rise Model
Due Sunday JULY 16, 2023
Must Read Everything: 
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. The response to the classmate need to be just like this. 
Example Response (Response Needs to be writin just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs. 
INQUIRE: Can you further explain what “closing-the-gap action plans” are?
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?
References
Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
*****PLEASE RESPOND IN DEPTH
Below are the two classmate discussion post that you will need to respond to.
Classmate 1- Candance
How did the facilitators help to create safety and trust in the group?
The facilitators in the video, Groups in Action (2014), helped create safety and trust in the group from the onset of the meeting.  They asked each group member to take a moment to be aware of themselves and aware of others in the group and to pay attention to the feeling in the room (Corey, Corey, & Haynes, 2014).  Then they asked the group members to take turns introducing themselves, saying their name and the name of the people that previously introduced themselves. These exercises began the process of creating awareness and safety within the group.  Additionally, the group members were asked to discuss initial feelings of meeting in a group; such as feeling uncomfortable, mistrust and/or anxiety. Corey, Corey & Haynes (2014) explained that feelings of alienation can become a vital factor in group work therefore expressing such feelings is strongly encouraged. Instead of having the participants share with the entire group, the facilitators had them share with a partner (Corey, Corey, & Haynes, 2014).  This strategy helped lessen the anxiety of speaking in front of the whole group and began creating trust one member at a time.  
After establishing one on one relationships, the group members started feeling safer to share with the whole group.  The facilitators stayed connected with the comments and asked questions that allowed each group member to participate and connect with the group and with individual group members.  A safe and trusting environment was being created.
What specific actions from the facilitators stood out to you?
Specific actions from the facilitators in the video, Groups in Action (2014), that stood out to me was their speaking in calm voices, using eye contact, continuously showing engagement through body language, displaying active listening skills and asking effective questions. For example, one African American young woman in the group shared how she felt alienated prior to the group meeting when the other Caucasian young women were talking about washing their hair every day.  This is because African American women do not wash their hair every day.  The facilitator took a moment after that comment to ask one of the Caucasian women how she felt about that. She responded that the African American woman’s comment made her feel unsafe, judged, and that she can’t trust her to share openly (Corey, Corey, & Haynes, 2014). The facilitators actions of active listening and asking useful questions so the the group members could work out their thoughts and feelings exhibited great leadership skills. They asked detailed questions like “What happened in particular that made you feel you can’t trust her?”  and “Would you like to feel differently?  They also made suggestions like “Tell her what it was like for you to hear that.” The facilitators allowed the participants to work out their concerns with each other.  In the student workbook, it says in regards to this initial phase of the group counseling session that “our aim is to hear from everyone, to clarify what they are saying, and to help them become more specific about their goals for the group.” (Corey, Corey, & Haynes, 2014, p.19). I learned some useful techniques from the video and workbook, and I’m excited to learn more about group counseling and leadership skills.
References
Corey, G. Corey, M.S. & Haynes, R. (2014). Groups in action: Evolution and challenges. 2nd Edition. Brooks/Cole Cengage Learning.
************************************************************************************************************
Classmate 2- Kiersten
How did the facilitators help to create safety and trust in the group?
The counselors facilitated a few different ways to help create safety and trust within the group.  One of the first ways was Marianne had everyone take a deep breathe and look around the room and get into touch with themselves to see how they are feeling.  Then they begin to discuss with the clients about what was discussed in the pre-session, the potential discomfort, and when having any type of emotion they should talk aloud about it.  Marianne also expressed that if the client doesn’t want to further explore a topic that they can say I don’t want to go further and the counselor(s) will move on from that topic.  When the clients started to talk about their emotions or ways of venerability the counselors would ask the client to elaborate more and if they related to someone in the group from there they would have the client talk to that person and express their emotions.  After the client finished their expression the counselor would check in with them and see how to were feeling and how that felt.  Another way to build trust was an ice breaker where the members got in-groups of two and they were told to discuss their fears, expectations, hopes, and any other topic they would like to discuss for the next 10 minutes.  During this time they can feel more comfortable with just one person then they come back to the whole group and discuss what they talked about in their one-on-one group.  After this group discussion the counselors would check in and see how everyone was feeling and do a quick reminder to express no matter what because then they can help go through those feelings.  Counselor Corey stated that “they should air on the side of saying too much”(Groups in Action Video) this way they can further discuss the issue more in depth.  
What specific actions from the facilitators stood out for you? 
In this video both of the counselors were able to facilitate in a way that made the clients more comfortable within time to open up with one another.  The first action that stood out to me was the ice breaker where they had everyone break up into groups of two and discuss about their fear, hopes or any other topics they would want to discuss.  This action stood out to me because many times it can be easier for people to speak to one person first versus a whole group.  I could see that it helped some clients open up and connect with the one person that they talked to for that first 10 minutes.  Another action that stood out to me was when both counselors would ask their clients either question “Would you be willing to try that out?” Or “At some point would you like to work on that this weekend?” (Groups in Action Video).  I like how the counselors would ask these types of questions because it allowed the client to decide on wether or not if they wanted to work on that topic or wait to work on it.  That is a good way to see where your client is in their progress.  It is good for the counselor to give the control to the client too.  Lastly, was when dealing with their emotions or situation the counselor would ask the client if they felt any emotion from anyone in the group then to look at that particular member and talk to that person.  I like how the counselors would ask the member to look at that member because at some point it became a real way of expressing to that person their real emotion.  
Reference:
Corey , G., Corey , M. S., & Haynes , R. (n.d.). Groups in Action: Evolution and Challenges 2E. USA. 

Mentoring and Developing Employees Career Case Study

Case 1BackgroundThe purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching and developing your skills as a coach. Because this case is designed around experiential learning, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.Although the case assignments involve a coaching experience, the focus is on you as the coach.  You will be learning how to prepare for a coaching session, what questions you should ask, and what behaviors are most effective. The case involves a coaching relationship with one person and is continued in stages across all four modules, so be sure to focus on the exact stage covered in each module and do not get ahead of yourself.The goal of the coaching process is to expedite the growth of the coachee’s understanding of his or her strengths and weaknesses. Through the coaching process, the coachee gains an appreciation of his capabilities for growth and builds self-confidence. Thus, before you begin this exercise in coaching, you must first find someone who is willing to go through this exercise with you as a coachee. This can be a friend, a colleague, or a co-worker. It does not have to be a situation tied to your job.  The only requirement is that you must be able to identify a contracted piece of work based on a shared concern (if no shared concern can be found, find another coachee).Johari windowIn MGT501, you were introduced to the Johari window as a tool for increasing awareness of how one is perceived by others and to improve communication. This case is designed to enlarge your “open” area and reduce your “blind” area, so you can be more effective as a coach.  At the same time, you will learn to use coaching techniques as a way to correct problem behaviors (“blind area”) and help coachees realize they have untapped potential and open the possibility for growth through unused capacities (their “hidden” areas”).Read: Johari Window (n.d.) Crowe Associates LTD. Retrieved from The structure of the Live CaseEach module will follow this cycle: Plan, execute, report  PreplanningActionReflection What are your goals for the session?What actions do you plan?How will you know if you are successful?     (1-2 pages)Meet with coachee (45-50 minutes).Report on the session. Provide a  narrative   descriptive summary of the conversation as it occurred (1 or 2     paragraphs).How do you feel the session went?Analyze the process and outcomes of  your coaching.What new knowledge did you gain?What would you do differently next  time?Case AssignmentThe first step in the coaching process is to build rapport with your coachee. This is where you establish a trusting relationship by demonstrating your credibility, helpfulness, and honesty. To build genuine rapport, you must believe in the potential of the person you are coaching – this cannot be faked.Some excellent methods for building rapport can be found in the following readings:Remember: Shared success is the key to great coaching!Shared success means that the outcome works for both the individual and the organization, because it meets both individual and organizational needs. Coaching is a tool where we are able to create that connection between the person and the organization.Your task in this module is to identify a partner who is willing to be coached by you over the course of the term. Set up an initial meeting and establish rapport. Do not attempt to get into the later stages of coaching; we will get to them in later modules.  Focus on the process of establishing rapport only.  Write up this meeting as indicated in the Keys to the Assignment, below. Turn in your final 4- to 6-page paper to the appropriate dropbox by the due date.Keys to the AssignmentREQUIRED Sources:Cardon, A. (2008). Coaching questions and powerful questions. Metasysteme Coaching.  Retrieved from Scivicque, C. (2012) How to create SMART goals. Retrieved from ____________________________________________________________________________________________________________CASE 2 Setting goalsThe structure of the Live Case (As a reminder, each case involves three separate activities.)Each module will follow this cycle: Plan, execute, report  PreplanningActionReflection What are your goals for the   session?What actions do you plan?How will you know if you are   successful?     (1-2 pages).Meet with coachee (45-50 minutes).Report on the session.  Provide a narrative descriptive   summary of the conversation as it   occurred (1 or 2 paragraphs).  How do you feel the session went?Analyze the process and outcomes of  your coaching.What new knowledge did you gain?What would you do differently next time?Case AssignmentIn this module, you will be focusing on helping guide your coachee through the G and R phases of the Grow model.  To further prepare for this case, read Chapter 5 entitled “Contracting and Goal-Setting” on pages 61-72 of the following text:Cook, S. (2009). Coaching for High Performance: How to Develop Exceptional Results Through Coaching. Norwood, Mass: IT Governance Publishing. Retrieved from EBSCO – eBook Collection. ( see attached file)Keys to the Assignment______________________________________________________________________________________________________________________________________________________________________________________________________CASE 4Closure and Review – please use 2-4 referencesIn this fourth module, you will be working with your coachee to close the coaching session and determine the next phase of your relationship.  Will you terminate the relationship or move on to a new coaching experience?  A part of this process is soliciting feedback from your coachee as to how successful the coaching sessions were.One outcome of this session is to come to a mutual decision of whether to terminate the coaching relationship or continue to work together on a new coaching issue.  Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage W of the GROW model.There is a comprehensive explanation of the GROW model on the background page for Module 2. Here is a link to a shorter synopsis for review:The GROW model:  A simple process for coaching and mentoring.  (2014)  Retrieved from www.mindtools.com/pages/article/newLDR_89.htmThe structure of the Live Case NOTE:  This module also includes an extra activity to be completed by the coachee and submitted as an appendix to your usual paper.Each module will follow this cycle:  Plan, execute, report.  PreplanningActionReflection What are your goals for the session?What actions do you plan?How will you know if you are successful? (1-2 pages).Meet with coachee (45-50 minutes).Report on the session.Provide a narrative descriptive summary of the   conversation as it occurred (1 or 2 paragraphs).How do you feel the session went?Analyze the process and outcomes of your coaching.What new knowledge did you   gain?What would you do differently next time?Case AssignmentRead about conducting wrap-up sessions at the following site:One powerful way to wrap up a coaching session. (2011, September 13). The Coaching Tools Company. Retrieved from Click on this copy of the Coachee Feedback Assessment Form.   You can use this form in one of two ways:Conduct your final coaching session as described above and write it up as detailed in the keys to the assignment and the assignment expectations.Keys to the Assignment

Blake Sports Apparel Summary

Part 2: Executive Summary, Revisions, and Recommendations Due Week 10, Sunday (Weight: 25%) During Weeks 7-10, we have explored a number of leadership topics from the perspective of leading in organizations. The assignment will help you integrate what you have been working on throughout the course. Make use of all you have learned since Week 1, including your personal leadership style, the DiSC, TKI, etc. You will need to formulate your recommendations with a consideration of the time and resource constraints described in the case that have the potential to undermine the trust the team leader is seeking to build. For this assignment, you will continue your analysis of the Blake Sports Apparel case by providing an Executive Summary, revisions to the problem and analysis, and recommendations for improving teamwork and resolving conflicts more effectively. You will also have the opportunity to improve Part 1 (Problem and Analysis) based on the feedback that you received from your instructor. NOTE: Since this component of the assignment is a continuation of the work you completed for Part 1, you should continue your work in the same document that you submitted for Part 1 (Problem and Analysis). Even though the Executive Summary comes first in the paper, it is often written last since it presents a synopsis (or overview) of the entire paper. Instructions 1. Read the Blake Sports Apparel and Switch Activewear: Bringing the Executive Team Together case again. 2. Write a paper that addresses all of the following: a. Executive Summary: Briefly summarize key points of the paper: • What is the problem or issue? • What are the possible causes of the issue or problem? • What solutions do you recommend? b. Problem and Analysis from Part 1 of this assignment: Implement any feedback that you received from your instructor. c. Recommendations: Acting as a leadership consultant to Cameron Barker (and applying principles and practices from this course), what recommendations would you make to improve teamwork and resolve conflicts more effectively? Use the questions below to guide you: • What can Barker do to increase trust and improve communication? • How can Barker incentivize the teams to improve alignment and meet their collective goals? • What can be done to make team meetings more effective?  

USUE History The Jacksonian Democracy Discussion Response

Respond to the response question that already answered and give some thought and examples to this:Question 1: Jacksonian Democracy, as it emerged by the 1830s, revolved around the a celebration of the “Common Man.” What did that entail and how did it filter into some of Jackson’s policies? And, what were some of the limitations to that concept?    Jackson spoke that he supported and fought for the “common man” for equal rights. Jackson himself grew up poor and thru self-teaching he become an attorney and entered politics (Shi, page 325). However, his view of commoners were poor working white men which excluded African Americans and Indians who he described as savages and barbarians. Therefore, his view on democracy only applied to those he deemed fit. His push for limited government control wasn’t always applied in his policies. There were times when he utilized his power and authority to defy the Constitution. Inequality was not decreased during Jackson’s presidency but actually increased.    Jackson was very politically involved in his role as president. He upheld the Union by nullification, which gained the Democratic party more supporters by the working poor and southern farmers. Jackson felt the Second Bank of the United States had too much power halting the businesses of the state banks, so he conscientiously fought until the bank was eliminated. Little did he know this would lead to an economic depression and the Panic of 1837.    South Carolina nullified or vetoed the Tariffs of 1828 and 1832 in order to protect the power of their state over federal authority. Jackson contraindicated himself when he proposed the Force Bill, which utilized military force to get S.C. to comply (Shi, page 337).Hostility and brutality are two words that can be used to describe Jackson’s actions against the eastern Indians. The Trail of Tears was an 800 mile journey that the Cherokee Indians were forced to take to relocate to lands west of the Mississippi. The Supreme Court ruled in the Cherokees’ favor but Jackson did not comply (Shi, pages 338-339). In my opinion, this is an example of hipprocity in the finest.

ALU Electron Affinity Attraction and Energy Discussion

Hi I need to response here for the two post about electrons and work and there is no specific word count!1) Electron affinity is defined as the change in energy of a neutral atom after an electron is added to the atom to form a negative ion. In other words, the electron affinity is a measure of the attraction between the incoming electron and the nucleus – the stronger the attraction, the probability of addition of electron increases.Less amount of energy (work) is needed to for the addition of first electron to the neutral atom. But when more number of electrons are added, atom becomes more electron dense space. This small electron dense space repels further coming electrons and the work required to add further electrons increases rapidly.2) As we know that a neutral conductor has zero potential or zero charges so to add electrons, we have to provide electric supply or source to a neutral conductor. If we had to add these electrons in a neutral conductor physically one by one, then we will need certain amount of energy for adding these electrons. As we all know that electrons are negatively charge particle. There is no charge present in a conductor so we will add first electron easily without any force of repulsion or attraction. When we add second electron in a conductor then there is a force that repels this second electron also known as force of repulsion. Similar charges repel each other and require high potential energy to enter in the conductor. Same process will occur when we add third and fourth electron. By adding more electrons, the conductor will be negatively charged and has more force of repulsion for the third and fourth electron. Thus, we will need greater potential energy than the force of repulsion to add these electrons in the conductor. For adding the fifth electron we will need more high energy as 4 electrons are present in a conductor and the force of repulsion will be higher for the fifth electron.

Lack of Unity Is the Greatest Enemy or Progress Discussion Response

reply to discussion post below:Risk is one of the top issues I like discussing. A term which is frequently used is “acceptable risk.” Just like with the topic, this phrase can present with several definitions and applications. For this discussion, I am using the term with the intention of how a community views acceptable risk. A component within the public safety arena is providing services for fire/rescue response. Volunteer fire departments account for approximately three-quarters of these organizations. On a national level, the volunteer or paid-on-call departments are becoming a fragile system with many of them struggling to deliver expected services. Increased call volume, training, specialized services provided, and cost of living have contributed to a lack of participation from local individuals to fill these volunteer spots. Leaving public safety administrators with initiating creative ways to recruit and retain membership. The bottom line comes down to the community deciding what risk they feel is acceptable. For an effective decision to be made the people must be informed on what is at risk. Leaders in the community must understand what is at stake and articulate these concerns to the community. If taxes need to be raised to create paid services, then the voters must understand what is on the table. Public officials must employ a thorough, accurate, and understandable marketing plan before the polls open. Unfortunately, there is sometimes a lack of truthful data when it comes to trying to fix the problem.A large county next to ours is currently facing this issue. The fire protection is provided through a mixture of volunteer departments and for-profit subscription services. A study was released by the University of Tennessee County Technical Advisory Service on the benefits of consolidating all departments under one leadership and funding through taxes. This would have provided a positive impact on delivering emergency services. Instead, the county leadership released a partial set of statistics and stated the current system wasn’t broken. Therefore, the government didn’t need to take it over. Once the mayor went on record with that statement, the plan to consolidate was killed. The communities involved were never told the risk of the current system or the benefit of having paid fire protection services. Therefore, the local government determined what was an acceptable risk without citizen involvement.

GCU Factors that Influence on Nurses Performance Discussion Reply

Please respond with a paragraph to the following question:After speaking with my mentor, we came up with many different ideas on how this practice change would affect our facility. For my project proposal, educating nurses on current information on opioid use and misuse in the healthcare system and how it is affecting our community, this education will impact each one of these specific areas. From the financial standpoint, I am offering an education that will ultimately provide the hospital’s nurses with the confidence to medicate their patient’s safety as well as provide them with alternative therapies to try before the use of opioid medications. Nevertheless, there will need to be ongoing education brought to the staff due to the continuing research of opioid medication misuse. The initial training would need to be done at either the quarterly staff meeting or a special in-service. This would require paying the staff to come in over their expected work hours. We would also need to take into consideration the amount of time I would need to develop a plan for the continued annual competency training. In contrast, this change will likely save the facility on medication expenses if patients were able to control their pain with alternative therapies such as heat, ice or ambulation. We have many alternative therapies available as well as analgesics and nonsteroidal anti-inflammatory drugs (NSAIDS) that can be as effective as an opioid medication. This would decrease the number of opioid medications purchased and therefore decrease the cost for the hospital and the patient. From a quality perspective, although this proposed practice change is primarily focused on preventing future misuse of opioid medications, we will also be able to offer quality care to our patients that keep them healthy. By implementing the proposed nursing interventions, the patients will not be at risk for developing complications such as constipation, ileus and nausea/vomiting from continuous opioid use or misuse while admitted to the hospital (Benyamin et al., 2008). This will provide overall higher care and better patient outcomes. Some barriers for staff may be that they do not feel comfortable enough to offer other therapies or are unaware of therapies available. The clinical aspect that needs to be considered will be the patients that have chronic pain issues. Some of the less invasive therapies may not be adequate enough for those with chronic pain. The proposal of decreasing the number of opioid medications used is great for the patients but it may make it difficult for the nursing staff to offer these patients with chronic pain other therapies because they think they will never work. At this time, I believe their special circumstances will be taken into consideration for these patients. One of the resources available to the nursing staff is our pain management coordinator staff. They are available to discuss with the patient about pain management regimens and different medications available. If a patient already has a pain management contract or physician, then they are able to work with them to put a plan in place. We will need to make sure not to cause more stress for the staff or increase the chance of a poor patient outcome.Instead of changing the current practice into a strict policy we have decided it is the best interest of the patients and staff to allow for nursing judgment. There will be times when patients will need more than just the analgesic, NSAIDS or alternative therapies.

UH The Existential and Utilitarian Value Approaches Discussion

After Reading Chapter 3 answer the following discussion question:The following dilemmas should be discussed within the framework of the PRSA code of ethics.The president of a company listed on the New York Stock Exchange dies of lung cancer, but the board of directors decides not to announce his death until it is determined who will succeed him and how top management will be realigned. The board feels that immediate announcement of the president’s death will cause loss of confidence in the company’s stock–and SEC rules do allow up to 15 days for the release of material information about a company. Consequently, company telephone operators are told to tell callers that the president is “out of town.” A newspaper reporter, however, calls you as director of public relations and says she has heard rumors that the company president has died. She asks you to confirm or deny these rumors. What do you do? response to at least one other colleague in the class:When the newspaper reporter calls to verify rumors of the company president’s death I would simply state that I was unable to discuss the health of the president due to privacy laws and that the president was unavailable for comment. This is well within the legality of honesty and advocacy as the PRSA’s Code of Ethics is described on page 79. I also feel it meets protecting the public interest in that it allows the company to build its new leadership framework. Hopefully, the result should be factual and thoughtful rather than reactive guesswork and assumptions driving investment practices to influence market shares. When answering the reporter’s question, I would also state that any related material regarding the company that it would be communicated in accordance with SEC requirements.On a side note, I would want to meet with leadership to let them know that they had breached ethical standards by having the operators lie. The idea of technician mentality as described on page 84, makes me an advocate for helping promote their right to be heard so that in the future this undermining infraction could be avoided with specialty PR skills. 

Resources to Assist Students With ASD Discussion Responses

Respond to students discussion:1.(SHY) SPECTRA Center in Colorado is a center that is specifically for people who have ASD. SPECTRA works with all ages of people and had a wide range of services. I chose SPECTRA because they have a program that is strictly for best-practice strategies that have been proven to work for people with ASD. Therefore, in the area of communication, the people working there are expert on the devices and have a system for tracking data to quickly find the best device for that individual. Additionally, SPECTRA has a school so, if a student requires a specialized program, they can attend the school that is fit to their needs.When sharing this information, I often bring it up at IEP meetings. A part of the transition IEP talks about community programs that the student is involved with. I am going to add SPECTRA to my list of community programs that assist students with all types of disabilities. In the public school setting, we do have to be careful to not recommend a particular service or one particular agency so, just in case things do not workout, we are not to blame. It’s tricky to navigate, which is why I have a list of options then the parent can choose.2.(LL) In Pennsylvania there are many resources for families, related service providers, and teachers on children with ASD. Some include PA autism and Autism York. Autism York is a resource for parents and families in the county in which I live. This website provides multiple resources in which parents can use to look into AAC, talk to other families that have children that use AAC. They also provide additional websites to look into that explain AAC. Another great resource is PAttan which is Pennsylvania Training and Technical Assistance Network. This explains how AAC works for communicating, reading, writing as well as how to go about to receive AAC and the funding. This is a great resource for parents and teachers.A local university, Penn State, also offers a national AAC conference as well as an autism conference every year. These conferences provide strategies, implication for practice, and directions for future research and development.These resources are great as we often use PAttan in our school districts for trainings. PAttan will also provide parent trainings if our school district requests it and if we have enough parent interest. I have had parents interested in devices but have no idea how to go about to get them or use them. I have mentioned using a few of these resources to them already. Autism York is great because it is local and provides a great support system for families as it allows families across the county that also have a family member that has ASD. 3. (Ania) There are many valuable resources that help parents and service provider to be current with news and strategies used to assist students with Autism Spectrum Disorder. Some of my favorite sources involve Autism Speak, Parent to Parent of Miami, and the Miami-Dade County Public Schools. Last month, Autism speak sponsored a walk at Doral City where different services providers were sharing knowledge and assisted the child by donating money to help these kids develop appropriate communication and social interaction . Parents to parents is another resource that assists parents to understand their rights and responsibilities. This great source shows parents different ways to advocate for their child. Miami-Dade is a county that is very involved with everything related with ASD. When it comes to communication, the best source for intervention is Dade County Public Schools.Dade County Public School supports a wide variety of services such as Occupational therapies, Physical therapies, and Speech therapies. All these interventions involve communication supports and academic supports as well. Dade County Public provides services at school or at home (homebound services). These services support students learning and provide a lot of information that relate ASD. It even comprises a section on Augmentative Alternative Communication that shows how to use AAC devices to assist students with communication needs. Dade County also has pages that connect links to websites that are helpful for parents and service providers.Dade schools: http://www.dadeschools.netTuesday’s Verse How does this verse relate to the topic of teaching students with special needs?Mark 6:34 When he went ashore he saw a great crowd, and he had compassion on them, because they were like sheep without a shepherd. And he began to teach them many things.Thursday Bible Verse: How does this verse provide peace to those who educate or provide services for students with special needs?Psalm 31:24Be strong and take heart, all you who hope in the LORD.Friday Bible Verse:How might this verse prove that teachers can indeed make a difference for those who have special needs? Explain.2 Timothy 1:7For God did not give us a spirit of timidity, but a spirit of power, of love and of self-discipline.

× How can I help you?