reflecting a change reflection assignment

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Reflect upon (think about) how you and your writing have changed as a result of this course. Change can be evidenced by personal growth or acquisition of new skills, among other things. You might begin reflection by attempting to generate a list of ten or more statements that you can make about the difference between you/your writing at the beginning of the course and the present.

Create your Portfolio

  • Give careful consideration to the choice of five primary sources of your own original writing after reading Chapter 24, pages 626-629.
  • Choose five pieces of writing (minimum) that you have completed for this course as primary sources for your reflection. They can include: 
    • Writing sample, assignment responses, discussion board responses, essays, etc.
  • These five pieces of writing will be submitted as your “portfolio” (either as attachments or pasted directly) to your wiki page for the Final Exam Wiki. 

Write your Reflection

  • Choose one statement that most clearly expresses the most significant change in you/your writing for your reflection.
  • Use journaling, looping, or questioning to aid you in your reflection and final analysis (pages 428-429).
  • Compose an approximately 1400-1600 word reflection on change. 
  • Include for your analysis/reflection the writing that you completed very early in the semester as well as your more recent pieces. 

Age Discrimination Case Study

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 Case Study

  

Case study must be a minimum of 4–5 pages of original discussion and analysis, not counting the title page, reference page, figures, tables, and appendixes. The statements in each Case Study must be supported by at least 1 scholarly reference, cited throughout the narrative and placed on the reference list in the APA format. Organize content under Level 1 headings. Case Study assigned questions are listed in the chart below.

Age Discrimination Case Study

Best Protection Insurance Company (BPIC) handles a massive volume of claims each year in the corporate claims function, as well as in its four regional claims centers. The corporate claims is headed by the senior vice president of corporate claims (SVPCC); reporting to the SVPCC were two managers of corporate claims (MCC-Life and MCC- Residential) and a highly-skilled corporate claims specialist (CCS). Each regional office is headed by a regional center manager (RCM); the RCM was responsible for both supervisors and claims specialists within the regional office. The RCMs report to the vice president of regional claims (VPRC). Here is the structure before reorganization: (image attached)

BPIC decided to reorganize its claims function by eliminating the four regional offices (and the RCM position) and establishing numerous small field offices throughout the country. The other part of the reorganization involved creating five new CCS positions. The CCS job itself was to be redesigned and upgraded in terms of knowledge and skill requirements. It was planned to staff these new CCS positions through internal promotions from within the claims function.

The SVPCC asked Gus Tavus, a 52-year-old RCM  to apply for one of the new CCS positions since his job was being eliminated.  The other  RCMs, all of whom were over 40 years of age were also asked to apply. Neither Gus nor the other RCMs were promoted to the CCS positions. Other candidates, some of whom were also over age 40,  were also bypassed. The promotions went to five claims specialists and supervisors from within the former regional offices, all of whom were under age 40. Two of these newly promoted employees had worked for, and reported to, Gus as RCM.

Upon learning of his failure to be promoted, Gus sought to find out why. What he learned led him to believe he had been discriminated against because of his age. He then retained legal counsel, attorney Bruce Davis. Bruce met informally with the SVPCC to try to determine what had happened in the promotion process and why his client Gus had not been promoted. He was told that there were numerous candidates who were better qualified than Gus and that Gus lacked adequate technical and communication skills for the new job of CCS.  The SVPCC refused to reconsider Gus for the job and said that all decisions were “etched in stone.” Gus and Bruce then filed suit in federal district court, claiming a violation of the Age Discrimination in Employment Act. They also subpoenaed numerous BPIC documents, including the personnel files of all applicants for the CCS positions.

After reviewing the documents and discussing things with Gus, Bruce learned more about the promotion process actually used by BPIC.   The SVPCC and the two MCCs conducted the total process; they received no input from the VPRC or the HR department. There was no formal, written job description for the new CCS position, nor was there a formal internal job posting as required by company policy. The SVPCC and the MCCs developed a list of employees they thought might be interested in the job, including Gus, and then met to consider the list of candidates. At that meeting, the personnel files and previous performance appraisals of the candidates were not consulted. After deciding on the five candidates who would be offered the promotion (all five accepted), the SVPCC and MCCs did scan the personnel files and appraisals of these five (only) to check for any disconfirming information about the employees. None was found. Bruces’ inspection of all the files revealed no written comments suggesting age bias in past performance appraisals for any of the candidates, including Gus. Also, there was no indication that Gus lacked technical and communication skills. All of Gus’s previous appraisal ratings were above average, and there was no evidence of decline in the favorability of the ratings. Finally, an interview with the VPRC (Gus’s boss) revealed that he had not been consulted at all during the promotion process, that he was “shocked beyond belief” that Gus had not been promoted, and that there was “no question” but that Gus was qualified in all respects for the CCS job.

1. Prepare a written report that presents a convincing disparate treatment claim that Gus had been intentionally discriminated against on the basis of his age. Do not address the claim as one of disparate impact.

2. Present a convincing rebuttal, from the viewpoint of BPIC, to this disparate treatment claim.

PORTFOLIO

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Assignment Details

Assignment: Professional Portfolio

A professional Portfolio is a collection of documents that provides  evidence of your education, skill sets, accomplishments, goals,  competencies, professional background, your dedication to life-long  learning, and anything else that validates your commitment to your  profession. A professional Portfolio is a tool to help you prepare and  plan your career as well as assist you in role acquisition. Once you  complete your Portfolio, much of what you need for the next phase of  your career will already be collected! Additionally, this Portfolio  assignment will promote a process of self-reflection and self-awareness  which are necessary components to acquiring a new professional identity.  Once completed, you will be able to identify your strengths and  accomplishments which will help you develop confidence as you transition  from the role of a registered nurse to that of an advanced practice  nurse.

Directions

Below is a list of documents/artifacts that you will need to include  in your portfolio. For this unit you need to complete items 1–4. Please  scan these and save as a word document. At the end of Unit 8 your  ePortfolio should be one  word document. The following format should be  used:

  1. Title Page (APA format)
  2. Table of contents
  3. Personal Philosophy: Write a brief page on your philosophy of advanced practice nursing in primary care.
  4. NP Role definition: Write a brief paper that includes your  definition and characterization of the NP role in the current U.S.  healthcare environment.
  5. Resume: Develop a resume that is no more than three pages and  includes contact information, at least three professional goals, all  undergraduate degrees and certifications, all previous formal education,  recent continuing education or training, employment history, and  accomplishments such as awards or publications.
  6. NP job description: Describe your ideal NP position with details of  duties and responsibilities (look at NP job descriptions on the Web for  structure), work environment, patient population, interdisciplinary team  members, salary requirements with expected benefits, scope of practice  (i.e. independence vs. collaboration), and hours.
  7. Cover Letter: Write a cover letter for the above position you just  described. Make sure your cover letter includes a career goal, a  paragraph that explains why you are a perfect fit for this job and how  your background, training, and education qualifies you for this job.
  8. Recommendations: Obtain three letters of recommendation and include these with your resume.
  9. Documents: Provide (copies) of the following professional documents:  nursing license, certifications, malpractice insurance, academic  transcripts, a completed application for the nurse practitioner  certification examination (ANCC or AANP), recent professional activities  such as committee work, volunteer work, published works. Evidence of  professional association memberships.
  10. National Certification: Describe step by step what you will need to  do to become nationally certified as an NP (ANCC or AANP). Include a  list of the requirements needed for you to apply for national  certification as a Family Nurse practitioner or Adult Nurse  Practitioner. What is the minimum score on the certification exam to  pass? How will you prepare for the exam? (Be specific on what you plan  to do such as attend a national review course.)
  11. Scholarly work: Include an exemplar of a scholarly paper (3 to 5  pages in APA format) on the relevance of evidence based practice in  primary care (you may use a previously submitted Assignment).
  12. Clinical Judgment: Include an exemplar of a case study that  demonstrates your critical thinking skills, diagnostic skills,  utilization of evidenced based practice, and clinical judgment,  pharmacological management, follow up plan, and how you would promote  preventive care for this patient (you may use a previous Assignment).

Plan for Lifelong learning: Describe a plan for how you will meet  continuing professional development, practice hours, and continuing  education as required by your State Board of Nursing and your  credentialing organization. Specifically, do you plan on using online  CEUs, publishing, attending national seminars and conferences?

creating a plan to implement

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you are creating a plan to implement case management at your workplace.  For the first section of the rubric, what is your recommended plan for the use of case managers in your organization for patients with hypertension chronic illness. In the second section, identify people within your organization who are stakeholders or would support your plan.  Whose support do you need to get your plan implemented?  In the third section, identify your goals – what do you hope to accomplish with your case management plan? 

Remember – goals should be measurable.

Once we determine what we want to accomplish, we can begin to construct our plan to achieve the goal.  To achieve this goal, our plan may include providing education in a manner the client can understand (being sensitive to cultural needs), access to phone support, or inputting blood pressure readings into their electronic health record for documentation the case manager can evaluate and use to reach out to the client.

To put this plan in action, whose support would we need?  Primary Care Physicians, Utilization Review personnel, and the Chief Financial Officer would all have an interest in optimizing patient health and reducing costs.

This paper should be 6-9 pages in length with a minimum of three scholarly sources for support.

Grading Rubric

   

Competency

28 points

24 points

11 points

0 points

Points Earned

 

Constructs an implementation plan.

Constructs an implementation plan.

Illustrates an implementation plan.

Defines an implementation plan.

Does not include an implementation plan.

/28

 

Proposes approach to gain buy-in from key stakeholders.

Proposes approach to gain buy-in from key stakeholders.

Indicates an approach to gain buy-in from key   stakeholders.

States an approach to gain buy-in from key stakeholders.

Does not address an approach to gain buy-in from key   stakeholders.

/28

 

Examines key outcomes of the case management plan.

Examines key outcomes of the case management plan.

Identifies key outcomes of the case management plan.

Lists key outcomes of the case management plan.

Does not address key outcomes of the case management plan.

/28

 

Competency

7 points

5 points

3 points

0 points

Points Earned

 

APA

Competent use of APA

Minimal APA errors

Many APA errors

Complete lack of understanding

/7

 

Competency

5 points

3 points

1 point

0 points

Points Earned

 

Organization

and

Grammar

Organization excellent, ideas clear and arranged   logically, transitions smooth, no flaws in logic.  Introduction and   conclusion present. Grammar, punctuation, mechanics, and usage correct and   idiomatic, consistent with Standard American English

Organization good; ideas usually clear and arranged in   acceptable sequence; transitions usually smooth, good support. Grammar,   punctuation, mechanics, and usage good mostly consistent with Standard   American English; errors do not interfere with meaning or understanding

Organization minimally effective; problems in approach,   sequence, support and transitions. Grammar, punctuation, mechanics and usage   distracting and often interfere with meaning or understanding

Organization does not meet requirements

/5

 

Competency

4 points

2 points

1 point

0 point

Points Earned

 

References

References are relevant,   authoritative and contemporary.

Adequate references

Minimal use of appropriate   references.

Poor use and/or selection of   references not relevant.

           

2 assignments?

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Assignment 1 BSL 4040 Communication Skills for Leaders

(pages 66-71) Beebe, S. A., & Mottet, T. P. (2016). Business and professional communication: Principles and skills for leadership (3rd ed.). Pearson. 

1. (200 words) Your manager has requested you to assist with training on work relationships. Describe the four types of work relationships and a real-life scenario to illustrate each type of relationship.  

2. (200 words)Your team has been assigned the task of sharing a model to help understand conflict styles. As team leader, describe the Kilmann Thomas’s Managerial Grid model to your team.  

3. (200 words) After learning there is a conflict within your team, you have decided to do a mini-training lunch session to provide conflict management resources. Create a training guideline covering the main points for managing conflict at work using pages 66–71 of your textbook.

4. (200 words) You have been asked to assist a coworker with a conflict issue. What are two ways you could assist your coworker with learning how to manage the current relational conflict? 

Assignment 2 BSL 4080 Creative Thinking and Problem Solving 

Boss, J. A. (2017). THiNK: Critical thinking and logic skills for everyday life (4th ed.). McGraw-Hill Education. https://online.vitalsource.com/#/books/9781307576726 

1. (200 words)Assume you are in an organization that is experiencing difficulty competing with others within a particular industry as a result of the entry of several new competitors into the market. You have been tasked by the organization’s leader with developing a creative marketing solution.
Develop a creative approach for improving specific processes, and utilize inductive arguments to support the proposed solution. The response should include one of the following: [Learning Outcome 7.2]

  1. generalization,
  2. analogy, or
  3. causal argument

2.  (200 words) Assume you are in an organization that is experiencing difficulty competing with others within a particular industry as a result of the entry of several new competitors into the market. You have been tasked by the organization’s leader with developing a creative marketing solution. Utilize deductive arguments to support the proposed solution. The response should include one of the following: [Learning Outcome 7.2]

  1. hypothetical syllogism,
  2. categorical syllogism,
  3. argument by elimination,
  4. argument based on mathematics, or
  5. argument from definition

  

Group presentation

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Summary:

Prepare and deliver a presentation on a leadership person of your choosing (that is not covered in “assignment 2”) to help you work well together as a team. 

Each group will prepare a 20-minute maximum presentation for classmates. Presentations can be as creative and interactive as you want. Equal input and equal participation during a presentation are expected from each team member.

Presentation Criteria:

  • Summary of the leader’s life. What was the leader known for? What was their inspiration?
  • Outline what leadership theory and concepts you think that leader used from the many leadership theories and concepts that are there especially the ones dealt with in this class.
  • Show us how that leadership style is linked to the organization(s), or situations that the leader faced during their time.
  • How will that leadership style hold out to the current times we are living under. How will you use their leadership style to your own benefit?
  • Give the group’s overall assessment of the leader, and the leader’s leadership style in the history of leadership. What did they do that was different? How did their research/theory affect leadership today? Can you give examples of their theory in use today?

This presentation in PDF format, with the percentage contributed by each group member in its formulation, is to be submitted in Moodle Dropbox on or before the start of class on the 16th of April.

Week 4 DQ 1 BUS 680

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A successful trainer needs to effectively engage various types of trainees and adapt quickly in the learning environment to meet their needs. Chapter 8 of the Blanchard and Thacker (2013) text lists and offers tips on dealing with different participant personalities. Review the three scenarios below. Discuss how you would effectively engage and manage each group of participants in a 2-day training seminar. Apply two to three specific adult learning principles and/or techniques to each of the scenarios listed below.

Scenario A
Your colleague is a training specialist who has just concluded an activity on techniques for overcoming challenges in the classroom. He clearly understood the content, but did not ask questions of the group to confirm their understanding. In addition, when explaining activities, the directions were not clear and there was never an opportunity to ask for clarification. What constructive feedback would you give to your colleague?

Scenario B
Your colleague is a department manager who has just opened a training session. Her opening included group introductions, but she went directly into presenting content. About an hour later, a few participants began talking out of turn. What feedback would you give to your colleague on the impact this may have had on participants, and what could have been done differently to avoid this situation?

Scenario C
Your colleague is a human resources manager who just completed an activity followed by a group discussion. The activity went well, but the debrief did not. As the facilitator, he had trouble getting the group to answer his questions. The group did not appear to be very engaged. What feedback could you give him on how he could get participants to participate?

Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.

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DEFM200

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Assignment 4

Hide Assignment InformationTurnitin®Turnitin® enabledThis assignment will be submitted to Turnitin®.InstructionsAssignment 4Research an article regarding how Artificial Intelligence systems are going to change acquisition and fulfillment in the future. As your topic might be very new, please use the web or the library. Note that you need to make sure to support your position on what will change in the future.Read the articles below about the topic.Link: https://fcw.com/articles/2017/07/07/is-govt-ready-for-ai.aspxLink: https://dupress.deloitte.com/dup-us-en/focus/cognitive-technologies/artificial-intelligence-government.htmlLink: http://www.pbs.org/wgbh/nova/next/tech/ai-government-policy/Link: http://www.nextgov.com/technology-news/tech-insider/2017/06/what-future-artificial-intelligence-government-could-look/138352/Link: https://www.capgemini.com/2017/07/artificial-intelligence-for-government-realising-a-smarter-public-sector/You need to make sure to identify the author’s point of view, and the bias of the author. Remember to include a link to the article.Write a two-page paper, plus the title page and a reference page or you can make a Five to Seven Slide PowerPoint Presentation.As always, read all the lesson notes in Week 6 before you start this assignment as new or current events may have been updated since the start of class.Instructions:
•Written communication: Written communication is free of errors that detract from the overall message.•APA formatting: Resources and citations are formatted according to APA style and formatting.
•Length of paper: typed, double-spaced pages with no less than a two-page paper.
•Font and font size: Times New Roman, 12 point.

RESEARCH and WRITING
APUS Online Library Tutorial Center
http://www.apus.edu/Online-Library/tutorials/index.htm

PLAGIARISM
Avoiding accidental and intentional plagiarism
http://www.plagiarism.org/Due DateJun 13, 2021 11:59 PMHide Rubrics

Rubric Name: DEFM Undergraduate Assignment

Print RubricThis table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.CriteriaExemplaryAccomplishedDevelopingBeginningDid Not AttemptCriterion ScoreThesis and Support20 points

The writing has a articulated thesis and subordinate ideas supported by reliable and relevant evidence based on original research.

17 points

The writing has a articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear.

15 points

The writing has a thesis and related subordinate ideas supported by clear thinking and appropriate evidence. Logical arguments may be one-sided or incomplete.

13 points

The writing needs a clearer thesis and/or appropriate related subordinate ideas. Fuzzy logic may be evident and adequate supporting evidence is lacking.

0 points

No thesis present or the student did not attempt.

Score of Thesis and Support,/ 20Organization20 points

The writing flows smoothly and logically from a well-defined thesis. It contains an appropriate introduction, conclusion, and smooth transitions.

17 points

The writing is organized logically and flows well. An introduction and conclusion are evident, but transitions may be smoother.

15 points

The writing demonstrates rudimentary organization and logical structure, but ideas may be more fully developed and supported by more appropriate evidence.

13 points

The writing is noticeably lacking in organization. There is no clear introduction nor conclusion and ideas are neither carefully nor fully developed. Supporting evidence is lacking.

0 points

The paper is almost impossible to follow or understand or the student did not attempt.

Score of Organization,/ 20Style20 points

The writing engages the reader through an original prose style appropriate to the subject. Language is precise. Sentences are varied but not noticeably so. Active voice is apparent.

17 points

The writing keeps the reader’s attention through a carefully crafted prose style Language chosen is appropriate to the subject, but may call attention to itself in minor ways.

15 points

The writing is clear but could be expressed in a style more appropriate to the subject. It is jargon-free but may require a more complete explanation of some terms used.

13 points

The writing lacks clarity and is sometimes confusing. The language chosen is not appropriate to the subject nor the assignment.

0 points

The paper is completely unclear or completely off topic or the student did not attempt.

Score of Style,/ 20Writing Mechanics20 points

The writing is free of grammatical, proofreading, and stylistic errors. All quoted material is properly documented and cited.

17 points

The writing may exhibit a few minor errors in grammar or style, but do impair the flow of the reading. Most quoted material is properly documented and cited.

15 points

The writing could benefit from additional proofreading, as some errors impede the flow of the reading. Sources are documented and cited but need to show greater consistency.

13 points

The writing exhibits substantial errors in grammar and style so that the basic ideas are lost. Sources are overly quoted and not adequately documented nor cited.

0 points

The majority of the paper is substantially quoted or closely paraphrased or the student did not attempt.

Score of Writing Mechanics,/ 20APA Format20 points

References and in-text citations are included, appropriate and the paper is formatted correctly.

17 points

References and in-text citations are included, but one is formatted incorrectly. Other APA formatting is correct.

15 points

References and in-text citations are included, but both are formatted incorrectly, but the paper format is in proper APA.

13 points

References, citations, and APA format are all incorrect.

0 points

There are no references or citation or the student did not attempt.

Score of APA Format,/ 20Rubric Total ScoreTotal
 

Response To post

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Directions for the post should include how/why the candidate’s actions would be similar or different and an analysis and discussion of additional case law and statutes that might have been included.

Seventeen-year-old Tanya is popular with her peers and frequently at odds with school rules. Tanya has been suspended on numerous occasions for disrespecting faculty, fighting, and general mischievousness. Several teachers as well as Assistant Principal Donner were convinced that Tanya significantly contributed to an increase in student disorder.

During class passing time in late April social studies teacher Frank Elliot reported to Assistant Principal Donner that he had seen Tanya follow Senior Franklyn Smith into the men’s restroom. Mr. Elliot reported that Tanya was in the restroom about a minute. Surveillance cameras confirmed Mr. Elliot’s report.

AP Donner confronted Tanya with the surveillance recording and stated “Tanya, did you really follow Franklyn into the men’s restroom?” Tanya admitted to following Franklyn into the restroom, but claimed that he had taken her cell phone and had dared her to follow him into the restroom to reclaim her property. School rules forbid the possession of cell phones during school hours. Students who violate the rule are assigned Saturday detention. AP Donner decided to suspend Tanya for 10 days for possession of a cell phone in school, flagrant disregard for school rules and disregard for decorum. Tanya’s parents immediately hired an attorney. Argue for or against the suspension of Tanya.

Response from Classmate

In the case of Tanya and her ten-day suspension from school, there are a number of things that must be considered.  These include circumstances, precipitating factors, and mitigating factors. After careful consideration of the facts fop the case and the circumstances, it is appropriate that Tanya was suspended.  However, the suspension was not handled appropriately and there are other actions that would need to take place as well to justify the suspension of Tanya.

 The most important thing to consider in this case, and the reason that the suspension of Taya is justified and valid, is that she broke two clear school rules.  She had a cell phone in her possession during school hours, which is clearly a violation of school policy, and she also went into a male only restroom after the student named Franklyn Smith.  The combination of these two factors, along with the prior history of her disruptive nature at school and her previous suspensions are the reasons why this suspension is justified.

 It needs to be noted that the school rules forbidding the possession of a cell phone during school hours contains in it a specification that the punishment for a violation of that rule is a Saturday detention.  Taken at face value, that would seem to suggest that the ten-day suspension of Tanya is excessive and out of order and therefore not justified.  However, when the violation of that rule is taken into consideration in the context of the other rules that have been broken and transgressions that have occurred, then this ten-day suspension seems more appropriate.

 This is because Tanya, in addition to the breaking of the primary rule of the cell phone possession, also entered the male only bathroom.  This is also a violation of school rules, and while the scenario does not indicate what the punishment for it is, it can certainly be considered as a confounding variable.  This would necessitate a punishment for the even more significant than the Saturday detention.  However, the other complicating factor is Tanya’s recidivism.  She has proved to be exceptionally recalcitrant to school authority and the metered and measured punishments the school and the district might hand out.  Since it is the responsibility of the district to provide a safe and effective learning environment for all students, her continued disruptions are a problem and a threat to the effective learning and achievement of all the other students (Shalaby 2017).  For this reason, also, the school board would be justified in supporting the ten-day suspension.

 However, there are two significant points that need to be considered in counter to this position.  The first is that the student Franklyn  Smith engaged in theft.  Therefore, he must be punished as per appropriate for theft of personal property.  To not do so would to be applying differential treatment and standards to student discipline.  The second thing is that the AP has a documented dislike of Tanya.  Therefore, the referral should have been made by the AP and the suspension actually decided by the principal, the superintendent, or the school board.