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Argumentative Essay Guide Sheet Overview: This assignment is a formal, academic style paper in argument form. After our week

Argumentative Essay Guide Sheet Overview: This assignment is a formal, academic style paper in argument form. After our week 2 lecture and studying about social inequality in class I want you to address one of these select topics and argue your stance using what you have learned thus far about sociology. The Argumentative Essay is not a “persuasive” paper in the conventional sense. The purpose is not to win but to demonstrate use of sociological thinking to achieve understanding and depth on a well defined issue. Topic 1: Throughout the United States many of its cities and communities are still segregated, some 50 years after the Civil Rights Act. Using your sociological insight, are such organizations as Black Lives Matter, Dream Defenders, NAACP and many others helping to desegregate these spaces or are they becoming more segregated? Topic 2: Consider your future. What occupation do you aspire to? Do you expect racial and ethnic discrimination to play an important role in your future career? Topic 3: Is being racially colorblind a form of racism? Colorblind refers to the idea that race is not a significant part of our social structure today; adopting race-neutral principles. Argumentative Essay Requirements Instructor Comments on Skills to Acquire, Skills to Use 1 The opening paragraph (or two paragraphs, if necessary) effectively poses the issue with clarity, precision, relevance, depth, and complexity. Necessary to know the concept of framing, how issues are defined differently. More than half of the work of this assignment will go into reading about the topic from competing perspectives and choosing how you will define the issue. Precisely define your issue. Otherwise, you will have difficulty developing a sociological argument with the required depth and complexity. 2. A satisfactory answer (4-6 paragraphs) or resolution to the issue in the main body of the essay is prepared. Argument development demonstrates clarity
SFTY 619 Embry Riddle Aeronautical University C HIP Model Report.

I’m working on a management report and need a sample draft to help me understand better.

Submit your assignment, which required you to design a warning initiative or intervention as a means to enhance safety to curtail injuries and/or illnesses. This assignment is due by the end of this module. The assignment should be submitted in APA format. Any graphics, figures, etc. should be included as Appendices. See the grading rubric prior to submission of your assignment.You will need to select a particular product, chemical, hazard, task, etc. that you want to address within your workplace. If you are unable to perform this task in a workplace, select a product, chemical, hazard, task that is applicable to a specific population (gasoline – general public, radon – homeowners, magnets – parents of young children, etc.).You will use the C-HIP Model to develop your warning initiative or intervention. You must provide details for each aspect of the model. You must detail the intervention or initiative that you intend to develop and you must provide justification. This should be done for all aspects of the model. Thus, you should discuss and justify the source of the risk information and you should detail the media and channel as to how the warning will be presented and why (justify). You need to address all aspects of the receiver. In your justification be sure to incorporate theoretical concepts and principles from the content learned in the module associated with sensation, perception, and information processing. Lastly, discuss the intended behavior that should be produced from the initiative or intervention.After this information is presented, you should detail a strategy as to how you plan to evaluate your initiative or intervention. You should address process evaluation, impact evaluation, and outcome evaluation within your evaluation plan (this may require some additional research as to what should be included in these evaluation measures). The following sources will provide guidance as to definitions for the types of evaluations and items that need to be assessed in each aspect of the evaluation.Evaluation (Links to an external site.)Framework for Program Evaluation in Public Health (Links to an external site.)Program Evaluation (CDC) (Links to an external site.)- Please Note: Be sure to access the links to the left of the CDC page including: Framework, Steps, Standards, etc.
SFTY 619 Embry Riddle Aeronautical University C HIP Model Report

Compare and contrast between Transactional Leadership and Transformational Leadership. What are the significant differences between the two leadership models? Give relevant examples. 1.0 What is Leadership? Leadership has been described as the process of social influence in which one person can enlist or procure the aid and support of others in the accomplishment of a common task. It is the way of organizing a group of people for the purpose of achieving a common goal. A leader is the person to who is capable of guiding, inspiring and associating others with the dream goal. In addition, there are various types of leadership models which include transactional leadership, transformational leadership, and charismatic leadership and so on. In this contest, transactional leadership and transformational leadership will be compared and contrasted. 2.0 Description Transactional Leadership Transactional leadership is a term used to classify a formally known group leadership theories that inquire the interactions between leaders and followers. A transactional leader focuses more on a series of “transactions”. This person is interested in looking out for oneself, having exchange benefits with their subordinates and clarifies a sense of duty with rewards and punishments to reach goals. The transactional leadership style developed by Bass is based on the hypothesis that followers are motivated through a system of rewards and punishment. The transactional leader’s view of the leader / follower relationship is one of quid pro quo – or this for that. If the follower does something good, then they will be rewarded. If the follower does something wrong, then they will be punished. Transformational Leadership Transformational leadership is defined as a leadership approach that causes change in individuals and social systems. In its ideal form, it creates valuable and positive change in the followers with the end goal of developing followers into leaders. Enacted in its authentic form, transformational leadership enhances the motivation, morale and performance of his followers through a variety of mechanisms. These include connecting the follower’s sense of identity and self to the mission and the collective identity of the organization; being a role model for followers that inspires them; challenging followers to take greater ownership for their work, and understanding the strengths and weaknesses of followers, so the leader can align followers with tasks that optimize their performance. The theory behind transformational leaders, on the other hand is based, on the hypothesis that leaders can exploit a need of the follower. These particular needs are not based on quid pro quo transactions, but higher order needs. These needs are those of the total person, and are closely aligned with the internal motivational factors of the follower. So at one end of the spectrum we have transactional leaders that are making many “deals” with those being led. On the other end of the spectrum, we have transformational leaders, which are looking to satisfy a greater need of an individual. 3.0 Mission Transactional Leader: “approaches followers with an eye to exchanging one thing for another” … Burns pursues a cost benefit, economic exchange to met subordinates current material and psychic needs in return for “contracted” services rendered by the subordinate …. Bass Here, transformational leaders make exchange of work with their followers for benefit or rewards. Followers are motivated with the rewards being given. Transformational Leader: “recognizes and exploits an existing need or demand of a potential follower… (and) looks for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the follower” … Burns The leader who recognizes the transactional needs in potential followers “but tends to go further, seeking to arouse and satisfy higher needs, to engage the full person of the follower … to a higher level of need according to Maslow’s hierarchy of needs” … Bass Here, transformational leaders tend to focus on the move to change the followers and the organization. In addition, as explained by Bass, the transactional leaders focus on the organizational work within the organizational culture as the way it exists; on the other hand, the transformational leaders try to bring changes to the organizational culture”. 4.0 Personal characteristics Transactional Directive Dominating Action-Oriented Transformational Self Confident Assertive Seizes Opportunities Tolerates Risk Uses Systems Thinking 5.0 Characteristics of Transactional leaders 1. Contingent rewards: Transactional leaders link the goal to rewards, clarify expectations, provide necessary resources, set mutually agreed upon goals, and provide various kinds of rewards for successful performance. They set SMART (specific, measurable, attainable, realistic, and timely) goals for their subordinates. These leaders work on some aspects which include; Exchange of rewards for effort contracted. Rewards for achieving goals promised. Accomplishments recognized. Clear goals and recognition once they are reached is held to result in individuals and groups achieving expected levels of performance. 2. Management by exception (active): Transactional leaders actively monitor the work of their subordinates, watch for deviations from rules and standards and taking corrective action to prevent mistakes. These personalities also include; Standards specified by leader. Deviations are searched from the rules and standards. Corrective action taken quickly if necessary. May involve follower punishment. 3. Management by exception (passive): Transactional leaders intervene only when standards are not met or when the performance is not as per the expectations. They may even use punishment as a response to unacceptable performance. These leaders have some uniqueness which include; Leader awaits emergence of problems before acting. Intervenes only if standards are not met. 4. Passive-avoidant/Laissez-faire: The leader provides an environment where the subordinates get many opportunities to make decisions. The leader himself abdicates responsibilities and avoids making decisions and therefore the group often lacks direction. This can also be explained as; Agreements are not specified; there are no expectations set; and goals and standards are avoided. 6. 0 Characteristics of Transformational Leadership 1. Charisma or idealized influence The degree to which the leader behaves in admirable ways that cause followers to identify with the leader. Charismatic leaders display convictions, take stands and appeal to followers on an emotional level. This is about the leader having a clear set of values and demonstrating them in every action, providing a role model for their followers. 2. Inspirational motivation The degree to which the leader articulates a vision that is appealing and inspiring to followers. Leaders with inspirational motivation challenge followers with high standards, communicate optimism about future goals, and provide meaning for the task at hand. Followers need to have a strong sense of purpose if they are to be motivated to act. Purpose and meaning provide the energy that drives a group forward. It is also important that this visionary aspect of leadership be supported by skills that allow the leader to articulate his or her vision with precision and power in a compelling and persuasive way. 3. Intellectual stimulation The degree to which the leader challenges assumptions, takes risks and solicits followers’ ideas. Leaders with this trait stimulate and encourage creativity in their followers. 4. Individualized consideration or individualized attention The degree to which the leader attends to each follower’s needs, acts as a mentor or coach to the follower and listens to the follower’s concerns and needs. This also encompasses the need to respect and celebrate the individual contribution that each follower can make to the team (it is the diversity of the team that gives it its true strength). Transformational Leaders Motivating for performance beyond expectations. Inspiring for missions beyond self interest. Instilling confidence to achieve performance. Transformational leadership goes beyond transactional leadership. Transactional Leaders Motivating for performance at expected levels. Initiating structure to clarify the task and roles. Stressing the link between reward and goal achievement. Uses agreed upon performance to motivate. Performance beyond expectations 7.0 Assumptions Transformational leaders People get inspired by a person then they will follow that person. Great things can be achieved by person with vision and passion. Things are gotten done by the way they are injected with enthusiasm and energy. Transactional Leaders Followers/Employees are motivated by reward and punishment. Orders are given by the superiors, and the subordinates have to obey the orders. These subordinates are not self-motivated rather they need to be intimately monitored and controlled in order to get the work done from them. 8.0 Differences Transitional leaders Transactional leaders are aware of the link between the effort and reward Transactional leadership is responsive and its basic orientation is dealing with present issues Transactional leaders rely on standard forms of inducement, reward, punishment and sanction to control followers Transactional leaders motivate followers by setting goals and promising rewards for desired performance Transactional leadership depends on the leader’s power to reinforce subordinates for their successful completion of the bargain. Transformational leaders Transformational leaders arouse emotions in their followers which motivates them to act beyond the framework of what may be described as exchange relations Transformational leadership is proactive and forms new expectations in followers Transformational leaders are distinguished by their capacity to inspire and provide individualized consideration, intellectual stimulation and idealized influence to their followers Transformational leaders create learning opportunities for their followers and stimulate followers to solve problems Transformational leaders possess good visioning, rhetorical and management skills, to develop strong emotional bonds with followers Transformational leaders motivate followers to work for goals that go beyond self-interest. In addition, the below table will give a detailed contrast of the differences between Transactional leadership and transformational leadership. Transactional Leadership Transformational Leadership • Leadership of the status quo. Effective in stable organizations and contexts. More likely to be observed in a well-ordered society. • Leadership of change (within leaders, followers and organizations). Important in times of distress and rapid and destabilizing change. • Focuses on social and economic exchanges between leaders and followers, using contingent rewards and administrative actions to reinforce positive and reform negative behaviors. • Focuses on organizational objectives and organizational change by disseminating new values and seeking alternatives to existing arrangements. • Leader-follower relationship sees each exchange needs and services to satisfy their independent objectives. • Leader-follower relationship sees purposes of both become fused, leading to unity and shared purpose. • Motivates followers by appealing to their own self-interest (for example, pay, and promotion). • Attempts to raise follower needs (following Maslow’s hierarchy) to higher levels (for example, self-esteem) and to develop followers into leaders. • Based on directive power acts. • Based on interaction and influence. • Follower response based on compliance. Supervision likely to be important. • Follower response based on commitment. Supervision may be minimal. • Leadership ‘act’ takes place but leaders and followers not bound together in mutual pursuit of higher purpose. • Leaders and followers raise one another to higher levels of motivation and morality. • Founded on people’s need to make a living by completing tasks. • Founded on people’s need for meaning. • Focuses on situational authority, politics and perks. Involves values, but typically those required for successful exchange relationships (for example, reciprocity, and integrity). • Focuses on personal power, values, morals and ethics. May be demonstrated by anyone in an organization in any type of position. • Emphasis on day-to-day affairs, business needs short-term goals and quantitative information. • Transcends daily affairs, concentrating on long-term issues. • Leader-follower relationship may be established quickly. A relatively impersonal relationship maintained only as long as benefits outweigh costs. • May take time for leader-follower bonds to develop. A personal relationship that may persist when costs outweigh benefits. • Tends to be transitory. Once a transaction is completed, relationship may need to be redefined. • Tends to be enduring. • Emphasizes tactical issues. • Emphasizes missions and strategies for achieving them. • Typically involves working within current systems. • May involve redesigning of jobs to make them more meaningful and challenging. Emphasizes realization of human potential. • Supports structures and systems that emphasize outcomes. • Aligns structures and systems to overarching values and goals. • Follower counseling focuses on evaluation. • Follower counseling focuses on personal development. • Atomistic worldview and moral altruistic motives based on teleological perspective (that is to say, based on consequences). • Organic worldview and moral altruistic motives based on deontological perspective (that is to say, based on promises). In addition to the above table, their differences can also be categorized as the following; Basis Servant or steward Leadership Transformational leaders have idealized vision. They are likable and honorable hero that worth imitating and identifying. They lead to promote change in the environment. On the other hand, Transactional leaders have the basis of exchange process. They work on mutual need satisfying, giving rewards for job performance. They lead to promote stability in the workplace. Leadership development Transformational leaders tend to have more power. They empower and energize their followers excel. They re-engineer their followers. On the other hand, Transactional leaders design structures, control and reward system in their workplace to improve effectiveness and efficiency. Lead by example Transformational leaders are charismatic. They handle and meet individual’s needs. As well, they upgrade the level of the needs. On the other hand, Transactional leaders possess different types of leadership style, using the right style at the necessary time. Proactive change agent Transformational leaders make an effort to inspire their followers to help them change and transcend their selves for greater purposes. On the other hand, Transactional leaders reward their followers in terms of their performance. They are reactive to change at instances. Vision creator

Ashford University Cross Cultural Global Business Management Discussion

Ashford University Cross Cultural Global Business Management Discussion.

Must be APA format 700-800 words. Discuss Hofstede’s cultural theories, individualism, collectivism, masculinity, and power distance dimension using all the assigned articles and at least 3 additional peer-reviewed sources. According to the literature, what are the effects of a leader from an individualist culture coming into managing a business in a collectivist culture? According to the literature, what happens when a leader from a collectivist culture comes in to manage a business in an individualist culture? How does power distance relate to these issues? What are other issues according to the literature of ex-patriot managers?Pick one of the issues to discuss .Please make sure to apply the international trade theory to your discussion.No Wikipedia, Blogs with ads from yahoo.com or google.com, as they present a biased opinion. Use all the assigned articles and please add at least three (3) PRJ articles to support your thoughts!Must use these references listed below Tarrant, A. (2017). Getting out of the swamp? Methodological reflections on using qualitative secondary analysis to develop research design. International Journal of Social Research Methodology, 20(6), 599–611Romani, L., Barmeyer, C., Primecz, H., & Pilhofer, K. (2018). Cross-Cultural Management Studies: State of the Field in the Four Research Paradigms. International Studies of Management & Organization, 48(3), 247–263.de Mooij, M., & Hofstede, G. (2011). Cross-Cultural Consumer Behavior: A Review of Research Findings. Journal of International Consumer Marketing, 23(3/4), 181–192.
Ashford University Cross Cultural Global Business Management Discussion

Week 3 Assignment: Problem/PICOT/Evidence Search (PPE) Worksheet

i need help writing an essay Week 3 Assignment: Problem/PICOT/Evidence Search (PPE) Worksheet. I’m studying for my Nursing class and need an explanation.

Collaborative identification and interpretation of practice problems is a requirement of professional practice (AACN, 2008). Locating and summarizing findings using credible online databases is necessary for evidence-based nursing (AACN, 2008; QSEN, 2018). Purpose
This assignment provides a learning activity for students to experience a practice-based scenario and apply a process worksheet designed to assist in the identification of an independent nursing problem or concern, develop a PICOT clinical question, and search for evidence using credible online databases/sources.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7)
CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8)
CO4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4 & 8)
CO5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8)

Directions

Read over each of the following directions.
You must read the Assignment Practice Scenario below before completing the PPE Worksheet.
Download and use the required PPE Worksheet (Links to an external site.).
Review the information provided in our library of how to search for journal articles here (Links to an external site.).
Review the information provided in our library of how to locate and copy a journal permalink (Links to an external site.).
You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
Complete each section of the Problem/PICOT/Evidence (PPE) Worksheet. For the Clinical PICOT Question, use the NR439_Guide for writing PICOT Questions and Examples.N439_Guide for writing PICOT Questions and Examples (Links to an external site.) Use one of the templates/guides to write your Clinical PICOT Question using all of the PICOT elements. Be sure to include the PICOT letters in your question.
Be sure to use the PPE grading rubric to make certain you are meeting all grading criteria of the PPE Worksheet.
Use correct grammar, spelling, punctuation, and in-text APA formatting.
Submit the completed PPE Worksheet on the Week 3 Assignment page.
Students, A short tutorial with tips for completing the Week 3 Problem/PICOT/Evidence Search (PPE) worksheet assignment may be viewed here.

Transcript (Links to an external site.)
Reminder
Before preparing your assignment, please review this “Crediting Sources Made Simple (Links to an external site.)” resource. This tool is intended to help you understand scholarly writing, APA, referencing, and crediting. Please reach out to your instructor with any questions as you prepare your assignment.
**Academic Integrity**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.
Please see the grading criteria and rubrics on this page.
NOTE: Please use your browser’s File setting to save or print this page.
Assignment Practice Scenario
Your Chief Nurse Executive (CNE) recognizes you are pursuing your BSN and has asked you to be a member of the nursing evidence-based practice (NEBP) committee. She has advised the members that the purpose is to conduct nursing research studies involving clinical practice problems. Increasing nurses’ awareness of quality and safety concerns will help develop an attitude of inquiry and asking questions (Sherwood & Barnsteiner, 2017). Baccalaureate nurses “collaborate in problem identification, participate in the process of search, retrieval, and documentation of evidence, and integrate evidence using credible databases and internet resources” (AACN, 2008, pp. 16-17).
The CNE has advised all members of the following areas of quality and safety clinical practice that each committee member needs to consider and choose only one as a priority area for conducting a research study. Sources of research problems come from nursing clinical practice (Houser, 2018):

Quality
Safety

Patient satisfaction
Patient education

Falls

Non-pharmacological pain management

Errors. Examples include:

Medication
Patient identification
Communication

Readmissions
Length of stay
Costs

Healthcare Associated Infections (HAIs). Examples include:

Central Line Associated Blood Stream Infections (CLABSI)
Catheter Associated Urinary Tract Infections (CAUTI)
Ventilator Associated Pneumonia (VAP)
Surgical Site Infections (SSI)
Sepsis (Screening or Prevention)

Discharge Teaching/Coaching
Transitions of Care/Level of Care

Pressure Ulcers
Skin Integrity

Your CNE has requested that you select ONLY one topic area and complete the PPE Worksheet using only one topic area. The committee will collaborate and decide as a team which nursing clinical problem area will be the priority focus of their next research study. Thank you for your valuable contributions to this important NEBP committee.
References
American Association of Colleges of Nurses (AACN). (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice (2008). Retrieved from http://www.aacnnursing.org/Education-Resources/AAC…
Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett.
Sherwood, G., & Barnsteiner, J. (2017). Quality and safety in nursing: A competency approach to improving outcomes (2nd ed.). Hoboken, NJ: Wiley-Blackwell.
Quality and Safety Education for Nurses (QSEN). (2018). QSEN knowledge, skills, and attitude competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/

NR439 PPE Worksheet Rubric

Criteria
Ratings
Pts

This criterion is linked to a Learning OutcomeClinical Nursing Practice ProblemSelect and identify only one quality or safety clinical priority area from the assignment guidelines practice scenario. Summarize why you believe the nursing practice problem/issue is the most important. Summarize your rationale (why) for choosing the problem.

50.0 ptsSelects and identifies one quality or safety clinical priority practice problem from the assignment guidelines practice scenario. Thoroughly summarizes why you believe the nursing practice problem/issueis the most important. Thoroughly summarizes the rationale (why) the problem was chosen. Provides details.
46.0 ptsCriteria from the first column are mostly summarized or one criteria lacks details or is missing.
40.0 ptsCriteria from the first column are minimally summarized or two criteria lack details or are not present.
19.0 ptsCriteria from the first column are poorly summarized.
0.0 ptsCriteria are not discussed.

50.0 pts

This criterion is linked to a Learning OutcomeClinical Nursing PICOT QuestionClinical Nursing PICOT QuestionUsing the NR439 Guide for writing PICOT Questions and Examples located in the assignment guidelines, write out your PICOT question. Include each letter of the PICOT in your question.

15.0 ptsPICOT question has 5 elements correct. Question is nursing related.
13.0 ptsPICOT question has 4 elements correct or question is not nursing related.
12.0 ptsPICOT question has 3 elements correct.
6.0 ptsPICOT has 1-2 elements correct.
0.0 ptsPICOT question with no elements correct or no PICOT question present.

15.0 pts

This criterion is linked to a Learning OutcomeDefine PICOT ElementsDefine each of the elements from your above clinical PICOT question.

15.0 pts5 PICOT elements are correctly defined.
13.0 pts4 PICOT elements are correctly defined.
12.0 pts3 PICOT elements are correctly defined.
6.0 pts1-2 PICOT elements are correctly defined.
0.0 ptsPICOT elements are not correctly defined or elements are not present.

15.0 pts

This criterion is linked to a Learning OutcomeEvidence Retrieval Process and SummaryUsing only the Chamberlain College of Nursing library:(1) Locate evidence that is relevant to your chosen nursing practice problem. Explain how you believe the evidence is relevant to your chosen clinical nursing problem/issue. (2) Explain why you chose the evidence.(3) Provide a complete APA reference to the evidence (must include authors, year, title of the evidence, title of the resource).(4) Evidence must be published within the last 10 years.(5) Provide the permalink.

20.0 ptsAll of the 5 criteria are present. (1) Locates evidence relevant to chosen nursing practice problem. Explains how the evidence is relevant to your chosen clinical nursing problem/issue. (2) Explains why the evidence was chosen. (3) Provides a complete APA reference to the evidence (includes authors, year, title of the evidence, title of the resource). (4) Evidence must be published within the last 10 years. (5) Provides the permalink.
18.0 ptsMissing 1 criteria or 1 criteria lacks details.
16.0 ptsMissing 2 criteria or 2 of the criteria lacks details.
8.0 ptsMissing 3-4 of the criteria.
0.0 ptsMissing all five criteria from the A column or none of the criteria are present.

20.0 pts

This criterion is linked to a Learning OutcomeImplications of the EvidenceSummarize what you learned from the evidence.Summarize why you believe the nursing evidence-based practice committee should focus their next research study on this practice problem.

40.0 ptsThoroughly summarizes what was learned from the evidence. Thoroughly summarizes why you believe the nursing evidence-based practice committee should focus their next research study on this practice problem. Excellent details provided.
35.0 ptsMostly summarizes the criteria in the first column or one criteria lacks details.
32.0 ptsFairly summarizes the criteria in the first column or one criteria is missing. Fair details are provided.
15.0 ptsPoorly summarizes the criteria in the first column. Poor details are provided.
0.0 ptsCriteria are not summarized or is missing.

40.0 pts

This criterion is linked to a Learning OutcomeEvidence Search TermsIdentifies 4 (or more) relevant searchable terms you used for your search for evidence.

10.0 ptsIdentifies 4 (or more) relevant searchable terms used for the search for evidence.
9.0 ptsIdentifies 3 relevant searchable terms used for the search for evidence.
8.0 ptsIdentifies 2 relevant searchable terms used for the search for evidence.
5.0 ptsIdentifies 1 relevant searchable term used for the search for literature.
0.0 ptsNo terms identified or terms are not present.

10.0 pts

This criterion is linked to a Learning OutcomeEvidence Search StrategiesIdentifies 4 (or more) relevant search strategies you used to narrow/limit your search for evidence.

10.0 ptsIdentifies 4 (or more) relevant strategies used to narrow/limit the search for evidence.
9.0 ptsIdentifies 3 relevant strategies used to narrow/limit the search for evidence.
8.0 ptsIdentifies 2 relevant strategies used to narrow/limit the search for evidence.
4.0 ptsIdentifies 1 relevant searchable term used for the search for evidence.
0.0 ptsNo strategies identified or strategies are not present.

10.0 pts

This criterion is linked to a Learning OutcomeScholarly Writing, Mechanics, Organization, Spelling, Sentence Structure, Grammar

8.0 ptsExcellent writing, mechanics, organization, spelling, sentence structure, grammar. 1-2 errors noted.
6.0 ptsGood writing, mechanics, organization, spelling, sentence structure, grammar. A few errors noted.
3.0 ptsFair writing, mechanics, organization, spelling, sentence structure, grammar. Some errors noted.
2.0 ptsPoor writing, mechanics, organization, spelling, sentence structure, grammar. Many errors noted.
0.0 ptsVery poor writing, mechanics, organization, spelling, sentence structure, grammar. Errors throughout are noted. Writing is difficult to understand or follow.

8.0 pts

This criterion is linked to a Learning OutcomeAPA In-Text Formatting for Cited Sentences

7.0 ptsExcellent APA formatting. Uses APA in-text citation formatting with no errors.
6.0 ptsGood APA formatting. Uses APA in-text citation formatting with 1-2 errors noted.
4.0 ptsFair APA formatting. Uses APA in-text citation formatting with some errors noted or does not use in-text citation formatting.
3.0 ptsPoor APA formatting with many errors noted.
0.0 ptsVery poor APA with errors noted throughout.

7.0 pts

This criterion is linked to a Learning OutcomeAssigned PPE Worksheet Used

0.0 pts0 points deductedAssigned PPE Worksheet used for this assignment.
0.0 pts17.5 points deducted (10%)Assigned PPE Worksheet NOT used for this assignment results in deduction.

0.0 pts

This criterion is linked to a Learning OutcomeLate deduction

0.0 pts0 points deductedSubmitted on time
0.0 ptsNot submitted on time – Points deducted1 day late=8.75 deduction; 2 day late =17.5 deduction; 3 day late=26.25 deduction; 4 day=35 deduction; 5 day=43.75 deduction; 6 day =52.5 deduction; 7 day =61.25 deduction; Score of 0 if more than 7 days late

0.0 pts

Week 3 Assignment: Problem/PICOT/Evidence Search (PPE) Worksheet

BUS 425 LU Strategic Vision at Grafton Furniture Video Analysis Discussion

BUS 425 LU Strategic Vision at Grafton Furniture Video Analysis Discussion.

https://www.youtube.com/watch?v=e4_g18QcfAg1. What was the overall strategic vision at Grafton Furniture before Marcus Lemonis came on board? Who was the target customer? Why didn’t they branch out further? How were the margins?2. What was the strategic vision after Marcus came? (Hint: it was his growth strategy). 3. What were three things keeping the company from growing to the next level? Why were these getting in the way?4. What was the deal Marcus made? How much does that make the company worth? 5. On a scale of 1 to 5 with 5 being the highest, what would you give each of the following business principals? Tell me why you gave them that rating. Estaban Grafton–The Patriarch and founderSteve Grafton–The ownerStevie Grafton–The owner’s son
BUS 425 LU Strategic Vision at Grafton Furniture Video Analysis Discussion

Assessing Professional Boundaries Between Emergency Nurses And Doctors Nursing Essay

Nurse is a profession that serves the need of society in the area of health. The roles of nurses have expanded because they carry out multiple roles in healthcare. In this paper I will discuss on Professional boundaries in my workplace context. As describe by Hawkin et al (1991), professional is define as someone who highly skilled, whereas boundaries is a line or border that marks a limit and context is the circumstances in which an event occurs. If we look around us, we will see that every living being has its own limit and bound by its own territory in which it dwell and defend against any sort of invasion. Boundaries have it own fundamental place in life. It fundamental that even criminals who thrive on violating the integrity of others have their own boundaries. Unlike the law, which is absolute, rules allow things to function smoothly because everyone within a particular context agrees upon it. Rules can refer to a game or office procedures. Our moral values provide our own internal guidance about what is wrong or what is not in sense of good value, stated; Raymond Lloyd (2009). I’m a qualified registered nurse, working in Emergency and Trauma Department (ED), ED provides 24 hours emergency care. Operating twenty-four hours, my ED provides the different level of care and patient needs and it also provides a comprehensive service which includes pre-hospital resuscitation, stabilization and definitive care. Service also includes Disaster Management, Domestic Violence, and Emergency Medicine. The purpose of this paper is to access the professional boundaries of roles and practice between nurses and doctors at Emergency and Trauma Department. In this paper, I will highlight and analyzed the concept of boundaries and contextualize the theory in the political context of professions, the nature of the professional relationship, provides information to help members recognize potential crisis situations, debate issues of boundaries evidence within my practice and suggests some strategies in managing professional boundaries on defibrillator. Occasionally, most of the nurses in my ED today are still nurses seemed uncertain about the limitation or boundary of their own work. But, sometimes boundaries are often consider not clear-cut issue of right or wrong. It’s dependent upon numerous factors and required careful thinking through of all the issue, always keeps in mind that all action must be in the best interest of patient care. All the staffs in ED are required to take Basic Life Support (BLS), and Advance Cardiac Life Support (ACLS) and Paediatric Advanced Life Support (PALS). Why we need this training? Because it’s involves advanced medical skills, certification and training. Is purposely offered for medical professionals such as doctor, assistant medical officer (AMO) and nurses, since lay public do not have the necessary knowledge and skills except for BLS where lay public can go for training but in different syllabus compared to health care provider. Although, ED staff especially nurses and AMO underwent the training and qualified, pass the courses in theory and practically. It still not a ticket for them to ride in fast lane because, they must be well trained, recertification and monitored by experienced support staff such as nurses or AMO, senior doctor or specialist. Why we still have to be monitored? Because, from my experience although the doctor pertain his MBBS (in Latin Medicinae Baccalaureus, Baccalaureus Chirurgiae or Bachelor of Medicine, Bachelor of surgery) from Wikipedia, the free encyclopedia, (2010) but he or she still new in service, some are still not competent to use the defibrillator machine. Sometimes doctors also required to attend this short-course of BLS, ACLS or PALS because anyone who’s works in ED must to be well trained with these courses. Example like in resuscitation, the goal of ACLS is to begin and identify what is wrong with the patient and when it is the best time can perform defibrillators to patient and also a long term treatment plan can be created. These short-courses guidelines are constantly changing, due to new information in the medical field, and frequent (every 5 year for ACLS, PALS and 3 years for BLS) as these standard guidelines provided by Ministry of Health (MOH) Malaysia, recertification is required for each personal after they are certified. Recertification also ensures that the material is always fresh, so that a healthcare provider or ED staff can confidently make the right decision in a critical moment. As a trained nurse at ED, providing encompasses and comprehensive treatment plan is essential step whereby sometimes I have to perform defibrillation when a patient having ventricular tachycardia (VT) with hemodynamical instability in order for proper treatment plans. My workplace environment is dedicated and confined to the critically ill patients with unstable hemodynamic and in need of urgent emergency life saving treatment which stipulates that all trauma patients requiring prompt and urgent treatment within a prescribed and stipulated time is observed strictly. My ED, nurses do defibrillation because of the recertification and trust gain from senior doctors and specialist or consultant. According to General Medical Council (2001), doctor can delegate medical care to nurses, or AMO if they had the trust and believe it is the best for the patients but in count that the nurses must experienced and competent person. Unfortunately, some doctors always take an advantage of this procedure because of some nurses are seemed uncertain about their own limitation or boundaries of working practice. Usually this procedure should be performed by them instead of nurses. Perform defibrillation to patient has been commonly practiced by most of the senior nurses and this knowledge have been past down to new intern; I meant the newly in service staff nurse. It seems likely this positive act becoming norm, among the nurses and other paramedic especially in ED. As describe by Burkhdart

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