Part 2 (800 words minimum) After you have successfully reserved the key term that interests you the most, research a minimum of 5 recent scholarly articles that relate to the concept on which you wish to focus your research. Articles must be found in reputable professional and/or scholarly journals and/or informational venues that deal with the content of the course (i.e., not blogs, Wikipedia, newspapers, etc.). After reading the articles, select the 1 article that you wish to discuss. It is highly recommended that you use Liberty University’s Jerry Falwell Library online resources. A librarian is available to assist you in all matters pertaining to conducting your research, including what constitutes a scholarly article. For more details on what constitutes a scholarly journal (and what does not), visit Jerry Falwell Library’s “Scholarly Journals – What Are They?” page. Your thread must be placed in the Discussion Board Forum textbox (not as an attachment) and adhere precisely to the following headings and format: Key Term and Why You Are Interested in It (100 words minimum)Explanation of the Key Term (100 words minimum)Major Article Summary (300 words minimum)DiscussionReferences After reading the textbook, specifically state why you are interested in conducting further research on this key term (e.g., academic curiosity, application to a current issue related to employment, or any other professional rationale). Include a substantive reason, not simply a phrase. Provide a clear and concise overview of the essentials relevant to understanding this key term. Using your own words, provide a clear and concise summary of the article, including the major points and conclusions. In your own words, discuss each of the following points: How the cited work relates to your above explanation AND how it relates specifically to the content of the assigned module/week. This part of your thread provides evidence that you have extended your understanding of this key term beyond the textbook readings. (150 words minimum)How the cited work relates to the other 4 works you researched. This part of your thread provides evidence that you have refined your research key term to a coherent and specialized aspect of the key term, rather than a random selection of works on the key term. The idea here is to prove that you have focused your research and that all works cited are related in some manner to each other rather than simply a collection of the first 5 results from your Internet search. (150 words minimum) A minimum of 5 recent scholarly articles (not textbooks, Wikipedia, or other popular reading magazines), in current APA format, must be included and must contain persistent links so others may have instant access. In the event that formatting is lost or corrupted when submitting the thread, attach the Microsoft Word document to your thread as evidence that your work was completed in the proper format. Access the following URL from the Jerry Falwell Library for instructions on creating persistent links: How to Create a Persistent Link
Liberty University Operations Managers Key Term & Reason for Interest Discussion
Purpose and Process -This project provides you with the opportunity to apply the knowledge and skills you develop in this course in an analysis of a real organization. This could be an organization with which you are personally familiar or an organization that you choose to investigate.To complete the assignment, you will need to complete the “Organizational Snapshot” that is provided in Blackboard. Additionally, you will also interview three employees of the organization who can help provide you with information for this assignment. Each of these employees will also complete the snapshot to provide you with additional reference points. You can also utilize research and outside reference materials.In conducting your interviews and research on this organization, you should consider the interaction between what you’re finding and the concepts, tools, and techniques introduced in your reading assignments and class discussions. In particular, you should consistently rely on ideas from Kennedy(2008) as you conduct this analysis.Product – The paper should be 2,500-3,000 words, approximately 10-12 pages (not including title pages and references), double spaced, 11-12 point font, and in APA style, and should include the following components (section titles are italicized):- History. Brief history of organization overall and their approach to diversity. Make sure to include the number of employees, how long the organization has been in business, the industry it operates in, and any other relevant information.- Assessment. Utilizing the “Organizational Snapshot,” you should provide information on the current state of your organization’s diversity efforts. Briefly describe each area of assessment and consider questions like the following: What is your organization’s official diversity statement?How does it align with the mission of the organization? What initiatives are currently taking place to advance diversity? Make sure you utilize your Organizational Snapshot with your three (3) Interviewees; as they will assist you in developing an “Assessment” of the Organization – per their interviews and completed Organizational Snapshots. Additionally, your research regarding your chosen Organization should be able to assist you with the Assessment Section as well.- Acceptance. In this section, consider the barriers and benefits to engaging in diversity efforts.For organizations with sophisticated diversity efforts already underway, include what additional initiatives or approaches might be beneficial (continuous improvement). What kinds of leadership capabilities would be necessary in your organization to increase the diversity/inclusion of the workforce?- Action. Building upon the information you have provided in the first two sections, detail three specific goals related to diversity that your organization should consider undertaking. In detailing these goals, make sure to include the who, what, when, why, where, and how to have a complete description. How would you get people involved in these initiatives? What resources would be needed to put these goals into action?- Accountability. Now that you have considered some specific diversity goals for the organization,think about who will be responsible for implementing those goals. In this section, you should consider your own role and leadership capabilities even if you are not directly involved in diversity initiatives. What exactly should/can your role be in creating a more diverse and inclusive workplace? Who else can/should be responsible for these types of initiatives and how will accountability be upheld?- Achievement. This section should focus on measuring results as well as recognizing employees for their efforts. Include the business measures that should be impacted by increased diversity efforts and how those measures will be collected and reported (e.g. turnover, employee satisfaction, productivity, etc.). How will these figures help to tell the story of your proposed diversity goals? Additionally, include information about how to recognize good work and reward progress towards goals.- More Action. In this section, you are required to think ahead to a future state of your organization. The focus of your discussion should be on how to maintain momentum for diversity and inclusion efforts in the organization. While you would not know if the goals you described in the Action section were met or not, think generally about what kinds of initiatives, processes, or plans might keep employees engaged and moving towards the organization’s diversity goals.
LEAD 314 University of Louisville Nike Inc Organizational Diversity Analysis
ETHICS CASE Minors’ Right to Know and Therapeutic Privilege Commentary by Cristie M. Cole, JD, and Eric Kodish, MD“Why do I feel so bad, doctor?”Dr. Marion’s heart broke as she looked at the adorable 9-year-old girl who asked the question. Jill had been diagnosed with acute lymphocytic leukemia almost 5 months earlier, and Dr. Marion had quickly grown attached to the young girl. When Dr. Marion first started caring for Jill, it appeared that she was responding to treatment quite well. But over the past several weeks, Jill was in the hospital more often—the combined result of frequent infection and the toxic agents needed to treat her leukemia.Throughout Jill’s treatment course, her parents had insisted she not be told about her diagnosis. A friend at school had died from cancer, and the loss had affected Jill profoundly. For months afterward, Jill had not wanted to go back to school and refused to sleep in her own room, preferring to be close to her parents. Not long after Jill seemed to be recovering from the most intense effects of her schoolmate’s death, she was diagnosed with leukemia. Her parents feared that telling her she had leukemia would compromise her emotional health and well-being. They asked Dr. Marion and others involved in Jill’s care to refrain from disclosing her diagnosis to her.Dr. Marion—and the rest of the medical staff—had thus far respected their wish, but felt strongly that Jill was mature enough to understand her condition and that she deserved to know what was going on, given that her leukemia might be life-limiting. Once, when her parents were not around, Andy the on-shift nurse, enters Jill’s room, and Jill begins asking all types of questions regarding her diagnosis and treatments. In answering, Andy hesitates, and Jill picks up on this, demanding that he tell her the truth.CommentaryJill’s parents are not alone. Families are generally concerned that knowledge of a life-threatening diagnosis will harm the patient’s psychological and physiological well-being [1-5]. In the past, physicians routinely withheld medical information from a patient if they believed the information would harm the patient’s overall health, justified by what is known as “therapeutic privilege” [1-3, 6, 7]. While not exclusive to pediatrics, the ethical dilemmas raised by nondisclosure requests are complicated further when made by a parent of a minor patient [8-11]. Dr. Marion and her team must grapple with reconciling their obligations to Jill with Jill’s parents’ authority to make decisions on behalf of their 9-year-old child .Pediatric Decision Making: Reconciling Parental Authority, Physician Obligations, and a Child’s Developing AutonomyInformed consent is a cornerstone of patient-centered medical decision making. Rooted in respect for patient autonomy, it focuses on the process as much as on consent itself [8, 9, 12-15]. The goal is to elucidate the patient’s values and preferences, given the decision and surrounding circumstances [8-11, 13]. Even for most adults lacking capacity, a surrogate strives to make decisions based on the adult patient’s previously expressed preferences in accordance with the standard of substituted judgment .In pediatrics, informed consent is at best an imperfect fit [8-10, 15]. Generally, a pediatric patient is not and never has been legally competent to make medical decisions. Until the child reaches 18, legal authority is vested in the patient’s parents to determine what is in their child’s best interest. Unlike decisions made by an adult’s surrogate decision maker, such decisions cannot be based on the child’s previously expressed values and beliefs, and so are based on the parents’ values and beliefs [8, 9, 15, 16]. Instead of seeking informed consent, then, the American Academy of Pediatrics advises physicians to obtain “parental permission” and, when developmentally appropriate, assent (willingness to undergo the proposed treatment) from the young patient. Reframing informed consent as parental permission plus assent respects parental authority and recognizes its limitations. While substantial discretion is afforded to parents in child rearing, the interests of the child and the interests and obligations of the physician, state, and society at large act as limitations. Conflicts are rare, but, when they do arise, the interests and obligations of the stakeholders should be carefully weighed in light of the moral considerations and contextual factors [8-10].In cases of nondisclosure requests from parents, the child’s emerging autonomy and the physicians’ obligation to provide appropriate treatment to the young patient must be balanced against parental authority [5, 10]. Of primary importance when thinking about medical decision making is the obligation to foster the child’s capacity to make medical decisions [8, 9, 17]. This does not require treating the child as a fully autonomous decision maker [8, 9]. Rather, as a young patient matures, his or her role in medical decision making should also evolve. The physician and parents have an obligation to enable the young patient’s participation in accordance with the patient’s cognitive and emotional capacity [8, 9, 17]. The process of assent embodies this obligation because it allows the child to take a more active role in decision making once he or she has sufficiently matured. Like informed consent, assent seeks to elucidate the child’s willingness to undergo the proposed medical intervention in a developmentally appropriate manner [8, 9]. Out of respect for the person, a broader concept than respect for autonomy, assent (or dissent) should only be sought if the child’s expressed preference will be seriously considered [1, 8, 9]. If it will not, then this should be clearly communicated to the child [8, 9].While each child should be assessed based on his or her own capabilities, a 9-year-old such as Jill generally has sufficient capacity to assent to at least some medical interventions . Regardless, some information about the medical condition and treatment should be provided in a developmentally appropriate manner for even the youngest patients [8, 9]. Disclosure fosters not only the patient’s decision-making capacity but also trust in the clinician from an early age [5, 8-10, 18].Therapeutic Privilege and a Minor’s Right to Know (or Not Know)Patient autonomy was not always a defining value in medical ethics [2-4, 7]. As late as the 1970s, paternalism was the cornerstone of the physician-patient relationship and reflected a general belief that the physician’s fiduciary obligation to act in the patient’s best interest was of paramount importance [2-4, 7, 19]. The physician was the primary decision maker and not required to solicit or consider the patient’s preferences [2-4, 7]. Therapeutic privilege embodies this fiduciary duty by protecting the patient from information the physician deems to be potentially harmful and that the patient does not have an overriding interest in [2-4, 7]. The American Medical Association itself endorsed the practice in its 1847 Code of Medical Ethics, stating that a physician has “a sacred duty…to avoid all things which have a tendency to discourage the patient and depress his spirits” .In contemporary medical practice, paternalism has given way to patient autonomy and the corresponding values of bodily dignity and self-determination [3, 19]. Medical decision making is a partnership between the physician and the patient. The physician is obligated to disclose information that the patient needs to meaningfully participate in and make decisions regarding medical care [3, 7, 12]. While pediatric patients are not generally treated as fully autonomous decision makers, the young patient’s developing autonomy warrants respect . The same values upon which informed consent is founded also support a physician’s obligation to engage children in medical decision making proportionate to their cognitive and emotional development [5, 8, 9, 17]. Consistent with this shift in philosophical priorities, the American Medical Association’s Code of Medical Ethics now states that “it is a fundamental ethical requirement that a physician should at all times deal honestly and openly with patients. Patients have a right to know their past and present status and to be free of any mistaken beliefs concerning their conditions” .Under some circumstances, respect for patient autonomy can paradoxically support withholding medical information. If a patient expresses a desire not to know all or some medical information, then the physician should respect that decision and withhold that information [21, 22]. This is distinguished from therapeutic privilege because the physician is acting in accordance with the patient’s preferences rather than on his or her own judgment . The patient’s religious or cultural beliefs may indicate preferences, but they should not be attributed to the patient without corroborating them with him or her [22-25]. The physician should offer the truth, speaking in general terms about categories of information to avoid mistakenly revealing information while also soliciting the patient’s preferences .Exercising therapeutic privilege also risks undermining trust in the physician-patient relationship. One risk of nondisclosure is the patient’s discovering the withheld information from another source [2, 5, 10]. A family member or another clinical team member could mistakenly reveal the withheld information. The patient could also find the information on his or her own, whether through medical records, the Internet, or accidentally hearing a voicemail. If a patient discovers that the physician intentionally withheld information, trust is compromised, which could prove detrimental to the patient’s care [2, 3, 10, 26].Clinical Realities of Nondisclosure: Problems and Unintended HarmsYet, some parents and even physicians are tempted to withhold a life-threatening diagnosis from pediatric patients [26-28]. Not disclosing a diagnosis, though, is fraught with its own obstacles and harms [1, 5, 10]. More often than not, the child is aware of the hushed whispers and discussions among grown-ups and can ascertain that a secret exists that is not to be discussed [29-31]. The child may know to some degree what that secret is, whether he or she knows the specific disease, the severity of the illness, or that he or she is dying from the disease [5, 29-32]. In the context of the terminally ill child, this is often called “mutual pretense”—all parties including the child know the child is dying but act as if he or she were not [31, 32].Research shows that withholding information may result in the child’s imagining a worse scenario or at least a much different scenario [5, 27]. Without understanding why he or she feels bad, the child may begin to ascertain his or her own explanation for secrecy, including that the illness or treatment is a form of punishment . Research shows that children not aware of their diagnosis do not experience any less distress and anxiety than those who are told about their life-threatening illness [6, 29], and in some cases may actually experience more [6, 33]. Openness, by contrast, appears to contribute to good long-term adjustment [27, 33]. Practically speaking, not understanding a diagnosis may also prevent compliance with treatment recommendations, particularly in older children [26, 33].Nondisclosure also raises the question of how to respond to inquiries from patients about their condition, just as Jill asked Dr. Marion. Several strategies may be used to evade questions, including providing contingent answers, narrow answers, non-answers, or questions . These strategies, however, do not directly resolve the underlying moral dilemma, i.e., reconciling parental authority in pediatric decision making with the physician’s obligation to be honest with the young patient.ConclusionThe desire to protect Jill from knowledge of her own mortality is understandable, particularly given her experience with the death of her friend. This experience, her age, her developmental status, and the impact this information may have on her health should all be factors influencing how and even when the diagnosis is disclosed. These factors do not however justify withholding the diagnosis from Jill indefinitely. Ultimately, Jill’s developing autonomy and Dr. Marion’s obligations to Jill outweigh Jill’s parents’ desire to protect her from the knowledge of her life-threatening illness. In discussions with Jill’s parents, Dr. Marion should be careful not to appear to be seeking parental permission for diagnostic disclosure and should clearly communicate that the diagnosis will be disclosed within a finite period of time . Allowing Jill’s parents some control in choreographing how the disclosure takes place may help facilitate acceptance of disclosure and demonstrates respect for Jill’s relationship with her parents. Dr. Marion could offer three options: (1) Jill’s parents tell Jill alone; (2) Dr. Marion tells Jill alone; or (3) Dr. Marion and Jill’s parents tell Jill together. Explaining that diagnostic disclosure is a process and that prognosis may be treated separately may also help Jill’s parents accept diagnostic disclosure.Lying to Jill is not an option. If Jill asks a direct question, then Dr. Marion has an obligation to answer it honestly and in a developmentally appropriate manner. She should clearly convey this obligation to Jill’s parents. Even absent Jill’s questions, Dr. Marion at the very least has an obligation to offer 9-year-old Jill the truth and assess whether Jill wants to know about her diagnosis and if so, how much she wants to know.Questions. What are the ethical principles in conflict? Explain.
FNU Minors Right to Know and Therapeutic Privilege Commentary Case Study Ques
Writer’s Choice Essay
Writer’s Choice Essay. Not all groups in our society experience equal opportunity to work. The purpose of this discussion board is to allow you to research and explain the causes of disparity between total U.S. unemployment and the unemployment rate for a demographic of your choice. Do not just list unemployment rates. Explain what causes the rates for the demographic of your choice to be different from the National average. Visit the Bureau of Labor Statistics website. What is the national unemployment rate right now? Find the unemployment rate for the demographic group that best fits a description of you (for example, based on age, sex, and race) or choose a demographic group of interest. Is it higher or lower than the national average? What are some reasons for the differences? Do some research in support of what you present. What factors contribute to the differences? Covid-19 caveat: The Pandemic did not necessarily impact all demographics in the same way. Discuss the different rates either now or before the impact of Covid-19. Remember, this is a comparison of demographics.Writer’s Choice Essay
Umass My Teaching Statement Personal Philosophy of Education Essay
research paper help Umass My Teaching Statement Personal Philosophy of Education Essay.
Write a personal philosophy of education essay (two to three pages maximum, 12 point font, double-spaced, 1-inch margins), that reflects your philosophical viewpoint, as well as moral and ethical perspectives. A teaching (philosophy) statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process but also concrete examples of the ways in which he or she enacts these beliefs in the classroomhttps://cft.vanderbilt.edu/guides-sub-pages/teaching-statements/If you look in the rubric you will see the following 5 pt statementStrong, coherent set of values that permeate the author’s views regarding the role of schools, students, teachers, curriculum, instruction and management.Specific, concrete examples to explain and illustrate the author’s philosophy.All of the relevant aspects of a philosophy of education, the role of:schoolsstudentsteachersfamilies and curriculuminstruction
Umass My Teaching Statement Personal Philosophy of Education Essay
REL 231 NVCC The Study of Religion Jainism Religion Essay
REL 231 NVCC The Study of Religion Jainism Religion Essay.
Reflect on what you have learned about each religion, how your understanding and attitude to the religion has changed as a result of what you’ve learned here. Share with me your more informal and personal thoughts and feelings regarding the new ideas and practices you are being introduced to: what did you find most interesting? Most valuable? Surprising? What most impressed you? What inspired you? How can you relate your learning to your own life and/or the world around you? minimum of 600 words. Assignment written in MLA format.
REL 231 NVCC The Study of Religion Jainism Religion Essay
University of Cumberlands WK 7 Madhukar Dharavath Performance Management Discussion
University of Cumberlands WK 7 Madhukar Dharavath Performance Management Discussion.
Madhukar Dharavath Week-7Performance Management: Performance management is a procedure of correspondence between a leader and a representative that happens consistently, on the side of achieving the vital targets of the association. The correspondence procedure incorporates explaining desires, setting destinations, distinguishing objectives, giving input, and checking on results. It has a lot of procedures and frameworks planned for building up a worker so they play out their business as well as could be expected. It isn’t planned for improving all abilities. Acceptable performance management centers around improving the abilities that help a representative carry out their responsibility better. This implies it is about the vital arrangement of one’s work to the gathering and hierarchical objectives. Since performance management is a procedure that means to adjust singular objectives to gathering and hierarchical objectives, it is a vital and formal procedure. This implies key individual vocation choices, as rewards, advancements, and excusable are totally connected to this procedure performance management can additionally be depicted as an intermittent, methodical, and target process (What is an Effective Performance Management System? 2020 Guide). A compelling performance management framework likewise guarantees that group performance is lined up with hierarchical objectives. By adjusting and connecting group performance plans with the objectives built up in the association’s performance plan, an association is bound to accomplish its objectives in light of the fact that each group’s endeavors are diverted a similar way as the association. Thusly, performance management can be a helpful device for explaining group and authoritative objectives in light of the fact that the procedure gives benchmarks to group adequacy.
Leadership definition and behavior: Leadership is a procedure of social impact, which augments the endeavors of others, towards the accomplishment of an objective.Leadership aptitudes are abilities you use while arranging others to arrive at a common objective. Regardless of whether you’re in a management position or driving a venture, authority abilities expect you to inspire others to finish a progression of assignments, frequently as per a calendar. Authority isn’t only one ability yet rather a blend of a few distinct aptitudes cooperating. Some of the skills that make a strong leader include Patience, Empathy, Active listening, Reliability, Creativity, Positivity, Effective feedback, Timely communication, Ability to teach and mentor. A hierarchical capacity is an organization’s capacity to oversee assets, for example, workers, viably to increase a favorable position over contenders. The organization’s authoritative capacities must concentrate on the business’ capacity to fulfill client need. What’s more, hierarchical abilities must be one of a kind to the association to forestall replication by contenders. Authoritative capacities are anything an organization does well that improves business and separates the business in the market. Creating and developing hierarchical abilities can help entrepreneurs increase a bit of leeway in a serious situation by concentrating on the zones where they exceed expectations. Learning is the backbone, the way that an association advantages and works as a matter of fact. Change is both about having versatility and responsiveness to occasions and a capacity to push ahead and adjust to an evolving domain. Development is tied in with moving onto the front foot and making an interpretation of learning and change into developing an incentive for the association. Coordinated effort empowers more prominent advancement (by facilitating the way from shut to open models of development), and assembles maintainability in an inexorably unpredictable reality where you can’t endure alone. Nimbleness is the capacity to pull all these together in versatile and responsive open or virtual plans of action that can remain in front of the outside pace of progress. Commitment is the human piece, the should be credible, enthusiastic and social. These capacities are independent yet interconnected, for instance, the capacity to learn offers ascend to the need to oversee change. Change is deficient for manageability without development, fruitful open advancement is needy upon coordinated effort cooperation opens the way to more noteworthy spryness and trying different things with more open plans of action. However readiness without commitment does not have the human association expected to remain in relationship with the present representatives, accomplices and clients.
Numerous enormous associations today are as of now centered around the last two of these, Agility and Engagement .is for the most part about making virtual and adaptable operational models that consistently enhance the inclusion of outside and inward assets as per evolving needs, determined by methodologies and activities, for instance publicly supporting inside networks of training for complex critical thinking and redistributing for various pieces of the worth chain. Commitment is trickier for different reasons, particularly given the interruption that nonstop mergers, rearrangements and restructurings have upon an organization’s workforce. The current pattern is by all accounts to rebuild towards littler authoritative units that individuals can relate to all the more without any problem (Kelchner, 2016).
What is an Effective Performance Management System? 2020 Guide. (n.d.). Retrieved August 12, 2020, from https://www.clearreview.com/resources/guides/what-is-effective-performance-management/
Kelchner, L. (2016, October 26). The Importance of Organizational Capability. Retrieved August 12, 2020, from https://smallbusiness.chron.com/importance-organiz…
This is the discussion made by classmate i need to reply this post with a very good response!!refer textbook in this link:- https://books.google.com/books?id=Pkm3DwAAQBAJ&pg=PT105&source=gbs_selected_pages&cad=2#v=onepage&q&f=trueThe main topic of Discussion was this :-After completing the reading this week, we reflect on a few key concepts this week:Discuss what performance management is and how it influences effective teams.Review table 11.1, define leadership behaviors (in your own words) and note which behaviors are beneficial at specific organizational activities (example: project planning, leading coworkers, etc…). Please note at least five organizational activities and be specific when responding.Note at least two organizational capabilities and compare and contrast each.Please be sure to answer all the questions above in the initial post.Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:Ask an interesting, thoughtful question pertaining to the topicExpand on the topic, by adding additional thoughtful informationAnswer a question posted by another student in detailShare an applicable personal experienceProvide an outside sourceMake an argumentAt least one scholarly (peer-reviewed) resource should be used in the initial discussion thread.
University of Cumberlands WK 7 Madhukar Dharavath Performance Management Discussion