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March 16, 2020December 6, 2020

Excel sheets

Please complete the listed jobs within excel and spreadsheets.
Job 1: Reorganize data by month, analyze, and report on your findings. The first worksheet tab is labeled “Database 1 & Instructions” Average Temperatures for Washington DC 1990 – 2001. Use the data in this first tab to complete Jobs 1 – 4. You will first sort the data by month and create a table and a line chart of the average temperatures by month. Complete instructions for this project are located in the Workbook under the Raw Database 1 tab. There is a Help Video video included in the Lessons (Readings and Resources) section for weeks 5 & 6 (Video 1) that explains how to sort data and use a formula to obtain averages.
Job 2: Analyze the same data you used in Job 1, but reorganize the data by year. In this Job, you will create a table and line chart using the annual data. Complete instructions are on the first tab marked “Database 1 & Instructions”
Job 3: Create a histogram of the data in Database 1. Use the same Database; there are instructions for this project on that first worksheet tab. If you have not created a histogram before, there is a short video in the Lessons section that can help you get started.
Job 4: Create a Pivot Table. Use the same database 1 to create a Pivot Table of the maximum monthly data by year. The Pivot table is an excellent way to give a visual representation of summarized data. Finally, you are asked to explain any trends you see in your table. There is a Training video included in the Lessons section for weeks 5 & 6 labeled Video 2
Jobs 5 & 6: Create Pivot Tables. For these two projects you will use data found on the worksheet tab marked “Raw Database 2 & Instructions.” Here you will create two different pivot tables that analyse first by counts and then by the average price by region.
Job 7: Create a Pareto Analysis. In this final project, you will use the data on the Worksheet tab marked “Database 3 & Instructions.” The database on this page contains the suppliers, products, and order size for the Month of September. You will be creating and then answering questions regarding two Pareto charts that you will create. There are instructions in the tab Marked “Database 3” For how to create a Pareto chart. There is a YouTube video included in the lessons section under weeks 5 & 6 to help you through creating a Pareto analysis. There are also detailed instructions for how to create a Pareto Analysis on the Database 3 page. Save your work as one excel workbook.

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March 16, 2020December 6, 2020

Experiment: For this section you will become a norm violator for experimental purposes and examine people’s responses

Overview

For this assignment you will learn about the power of socialization processes by breaking a learned social norm for organizing and observing what happens. A breaching experiment (Links to an external site.) is a social experiment in which individuals involved intentionally break social rules and violate basic norms and patterns of behavior learned through socialization.

Objectives

The goal of this assignment is to help you understand and analyze organizational systems and structures. It connects to our second learning objective for the course, as well as our second and third learning objectives for the Department of Communication (Links to an external site.).

Directions

Please complete the following and submit your responses numbered and titled as follows:

Experiment: For this section you will become a norm violator for experimental purposes and examine people’s responses. Choose one of the following social norms to violate and simply list which option you chose for section 1 of your report:
Option 1: Enter a full elevator, stand at the front of the elevator, and face backwards (away from the door). When the elevator opens, do not get out of the way and make people walk around you. Continue to ride until you are alone. Observe how people react to your behavior.
Option 2: Go to a coffee shop, order a drink, and then sit on the floor in the aisle. Observe how people react to your behavior.
Option 3: Go to a common study area and find someone who is studying alone at a table. Sit down in the chair next to or across from him/her. Observe how he/she reacts to your behavior.
Description: For this section you will describe what happened during your experiment. Please describe the following:
Location, time of day, weather conditions, general atmosphere, or other important information about place
Assumptions you made about the people present: race, gender, age, social role, etc. The goal is to be able to reflect on whether any of these variables may give us insight into the social order and reactions to the norm violation.
The normative behavior in this setting and your subsequent normative violation.
The responses of those who witnessed your norm violation. Indicate how these responses were a departure from the normal behavior you initially witnessed in this setting.
Analysis: In this section you should analyze what happened when you violated the normative order of this social setting. You should use sociological concepts from the textbook as well as those discussed in lecture and the video on socialization.
What is a social norm (put in your own words)?
What function does the social norm you breached fulfill for organizing in that setting?
Why did people respond the way that they did?
Were there sanctions for this norm violation? What kind(s)?
Discussion: Reflect on the degree to which you think the norm you breached functions as an important tool for organizing. In doing so, answer the following questions:
Did you experience any personal difficulty in purposefully violating a norm? Why or why not?
Do you think a person of a different race, class, gender, or organizational role than yours would have had the same
experience? Why or why not?
What would be the consequences for social order if you continuously violated this norm?
In the event that you receive no responses to your norm violation, indicate why you think this
was the outcome (NOTE: it doesn’t count if no one sees your norm violation).
How does this “experiment” shed light on the power of socialization into organizational norms?
There is no word count limit or maximum for this assignment; it will likely take 1-5 sentences to answer each question.

Grading Criteria

Assignments will be graded based on the following criteria:

Experiment—Did the student list which breaching experiment he/she conducted.
Description—Did the student provide the requested information about the setting.
Analysis—Did the student thoughtfully answer the analysis questions and connect to course concepts.
Discussion—Did the student connect his/her experience and analysis to a broader discussion on the function of socialization for organizing.
Style and Professionalism—Is the assignment complete the assignment as directed and is the report free of spelling, grammar, and punctuation errors?
Rubric: (in the link)
book: ( in the link)
https://books.google.com/books?id=HOPKAgAAQBAJ&printsec=frontcover#v=onepage&q&f=false

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March 16, 2020December 6, 2020

Article Review

How does what I have learned thus far in the course apply to the issues in this article?
What is my personal position on the issue(s) raised in this article?
How does the article contribute to the development of my own ethical code?

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March 13, 2020December 6, 2020

Write a clear and succinct assessment/critique of the book

Write a clear and succinct assessment/critique of the book. make sure that the majority of your writing focuses on what you particularly learn from the book and how you will not approach ethical dilemmas moving forward .
please note that the book review “must not exceed” two double- space d page ( arial or times new roman -12 font)to this point, please make sure that your paper is free of grammar and punctuation errors. more importantly make sure your thoughts are concisely written.

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March 13, 2020December 6, 2020

Describe what the Harlem Renaissance and the Chicago Renaissance were about.

Describe what the Harlem Renaissance and the Chicago Renaissance were about. These cultural movements were vital parts of uplifting African Americans in a segregated society. In addition, what was the social and political condition of most African Americans around the time period of these Renaissances.

references:

see attached ppt file

http://www.encyclopedia.chicagohistory.org/pages/240.html

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March 13, 2020December 7, 2020

N3375 Health Policy & Legal Aspects

Each week you will make an entry into your Journal. You are asked to reflect on 3 of the key points for each class. Key points: What did you take away from the module knowledge wise or interesting? Each entry should reflect on your understanding of the topic, your experiences and observations in your work environment or general nursing environment regarding the module topic.

This is a cumulative document. You will save it to your own computer desktop or memory device and update it each week. You may choose to record more than one entry each week, especially if you have an “aha!” moment as a result of your reading, discussions, or experience. You will upload and submit the latest version of your Health Policy & Legal Aspects Reflective Journal to Blackboard by 2359 the Saturday following each class of this course. It is not necessary that your entries be formatted or written in any particular way because it is for your benefit. Your entries will only be reviewed to ensure that you are making sufficient progress and thinking deeply about the requirements in the course.

Rubrics:

Use this rubric to guide your Journal entries.

There will be total of 3 Journal entries. With each journal you are expected to address 3 key points from the class lecture, discussion, and content, discuss how each point applies to your practice as a nurse, and, finally, how will your practice change in the future because of this information.

Journal Rubric for each Module

Criteria

Target

Unacceptable

1^st Key Point

(30 Points)

Discuss 1st key point and why it is important or memorable. Connect RN-BSN experiences to key point (career goals, prior nursing practice, a previous RN BSN course, nursing theories or research). Describes how personal practice will be different in the future based on RN-BSN program as a result of the key point addressed.

(30 Points)

Does not sufficiently record connections or reflections. Fails to connect RN-BSN experiences to goals, prior nursing practice, coursework, theories or research to key areas addressed. Fails to describe how personal practice will be different in the future based on RN-BSN program.

(0 Points)

2^nd Key Point

(30 Points)

Discuss 2^nd key point and why it is important or memorable. Connect RN-BSN experiences to key point (career goals, prior nursing practice, a previous RN BSN course, nursing theories or research). Describes how personal practice will be different in the future based on RN-BSN program as a result of the key point addressed.

(30 Points)

(0 points)

3^rd Key Point

(30 Points)

Discuss 3^rd key point and why it is important or memorable. Connect RN-BSN experiences to key point (career goals, prior nursing practice, a previous RN BSN course, nursing theories or research). Describes how personal practice will be different in the future based on RN-BSN program as a result of the key point addressed.

(30 Points)

(0 points)

Spelling & Grammar

(10 points)

3 or less spelling & grammar errors in the reflective journal.

(10 Points)

Greater than 3 spelling & grammar errors in the reflective journal.

(0 Points)

Instructions:

Each week, record your experiences, connections to your course goals, and reflections as they relate to the given prompts and/or your course project. You must record one entry each week, but may record more (insert rows as needed). You may find it helpful and rewarding to record one entry at the beginning of the week, think about the prompt during the week, and then record another at the end of the week. For privacy, refer to patients, online colleagues, and/or co-workers with initials instead of names. Remember you must support your key points with cited references.

Save this document to your own computer desktop or storage device after each entry to create a cumulative journal.

Journal Entries

A separate Journal entry is required for each class by 2359 Saturday of each indicated class. Provide details of your thinking, including insights, challenges, paradigm shifts, and goals. Identify previous course topics, readings, or research that relate to the prompt.

Journal Entry

Reflective Journal Example: Identify 3 key points from this module. Reflect on how why each point is important, how it impacts on your work experience or nursing practice, and how will you change your practice in the future based on each key area.

Place Key Point in this column:

Reflect on the Key Point (following Journal Rubric) in this column:

YOU MUST ANSWER ALL 3 QUESTIONS ABOUT YOUR KEY POINT IN ORDER TO RECEIVE CREDIT (NO PARTIAL CREDIT). PLEASE COME UP WITH YOUR OWN KEY POINTS FOR EACH MODULE.

DELEGATION, SAFE HARBOR & PEER REVIEW ARE JUST EXAMPLES-PLEASE COME UP WITH YOUR OWN KEY POINTS FOR EACH MODULE.

Key Point 1:

Example:

Delegation

Why it is important: at least 3-4 well written sentences using critical thinking

How does it impact my work/nursing practice: at least 3-4 well written sentences using critical thinking

How will I change my practice: at least 3-4 well written sentences using critical thinking

Key Point 2:

Example:

Safe Harbor

Why it is important: at least 3-4 well written sentences using critical thinking

How does it impact my work/nursing practice: at least 3-4 well written sentences using critical thinking

How will I change my practice: at least 3-4 well written sentences using critical thinking

Key Point 3:

Example:

Peer Review

Why it is important: at least 3-4 well written sentences using critical thinking

How does it impact my work/nursing practice: at least 3-4 well written sentences using critical thinking

How will I change my practice: at least 3-4 well written sentences using critical thinking

Reflective Journal Module 2: Legal Overview and Peer Review Process. Identify 3 key points from this module. Reflect on how why each point is important, how it impacts on your work experience or nursing practice, and how will you change your practice in the future based on each key area.

Place Key Point in this column:

Reflect on the Key Point (following Journal Rubric) in this column:

Key Point 1: Safe Harbor

Why it is important: Safe Harbor is a tool which can be used by nurses within the parameters of their job. It is important to fully understand these parameters so that this tool can be adequately, successfully, and efficiently used.

How does it impact my work/nursing practice: Safe Harbor allows nurses to have a form of recourse should they be presented with unsafe nursing practices. It ensures that the proper guidelines are followed so that patient’s safety is not affected.

How will I change my practice: As a nurse, and especially charge nurse, I need to be more aware and well versed of all legalities that protect nurses in instances of unsafe assignments. As a charge nurse, I will can advocate for my nurses with more substantiated knowledge.

Key Point 2 Unprofessional nursing conduct.

Why it is important: As a charge nurse, I have encountered nurse staff that conduct themselves in an unprofessional manner. Therefore, I need tools and resources that I can provide to them to prove that they are indeed performing their duties in an unprofessional manner.

How does it impact my work/nursing practice: In my experience, on our unit, we have provide private rooms and semi-private rooms. In this particular case, I have had to address a situation in which a patient in a semi private room requested to make a formal complaint on a nurse aid who mishandled his duties while bathing her roommate who was an altered mental status patient.

How will I change my practice: When I need to write up a staff member in these cases, I will be well versed on the Texas Administrative Code Title 22 Part 11 Chapter 217 rule 217.12, which clearly states:

“Causing or permitting physical, emotional or verbal abuse or injury or neglect to the client or the public, or failing to report same to the employer, appropriate legal authority and/or licensing board.”

Using this tool, I will be able to better help my nurses understand the parameters of the job and why it’s so important to always do the right thing.

Key Point 3

Standard of nurse practice.

Why it is important: To have a standard of nursing practice is important so that regardless of where or when a patient is seen, the level of nursing care stays constant and consistent.

How does it impact my work/nursing practice: On our unit, we have license vocational nurses who work side by side with registered nurses on a cardiac unit. As the charge nurse, I have had to ensure that LVN’s are following their standards of care specific to vocational nurses and the RN’s are resourcing closely with their LVN’s. On a daily basis, I have to ensure the LVN’s are taking patients that are within their scope of practice. Examples are initiating certain cardiac medication drips and admissions of newly admitted stroke patients.

“(B) Shall assign specific tasks, activities and functions to unlicensed personnel commensurate with the educational preparation, experience, knowledge, and physical and emotional ability of the person to whom the assignments are made and shall maintain appropriate supervision of unlicensed personnel.”

How will I change my practice: My knowledge of the specific tasks and who is responsible for them is essential to my ability to provide the best leadership, as charge nurse. Understanding what role and to what standard we are being held is also essential for providing the best, safest, and most efficient level of patient care.

Standards of Nursing Practice, Title 22, Part 11, Texas Administrative Code, Rule §217.11 (2007).

Reflective Journal Module 3: More Peer-Review Laws and Rules. Identify 3 key points from this module. Reflect on how why each point is important, how it impacts on your work experience or nursing practice, and how will you change your practice in the future based on each key area.
Place Key Point in this column:		Reflect on the Key Point (following Journal Rubric) in this column:
Key Point 1 Reporting minor incidents		Why it is important: I feel as if the Texas BON has the minor incident rule to protect the patients not to discipline the nurses. Reporting minor incidents is useful tool to monitor nurses and their progress in the clinical field. I have a lot of new nurses come through my floor. If they make a mistake due to inexperience this law protects their license. These events can be reported and then addressed immediately not only to prevent it happens again but to educate the nurse. How does it impact my work/nursing practice: My floor is mainly made up of new nurses including new graduate nurses, new nurses to the telemetry field, and nurses from other countries. In my personal opinion, my mentality has always been to simply educate these nurses on how to safely perform tasks that are expected of them. If an error is made and there is a pattern, then reporting the incidents would be the proper way to handle the case of the event. Then it is escalated to a peer review for them to determine if the nurse is a harm to their patients. How will I change my practice: After reading through this module, I have learned that it is my duty to report any incidents that may cause harm to the patients. In the four years that I have been a charge nurse, I never saw myself having to report anyone. We have many so many new nurses that normally the offense is corrected and not made again. But now after learning what reporting a minor incident means, the goal would not be to punish the nurse, but to protect the public from possible harm. If a nurse makes a mistake, then let’s correct that behavior. Reporting minor incidents will only help keep track of the nurse and to help monitor unsafe conduct.
Key Point 2 incident based peer review		Why it is important: the main goal for incident based peer reviews is to maintain patient safety and the outcomes of the patients. Standards of care are maintained by holding nurses accountable in their own safe practices. But at times we need to hold the hospital and their units accountable for enabling unsafe situations. This is a learning tool for all involved in patient care. How does it impact my work/nursing practice: We have always been taught that safety of the patient is priority in nursing. A scenario which is often introduced is the adequate staffing dilemma. On my floor if our staffing is not adequate then problems arise that might conflict with nurses being able to practice safely. Lack of the sufficient help such as running with one CNA for a thirty-six bed unit is all too common. This then causes a panic to my nurses which causes inadequately care for the patient and inevitably cause the patient harm. I have seen it over and over again where nurses have to cut corners just to make it through the day. How will I change my practice: Becoming more familiar with what incident based peer reviews are, I will make it a point to report all events presented to me. This might lead to nurses being reported but my intention will not be to get my nurse in trouble but to either hold the hospital accountable should it be their fault or educate the nurse. I have seen that the majority of the time it is not due to their ignorance and lack of education but rather due to what the hospital has pushed on them. My hospital is notorious for pushing nurses to the brink to perform poorly and put patients at risk.
Key Point 3 Whistleblowing protections		Why it is important: As nurses we are taught to be patient advocates and how important our role is in the protecting and safety of our patients. But there is a stigma associated with being a “whistleblower,” therefore, many events are not being reported in the healthcare setting. Fortunately, the Texas BON nurse practice act rule217.19 offers whistleblower protections that basically protects nurses who report any situation they believe exposes a patient to harm are then protected from retaliation. It is important that we are protected and supported because our sole purpose is to be an advocate for our patients. How does it impact my work/nursing practice: Although, there are whistleblower protections in place, where I work there are a lot of new nurses who are not well versed on this law. They are not confident in reporting what is right and what is wrong because they are just trying to make it through the day without making mistakes that are more likely due to their lack of experience. There is one nurse who has been in the field for twenty plus years and is constantly “complaining.” Per my director, she is considered “trouble.” I never follow up whether she actually does any formal reporting. My director doesn’t outright retaliate against her directly but she bad mouths this nurse to other staff members. I see that this in return does affect the newer nurses when wanting to speak up. How will I change my practice: Being one of the veteran nurses, the newer nurses do come to me for advice on how to approach certain situations that they feel aren’t safe for their patients. I have built a rapport with my nurses. I see that they feel comfortable in reporting concerns that affect patient safety. But more often I see that they don’t want to make it a big deal may be due to possible retaliation. If I see that it needs to be escalated I then will bring it up to my director. By in my experience, I have learned how to bring certain situations to light without being labeled a “troublemaker.” For one, I have just recently started our own shared governance council, which I encourage the nurses to come forward to bring to light concerns they may have and make change on our unit. Fortunately, there has not been any major events that need to be escalated to the BON from my end.
Reflective Journal Module 4: Professional Boundaries and Challenges. Identify 3 key points from this module. Reflect on how why each point is important, how it impacts on your work experience or nursing practice, and how will you change your practice in the future based on each key area.
Place Key Point in this column:		Reflect on the Key Point (following Journal Rubric) in this column:
Key Point 1		Why it is important: How does it impact my work/nursing practice: How will I change my practice:
Key Point 2		Why it is important: How does it impact my work/nursing practice: How will I change my practice:
Key Point 3		Why it is important: How does it impact my work/nursing practice: How will I change my practice:
Reflective Journal Module 5: Malpractice. Identify 3 key points from this module. Reflect on how why each point is important, how it impacts on your work experience or nursing practice, and how will you change your practice in the future based on each key area.
Place Key Point in this column:	Reflect on the Key Point (following Journal Rubric) in this column:
Key Point 1	Why it is important: How does it impact my work/nursing practice: How will I change my practice:
Key Point 2	Why it is important: How does it impact my work/nursing practice: How will I change my practice:
Key Point 3	Why it is important: How does it impact my work/nursing practice: How will I change my practice:

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March 13, 2020December 6, 2020

the relationship between the working class, the rich, and our political system

Please read the following article:

https://www.vox.com/policy-and-politics/2018/10/24/18009856/working-class-income-inequality-randy-bryce-alexandria-ocasio-cortez

And watch the following video:

When you are done, please reflect on whether or not you agree with their assertions about the relationship between the working class, the rich, and our political system. Consider the following:

1) What are the consequences of the kind of issues they raise for the majority of our citizens?

2) In relation to our Community Chapter handout, how do these two works reflect on the assumptions in the introduction?

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March 13, 2020December 7, 2020

Over prescription of opioids

Researched Argument Essay
In your English 1020 class, you have selected a research topic. At this time you have thoroughly researched your topic, and you have compiled an annotated bibliography for your topic. Now it’s time to put your newly-acquired knowledge to work.
For this assignment, students will compose an argumentative research paper. When writing this argument, students should take a well-informed position on a debatable issue, supporting the thesis with credible, reliable, and authoritative research. The pattern of development for the essay may be a cause-and-effect argument, an evaluation argument, a proposal argument, or a combination of two patterns (for more information, review chapters 13, 14, and 15 in Practical Argument). Students should include a thesis statement, supporting claims, reasons, and evidence. Approach this assignment rhetorically, meaning student writers should involve themselves in the conversation surrounding their topics, considering multiple viewpoints during the research process, and then formulating a position that the student writer will then assert and defend in the essay. Use a blend of exposition (reporting, explaining, clarifying, assessing) and argumentation (taking a position, persuading, agreeing/disagreeing, planting a naysayer, etc.) to support your thesis.
The Researched Argument essay should consist of 7-9 typed pages, NOT counting the Works Cited pages. The essay should be in 12-point, Times New Roman font, with 1-inch margins on all sides and an appropriate heading and title for MLA-style essays.
Your essay should follow MLA formatting guidelines for citation, documentation, and page layout. Below you will find information for how to format a page correctly and how to cite and document sources accurately according to MLA format:
This essay should employ 8-10 sources that you have found, including articles from VSCC Library’s databases, credible online resources, and any media sources that are relevant to your topic. Some of these sources may be the ones you included on your annotated bibliography assignment, but you are expected to do additional research in order to thoroughly explore the topic and inform yourself about the issue. These sources should be cited in the body of your essay and documented on the Works Cited page according to MLA 8th edition guidelines.
Prescription drug issues, such as over-prescription of opioids or misuse of stimulants for ADD/ADHD (choose one): How do these people gain access to the drugs, and how do doctors’ decisions and practices contribute to the problem? What role do pharmaceutical companies and pain clinics play in the problem? What kind of regulations or laws might help to reduce this drug epidemic? What role does Big Pharma play in the problem, and how could their influence be contained?

Annotated Bibliography
Cantrell 1

Ashli Cantrell
Professor Cocita
English 1020 Section # C02
8 March 2020
Annotated Bibliography
Dineen, Kelly K, and James M DuBois. “BETWEEN A ROCK AND A HARD PLACE: CAN PHYSICIANS PRESCRIBE OPIOIDS TO TREAT PAIN ADEQUATELY WHILE AVOIDING LEGAL SANCTION?” American journal of law & medicine vol. 42,1 (2016): 7-52. doi:10.1177/0098858816644712
Kelly K. Dineen is an Assistant Professor, Saint Louis University, School of Law & Center for Health Care Ethics & Co-director, Bander Center for Medical Business Ethics and James M. DuBois is the Steven J. Bander Professor of Medical Ethics & Professionalism and Director of the Center for Clinical Research Ethics at Washington University School of Medicine in the Division of General Medical Sciences. They provide an abstract overview of prescription opioids and how it’s an important role for physicians to use these prescriptions to treat widespread pain. They also discuss the significant risk involved in the misuse or over prescribed pain medication. The treatment of pain had become more adequate in the 1990’s when the treatment of widespread chronic pain causing an increase in the number of opioids being prescribed. They also discuss the influence made by the pharmaceutical companies. With the
Cantrell 2
influence of pharmaceutical companies’ physicians started prescribing more and more opioid prescriptions increasing more negative usage of the drugs.
Both Dineen and DuBois credentials are appropriate for discussing the topic. The topic was not biased and went off information that is provided in other sources. They used several different informational topics to have an argumentized article. They also provided a section of incomplete data and also a malpractice section in their article.
Addiction: Part I. Benzodiazepines-side Effects, Abuse Risk and Alternatives Lance Longo-Brian Johnson- https://www.aafp.org/afp/2000/0401/p2121.html
Lance P. Longo, M.D., University of Wisconsin Medical School, Milwaukee, Wisconsin M.D. and Brian Johnson, Harvard Medical School, Boston, Massachusetts. They use a different approach to discuss the overuse of opioids by discussing Benzodiazepines. A lot of factors are left out when discussing the opioid effects and what other drugs play a factor in usage. They discuss the fact that opioids are used to treat chronic physical pain, but the Benzodiazepines are used to treat the mental. Benzodiazepines are used to treat symptoms such as insomnia and anxiety. Most patients whom are prescribed opioid drugs are also prescribed benzos. This drug is used as a calming effect when also in chronic pain making this a drug an epidemic along with opioids.
Longo and Johnson credentials are appropriate for discussing the topic.The topic was not biased and went off information that is provided in other sources. They used several different informational topics to have an argumentized article. They also provided a section of

Cantrell 3
Neurochemistry, the toxicity and its drug interactions, also providing tables of information in their article.
Addiction: Part II. Identification and Management Of the Drug-seeking Patient Lance Longo-Ted Parran- Brian Johnson-William Kinsey- https://www.aafp.org/afp/2000/0415/p2401.html
Lance P. Longo, M.D., University of Wisconsin Medical School, Milwaukee, Wisconsin M.D., Brian Johnson, Harvard Medical School, Boston, Massachusetts, TeddParran, Jr., M.D., Case Western Reserve School of Medicine, Cleveland, Ohio, and William Kinsey, M.D., University of Vermont School of Medicine, Burlington, Vermont. They discuss the most used drugs in drug abuse are opioids, hypnotics, and stimulants. Discuss how patients with chronic pain and anxiety are at an increased risk of becoming addicted. In this article they discuss about physicians undertreating due to the fear of potential drug abuse and not only that but the fear of being legally sanctioned. They are undertreating for the pain but not only that but for the anxiety. They go in detail about the characteristics of drug abuse and the definition of abuse, dependence, and addiction.
Longo, Johnson, Parran, and Kinsey credentials are appropriate for discussing the topic.The topic was not biased and went off information that is provided in other sources. They used several different informational topics to have an argumentized article. They also provided a section of screening for addiction, patient characteristics, escalating use, drug-seeking behavior, doctor shopping, and scams all related to the addiction of opioid use.

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Characteristics of Leader Effectiveness.

The purpose of this assignment is to examine similarities and differences in characteristics of effectiveness for several familiar leadership roles. In a three- to four-page paper (excluding the title and reference pages)

• Identify the characteristics by which the effectiveness of the following leaders might be evaluated: an assistant coach, a teacher, and a minister. Prioritize and explain the rationale for these characteristics.
• Discuss the ethical issues or challenges associated with prioritization.
• Compare and contrast the extent to which there are unique or similar characteristics across the different roles, and the extent to which the criteria are measurable. For example, some of the characteristics you might identify for the role of assistant coach might include the leadership behind a team’s win-loss record, player perceptions, team morale, etc.
Your paper must be formatted according to APA style as outlined in the Ashford Writing Center, and it must include citations and references from the text and at least two scholarly sources from the Ashford University Library

——————

Required Resources
Text
Read the following chapters from Leadership: A high impact approach:

• Chapter 2 Preparing to Lead
• Chapter 8: Organizational Skills
Recommended Resources
Article
Appelbaum, S. H., & Roy-Girard, D. (2007). Toxins in the workplace: Affect on organizations and employees. Corporate Governance, 7(1), 17-28. Retrieved from the ProQuest database.

Svensson, G., & Wood, G. (2007). Sustainable leadership ethics: A continuous and iterative process. Leadership & Organization Development Journal, 28(3), 251-268. Retrieved from the ProQuest database

Toor, S., & Ofori, G. (2009). Ethical leadership: Examining the relationships with full range leadership model, employee outcomes, and organizational culture. Journal of Business Ethics, 90(4), 533-547. Retrieved from the ProQuest database

Multimedia
INTELECOM (Producer). (n.d.). Character, trust and leadership (Links to an external site.) [Video file]. Retrieved from http://searchcenter.intelecomonline.net/playClipDirect.aspx?id=4870EEC7664070BB9915C7C9656B6ED52CB70524C8408AA5D1E8A2CCEE4B1C8565566FAD570F44180255CC66E101FD3E514D4AEADA7D0DE2

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Week Two Lecture

Ethical Leadership

As discussed last week, leadership is a process whereby the leader influences others to reach a common goal. The influence dimension of leadership requires the leader to have an impact on the lives of those being led. Effecting change in other people carries with it an enormous ethical burden of responsibility. Because leaders usually have more power and control than followers, they also have a responsibility to be sensitive to how their leadership affects followers’ lives. This week, we will explore the effects of leadership on organizational outcomes and the leader’s responsibility for creating an ethical climate.

Whether in a professional organization or community project, leaders engage and utilize subordinates in their efforts to reach common goals. In each of these situations, leaders have the ethical responsibility to treat followers with dignity and respect. Ethics is central to leadership, and leaders help to establish and reinforce organizational values. Values promoted by the leader have a significant impact on the values exhibited by the organization (Carlson & Perrewe, 1995; Schminke, Ambrose, & Noel, 1997; Trevino, 1986). Again, because of their influence, leaders play a major role in establishing the ethical climate of their organizations.

Effective Leadership

Leaders face ethical dilemmas every day, and they have to make decisions. The decisions leaders make, as well as the ways by which they make those decisions, determine whether or not they are ethical and effective. Ethics can be as difficult to define as leadership. Ethical behavior, in its simplest terms, is knowing and doing what is right. The difficulty is in defining “right.” Ethical leadership is part – although by no means all – of the definition of an effective or “good” leader. An effective leader is someone who manages to get people to do what he or she wants. An effective leader could be defined as one who exerts influence to get others to achieve his or her objectives regardless of the outcome. The outcomes can be good or bad.

Conclusion

Leadership is a process of influencing others; it has a moral dimension that distinguishes it from other types of influence, such as coercion or control. Leadership involves values, shows respect for others, and builds community. It is not a process that we can demonstrate without showing our values. When we influence, we have an effect on others, which means we need to pay attention to our values and ethics.

Forbes School of Business Faculty

References

Carlson, D. S., & Perrewe, P. L. (1995). Institutionalization of organizational ethics through transformational leadership. Journal of Business Ethics, 14(10), 829-838. doi:10.1007/BF00872349

Schminke, M., Ambrose, M. L., & Noel, T. W. (1997). The effect of ethical frameworks on perceptions of organizational justice. Academy of Management Journal, 40(5), 1190-1207. doi:10.2307/256932

Trevino, L. K. (1986). Ethical decision making in organizations: A person-situation interactionist model. Academy of Management Review, 11(3), 601-617. doi:10.5465/AMR.1986.4306235

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March 13, 2020December 7, 2020

Theories of Leadership.

Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership® Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center.

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Required Resources
Text
Read the following chapters from Leadership: A high impact approach:

• Chapter 1: Leadership in a Dynamic World
• Chapter 3: Leadership Theory Foundations and Early Theories
• Chapter 4: Modern Leadership Theories and Transformational Leadership
Article
McWilliams, Margaret A., .(2007, Jul-Aug). A leadership competency model: Guiding the NAON process . Orthopaedic Nursing . 26:4, 211-213. Retrieved from the EbscoHost database.

SHRM . (2008). Leadership competencies (Links to an external site.). Retrieved from http://www.shrm.org/research/articles/articles/pages/leadershipcompetencies.aspx
Recommended Resources
Article
Schippmann, J. S., Ash, R. A., Battista, M., Carr, L., Eyde, L. D., Hesketh, B., Kehow, J., Pearlman, K., Prien, E. P. & Sanchez, J. I. (2000). The practice of competency modeling. Personnel Psychology, 53(3), 703−740. Retrieved from the EBSCOhost database.

Multimedia
Goldberg, J. (Producer). (1997). A report from the Harvard Business School: Leadership (Links to an external site.)[Video file]. Retrieved from the Films On Demand database.
INTELECOM (Producer). Elements of leadership (Links to an external site.) [Video file]. Retrieved from http://searchcenter.intelecomonline.net:80/playClipDirect.aspx?id=4870EEC7664070BBC7A04533604A03CF3B24D9F4563D27DA2718088A1E8AF2C6C2404B2E58EC51E8533A1C8A81C8C254
Websites
Changing minds. (2013). Leadership theories (Links to an external site.). Retrieved from http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm

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Week One Lecture

When we think of leaders in today’s world, we often think first of the big names in the news: politicians, top-earning CEO’s, humanitarians, or sports figures. Yet there are leaders working in all organizations, large and small. Leadership is present in the world of business and in sports, but it also around us every day, in all facets of our lives: our families, schools, communities, churches, social clubs, and volunteer organizations. There are qualities that make any leader effective whether one is leading a school, a basketball team, a business, or a family.

Leadership Defined

Before we can examine what makes an effective leader, we need to know what leadership means. Leadership has been a topic of interest to historians and philosophers since ancient times, but scientific studies began only in the twentieth century. Scholars and other writers have offered countless definitions of the term leadership. Burns (1978) offers that leadership is “one of the most observed and least understood phenomena on earth” (p. 2). Bennis and Nanus (1985) emphasize this sentiment when they state that “multiple interpretations of leadership exist, each providing a sliver of insight but each remaining an incomplete and wholly inadequate explanation” (p. 4). An often-cited study, one of the most comprehensive reviews of the leadership literature, was conducted by Stogdill (1974), who found that “there are almost as many definitions of leadership as there are persons who have attempted to define the concept” (p. 7). Definitions of leadership include the following:

• “Leadership can be conceptualized as an interaction between a person and the members of a group: One person, the leader, influences, while the other person responds” (Gordon, 1955, p. 10).
• Leadership is “the initiation and maintenance of structure in expectation and interaction” (Stogdill, 1974, p. 15).
• “Managers do things right. Leaders do the right thing” (Bennis & Nanus, 1985, p. 21).
• Leadership “is the ability to step outside the culture … to start evolutionary change processes that are more adaptive” (Schein, 1992, p.2).
• Leadership is “the art of mobilizing others to want to struggle for shared aspirations” (Kouzes & Posner, 1995, p. 30).
• “The essence of leadership is not giving things or even providing visions. It is offering oneself and one’s spirit” (Bolman & Deal, 1995, p. 102).
Leadership can also be defined as an influence relationship among leaders and followers who intend real-life changes in outcomes that reflect their shared purposes. As a result, leadership involves people in a relationship, influence, change, a shared purpose, and it requires taking responsibility to make things happen.

Most of us are aware of famous leaders, but most leadership that changes the world starts small and may begin with personal frustrations about events that prompt people to initiate change and inspire others to follow them. Your leadership may be expressed in the classroom, your neighborhood, community, or volunteer organizations. Concepts of leadership, and our attempts to define it, will continue to evolve over time.

Forbes School of Business Faculty

References

Bennis, W., & Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper and Row.

Bolman, L. G., & Deal, T. E. (1995). Leading with soul: An uncommon journey of spirit. San Francisco, CA: Jossey-Bass.

Burns, J. M. (1978). Leadership. New York: Harper & Row.

Gordon, T. (1955). Group-centered leadership: A way of releasing the creative power of groups. Boston: Houghton Mifflin.

Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge: How to keep getting extraordinary things done in organizations. San Francisco, CA: Jossey-Bass.

Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco, CA: Jossey-Bass.

Stogdill, R. M. (1974). Handbook of leadership: A survey of theory and research. New York: Free Press.