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April 1, 2020December 7, 2020

Recruitment and Selection Strategies

Choose three discrimination laws from the following list that apply to employee recruitment and selection:

Civil Rights Act of 1964
ADEA
ADA
Equal Pay Act

Create a 8-10 to -slide presentation using Microsoft® PowerPoint®, Prezi®, Microsoft® Sway or a similar tool to summarize the following:

Determine how the three U.S. discrimination laws you chose from the list above could be violated in the recruitment and selection of employees, and explain how to avoid those violations.
Identify components of negligent hiring and compensation practices, and explain policies and practices that can be used to reduce claims.
Summarize minimum wage and overtime requirements under FLSA.
Compare at least three categories of employees (such as full time), the advantages of each of the categories compared to independent contractors, and the disadvantages of each of the categories compared to independent contractors.

***MUST BE USED AS ONE OF THE REFERENCES***
Dessler, G. (2013). A framework for human resource management. 7th edition. Upper Saddle River, New Jersey: Pearson.

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March 31, 2020December 6, 2020

linking Shannon’s disordered eating habits to attachment theory

This essay is linked to a psychological assessment (attached) of a child, Shannon McKay. The aim of the essay is to link Shannon’s disordered eating habits to attachment theory. The idea is to avoid a disease-focused (DSM) labeling (e.g., anorexia) and to reconceptualize her condition from the perspective of attachment theory.

Assignment Description:
Distressing experiences and behaviour in children and young people presenting to mental health services are often conceptualised in terms of observable symptoms and common diagnoses. Re-conceptualise an example of such a presentation using a model of developmental psychopathology. What may be the implications of this re-conceptualisation?

Essay Assessment Criteria:
– The use of theories of typical development and developmental psychopathology to highlight the interaction of social, emotional and biological factors and their possible influence on the development of the difficulties being discussed.
– An awareness of possible risk and protective factors at multiple levels in the system of the case being presented.
– Critical reflection on possible implications of the re-conceptualised case.
– Reference to current theory and research throughout the essay.
– A critical perspective on all of the above.

Structure Advice:
The essay has a general structure (i.e. introduction, main critical analysis and conclusion). Within this remit, you have the freedom to impose your own structure that suits your writing style, the information you have read and your arguments. However, remember not to repeat information (i.e., provision of extensive summary of the case at the beginning and then reiterating exactly the same points throughout the essay), yet making sure that the reader has enough information to understand your arguments. A sound conclusion will be based on the critical analysis and reconceptualisation; it will not offer any new information.

Critical Evaluation Guidelines:
Critical evaluation of the material/research: Critical evaluation can take many different forms – for instance, you may find that there is a solid evidence base for the influence of maternal attachment on a specific aspect of child behaviour and you came to this conclusion by synthesising and critically evaluating the information from different studies. As another example, you may find that your critical review of the literature suggests that there are only a few studies that have provided empirical evidence for the influence of paternal attachment on the same aspects (i.e., you identified there is a gap in the literature), so you may want to highlight this as something that needs further examination. However, you would only focus on this if you identified the importance of paternal attachment as a salient point in your case. The key is to select/review/critically evaluate appropriate up-to-date articles that are relevant for the case and the model you are adapting as a framework. What you should NOT do is to equate identifying that there is a lack of background information about your child with critical evaluation. You are also NOT expected to critically evaluate articles on a specific topic (e.g., biopsychosocial model) without reference to your case. You are also NOT expected to identify gaps in the literature as part of your formulation without reference to your case. This point applies to the presentations as well.

Please focus on the following:

1) Improving the structure and flow of the ideas, especially reducing redundancies/repetition where you see it.
2) Paraphrasing the sentences in red font. These are direct copies from research and need to be described in another way.
3) Suggest critiques of the ideas that can be added. Currently, this is lacking and is an important part of the grading scheme.
4) Generally edit for clarity and conciseness, spelling, grammar, and punctuation.
5) Identify and point out/suggest changes to fix any weaknesses in the content.

I will attach the case study and my essay. Only the essay (final essay) to be edited.

The paper is written in British English.
The paper must be between 3000 and 3300 words.

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March 31, 2020December 6, 2020

behavioral intervention plan

please I would like the writer to create a sample behavioral intervention plan for intellectual and developmental disabled persons. most of them are nonverbal or have little language and can sometimes be aggressive. age range 30-80

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March 31, 2020December 6, 2020

Do Millennial students agree with the characterization of their generation as being more individualistic than prior generations? Do they see work as less central to their lives and identities? Do they highly value extrinsic rewards?

Do Millennial students agree with the characterization of their generation as being more individualistic than prior generations? Do they see work as less central to their lives and identities? Do they highly value extrinsic rewards?

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March 31, 2020December 7, 2020

Written Assignment 3 – Target markets, positioning & customer behavior

Written Assignment 3 – Target markets, positioning & customer behavior

Overview: For this second assignment, pick a health services organization of your choice and conduct an analysis of its target markets, how it is positioned in the marketplace, and what kind of behaviors its customers exhibit when selecting their services. This includes topics covered in Weeks 3 and 4. Your research can include your own experiences with the organization, experiences of friends or relatives, the organization’s website, a visit to the organization (if possible), websites of competitors, library research on the service category, any notes from the overview and readings for Weeks 3 and 4, and any other place you think you can find information to provide depth to your analysis.

After completing your research, prepare your Written Assignment 2 intermediate deliverables (relevant submission folders are in the sub-modules) as directed by the general guidelines for written assignments in the syllabus, project descriptions, by answering each of the following questions in turn:

Name and describe the health service organization.
Describe its primary target market in terms of the segmentation variables presented in the Week 4 Overview. You can use the PRIZM system or describe it yourself.
What kind of behaviors do its patients/clients exhibit when making a decision to use the organization’s services? Might want to refer to the Health Service Model.
What do you think is the organization’s value proposition? Use the generic value propositions outlined in the Week 4 Overview.
Describe the organization’s primary competitors. If possible, prepare a positioning map using two variables important to the patients/clients of the organization.
Based on your competitive analysis, what do you is the organization’s competitive position?
What recommendations would you make for changes to the organization’s target market, services or competitive position and why?

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March 31, 2020December 6, 2020

Week 3 Discussion – Employees as Internal Customers

Discussion Topic

Think about an experience that you, as an employee, have had in an organization that either did, or did not, recognize you as an internal market/customer. Discuss the experience and cite examples from the readings.

As a health care consumer, describe a time when you noticed that employees either were or were not viewed by leadership as internal customers. Cite examples from the readings to support your experience.

As a health care consumer, what does quality mean to you?

Describe an innovation in health care that you have used, or are likely to use in the future, and explain why.

Do you consider yourself a passive or active health care consumer, and why?

Read:

Play Week 3 Overview PowerPoint (embedded below)
Rising consumerism: Winning the hearts and minds of health care consumers http://dupress.com/articles/consumerism-health-care/
Hochbam, Kegels, Rosenstock, Health Belief Model, available online at: https://www.utwente.nl/en/bms/communication-theories/sorted-by-cluster/Health%20Communication/Health_Belief_Model/
Violeta, Rădulescu, Cetină Iuliana, and Barbu Andreea Mihaela. “Improving Quality Strategies In The Health Services Marketing.” Annals Of The University Of Oradea, Economic Science Series4 (2008): 1159-1163. in Course Resources>eReserves
Online Text: Core Concepts in Marketing
- Chapter 2, pgs. 27 – 33

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March 31, 2020December 6, 2020

Final Paper – Contemporary issues in Organizational Leadership

Final paper
In preparation for your research, select an individual currently in a leadership position. The person must be responsible in some capacity for other employees, and the person must be an individual that can be researched.

Overview
In your overview of the leader, include:

• The leader’s name and title.
• His or her specific role or position and responsibilities.
• The name, industry, and description of the organization, including the culture of the organization.
• The length of time the leader has been in his or her current position.
• A brief history of the leader’s background and career path to his or her present day leadership position.
Analysis
Your analysis should:

• Describe, assess, and analyze the person’s leadership style. Be sure to provide specific examples.
• Identify and describe three significant challenges they faced as a leader.
• Identify and describe their greatest achievement, to date, as a leader.
• Apply and correctly cite a minimum of three leadership concepts from the course to this leader’s roles and responsibilities within the organization, their relationships with others, etc.
• Use these concepts to help describe the person’s leadership style and assess what makes it effective or ineffective.
• Reflect on what you learned about leadership from your research.
• Reflect on the implications for your personal leadership style.
Writing the Final Paper:
The Final Paper:

• Must be eight to ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must begin with an introductory paragraph that has a succinct thesis statement.

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Required Resources
Article
Hourston, R. (2013, April 24). 7 steps to a truly effective leadership style (Links to an external site.). Forbes. Retrieved from
http://www.forbes.com/sites/womensmedia/2013/04/24/7-steps-to-a-truly-effective-leadership-style/
Snaiderbaur, S. (2012). Symphonic leadership: A model for the global business environment. The ISM Journal of International Business, 1(4), 17-1H,2H,3H,4H,5H,6H,7H,8H,9H,10H,11H,12H,13H,14H,15H,16H,17H. Retrieved from the ProQuest database

Multimedia
TED (Producer). (2010). TedTalks: Sheryl Sandberg- Why we have too few women leaders (Links to an external site.) [Video file]. Retrieved from the Films On Demand database.
Text
Warrick, D.D. (2016). Leadership: A high impact approach [Electronic version]. Retrieved from https://content.ashford.edu/
• This text is a Constellation™ course digital materials (CDM) title.
Articles
Hourston, R. (2013, April 24). 7 steps to a truly effective leadership style (Links to an external site.). Forbes. Retrieved from
http://www.forbes.com/sites/womensmedia/2013/04/24/7-steps-to-a-truly-effective-leadership-style/
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
Snaiderbaur, S. (2012). Symphonic leadership: A model for the global business environment. The ISM Journal of International Business, 1(4), 17,1H-7H. Retrieved from the ProQuest database

Multimedia
TED (Producer). (2010). TedTalks: Sheryl Sandberg- Why we have too few women leaders (Links to an external site.)[Video file]. Retrieved from the Films On Demand database.

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Global Leadership

One of the most rapidly increasing sources of diversity in organizations is globalization, which means hiring employees in many different countries. Due to globalization, organizations are confronting diversity issues more than ever before. To handle the challenges of global diversity, leaders can develop cross-cultural understandings and build networks.

Consider how behavior is perceived from culture to culture. All leaders need to be aware of the impact a culture and its values have on their dealings with employees. Valuing diversity and enabling all individuals to develop unique talents is difficult to achieve. People of different national origins, races, and religions make up our increasingly global economy. Leaders can create change in organizations that will help the organization remain competitive and viable.

Dimensions of diversity are both primary (age, gender, and race) and secondary (education, marital status, and religion). There are several reasons why organizations are recognizing the need to value and support diversity, including the following: it helps organizations build better relationships with diverse customers; it helps develop employee potential; and it provides a broader and deeper base of experience or creativity in problem-solving, which is essential to the development of learning organizations. Leaders must be aware of the impact culture may have and consider cultural differences in their dealings with followers. Strong, culturally sensitive leadership is the only way organizations can adopt an awareness of diversity.

Reflecting on Leadership

There are many different theories of leadership, and the similarities and differences cannot be understood without exploring their applications to organizations. Many theories are similar to the historical trait or behavior theories and define unique capacities or competencies. Understanding the characteristics and underlying framework of these theories enables leaders to define their own leadership theories based on their world views. Developing a personal theory of leadership requires an understanding of the components of each theory, as well as knowledge of how those components are related or how they may conflict. Leadership research often uses capacity-based instruments that measure a particular leadership approach or style.

Conclusion

The theories of leadership and research in leadership from the past have evolved into the many contemporary theories of leadership today. Each of these new theories is founded on different past theories, concepts, and world views. However, many have similarities. Leaders face the challenge of understanding the basis of each theory as they develop their own model of leadership, which might integrate a number of different theories.

Forbes School of Business Faculty

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March 31, 2020December 7, 2020

Behavior Change Theory (BCT) or Model: The Transtheoretical Model (Stages of Change)

Module B: Behavior Change Theory (Theories) & Program Planning Model

Chronic Disease Process: Obesity

Modifiable Risk Factors: Lifestyle changes, Diet modifications, Exercise Regimen.

Target Population: Non-Hispanic Black Adults.

Behavior Change Theory (BCT) or Model: The Transtheoretical Model (Stages of Change)

In Text Citation (as would appear in a paragraph)	Concept	Definition	Activities you will use for this concept
National Institutes of Health (NIH) Obesity Research	Precontemplation (TTM – 1^st Stage)	Likelihood of not having the intent to change behavior.	Questionnaire/Interview: determine if the target population appreciates the need to address obesity by measuring their attitudes and readiness to adopt healthy behaviors.
National Institutes of Health (NIH) Obesity Research	Contemplation (TTM – 2^nd Stage)	Getting ready for behavior change.	Being aware of the pros of changing, SMART weekly goals will be set for the three modifiable risk factors to address the ambivalence of change among the target population. Shown role models with healthy behaviors to illustrate how they will become after adopting healthy behaviors. Encouraged to reduce the cons hindering change of behavior.
National Institutes of Health (NIH) Obesity Research	Preparation (TTM – 3^rd Stage)	Ready for change	Encourage them to seek support from friends, family, and community to adopt healthy behaviors. Introduce less intensive lifestyle changes, dietary changes, and light exercise regimens. They should be less involving to ensure that the participants are not discouraged considering their ambivalence.
National Institutes of Health (NIH) Obesity Research	Action (TTM – 4^th Stage)	Changed their behavior	Increase commitment to change by intensifying lifestyle changes, dietary changes, and exercise regimens. Substituting all activities related to unhealthy behaviors with activities that are healthy (Haghi et al., 2018). Avoiding people, situations, and things that tempt them to get into unhealthy ways.
National Institutes of Health (NIH) Obesity Research	Maintenance (TTM – 5^th Stage)	Monitoring of the new behavior	Increase awareness of situations and things that increase the temptation for unhealthy ways. Identify and address all stressful situations by engaging the people they trust. Engaging in healthy behaviors even during stressful moments. Commit to long-term behavior change to avoid a relapse.

In Text Citation (as would appear in a paragraph)	Notes: Evidence on selected Behavior Change Theory
( Karintrakul & Angkatavanich, 2017)	Provide educational pamphlets to encourage them to become mindful of their decisions and more conscious of the effects of leading unhealthy lifestyles vis-à-vis the benefits of changing unhealthy behavior. Increase awareness of the need for behavior change. Illustrate the effects of negative behavior on obesity rates. Disabuse the precontemplator’s underestimation of the pros of changing behavior to reduce the likelihood of making such assumptions. Tailor messages to encourage behavior change towards lifestyle changes, diet modifications, and exercise regimen.
(Johari & Sutan, 2016)	Utilize materials from books, newspapers, and friends. The action and intervention are to address the ambivalence that comes with change. The outlined resources influence the target population’s readiness towards change. Support from other sources comes in handy in ensuring that the target population does not lose their motivation and commitment towards the behavior change process.
(Boff et al., 2018)	This stage is marred by the intent to quit and support from the all – friends, medical practitioners, and nurses. Social support is an essential part of behavior change in the sense that it addresses the complexities that come with modifiable risk behaviors. The intervention must encourage the participants to activate their social network because it encourages their change efforts. This stage requires emotional, practical, and informational support.
(Manuvinakurike, Bharadwaj, & Georgila, 2018)	Human role-play dialogues between a person seeking help and another person offering help come in handy in the domain of weight management. The conversation between the seeker and the helper models positive behavior change.
(Baysal & Hacialioglu, 2017)	The essence of the behavior change process is to realize a behavior change without a relapse. TTM is known to increase improvements in lifestyle changes concerning exercise behavior. The model of behavior change is effective in building positive exercise behavior.

Program Planning Model:

In Text Citation (as would appear in a paragraph)	Step/Phase/ Component	Definition	Activities you will use for this planning phase
Community Tool Box (n.d.)	Mobilize	Prepare for a behavior change intervention	Mobilize the target population and other stakeholders in the control and prevention of obesity.
Community Tool Box (n.d.)	Assess	Determine the needs of the target population.	Develop a plan in line with the identified needs of the target population.
Community Tool Box (n.d.)	Plan	Layout a feasible action plan	Outline the action plan for the intervention touching on the modifiable risk factors
Community Tool Box (n.d.)	Implement	Implement changes associated with the intervention plan	Methods used to implement the intervention, participants/trainers, and attendance schedules.
Community Tool Box (n.d.)	Track	Measure and track progress.	Measure if the objectives and goals of the intervention are met. Data quality and limitations.

In Text Citation (as would appear in a paragraph)

Notes: Evidence on Program Planning Model

Community Tool Box (n.d.)

MAP-IT CBT

Plans and evaluates a public health intervention plan in a community.
Mobilizes into a coalition the target population, organizations, and stakeholders that care about obesity.
Focuses on the greatest areas of concern for the target community coupled with pooling resources towards the intervention plan.
Layout the plan to implement the intervention – from a vision to a strategy.
Develop concrete action steps for the implementation of the intervention.
Evaluate and monitor progress at the beginning, during, and towards the end of the intervention plan.

References

Chapter 2. Other Models for Promoting Community Health and Development | Section 14. MAP-IT: A Model for Implementing Healthy People 2020 | Checklist. (n.d.). Retrieved from https://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/map-it/checklist

Baysal, H. Y., & Hacialioglu, N. (2017). The Effect of Transtheoretical Model-Based Education and Follow-up on Providing Overweight Women with Exercise Behavior. International Journal of Caring Sciences, 10(1), 225.

Boff, R. D. M., Segalla, C. D., Feoli, A. M. P., Gustavo, A. D. S., & Oliveira, M. D. S. (2018). The transtheoretical model to assist lifestyle modification in adolescents with overweight and obesity. Temas em Psicologia, 26(2), 1055-1067.

Haghi, M., Mazloomy Mahmoodabad, S. S., Mozaffari-Khosravi, H., Eslami Shahrbabaki, H., Fallahzadeh, H., & Rafati Fard, M. (2018). Analysis of Weight Control among Overweight and Obese Iranian Adolescents: Application of the Trans-theoretical Model. International journal of pediatrics, 6(2), 7013-7022.

Johari, A., & Sutan, R. (2016). Assessing Stages of Readiness to Lose Weight among Overweight and Obese Adolescents Using the Trans-Theoretical Model. Obes Control Ther, 4, 1-6.

Karintrakul, S., & Angkatavanich, J. (2017). A randomized controlled trial of an individualized nutrition counseling program matched with a transtheoretical model for overweight and obese females in Thailand. Nutrition research and practice, 11(4), 319-326.

Manuvinakurike, R., Bharadwaj, S., & Georgila, K. (2018). A Dialogue Annotation Scheme for Weight Management Chat using the Trans-Theoretical Model of Health Behavior Change. arXiv preprint arXiv:1807.03948.

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March 31, 2020December 6, 2020

Chronic Disease Process: Obesity

Module A: Target Population & Cultural/Group Characteristics

Chronic Disease Process: Obesity.

Modifiable Risk Factors: Lifestyle changes, Diet modifications, Exercise Regimen.

Target Population: Non-Hispanic Black Adults.

Rationale: The table below contains information supporting the need for the intervention:

Obesity Prevalence	National Data	State Data	Local (city/county) Data
The alleviation of self-management of chronic diseases offers a great way of managing diseases. However, it comes with a plethora of challenges because it calls for patients and their caregivers to change lifestyles and monitor any indications of disease exacerbation (Brady, Sacks, Terrillion, & Colligan, 2018). While obesity is a common and serious disease, it is costly to treat and manage, which makes it a leading cause of preventable and premature deaths (McAllister, Zheng, Bond, & Moorhead, 2016).	United States	Texas	Houston/Harris
Younger Adults	40.0%	33.8%	30.1%(CDC)
Middle-aged adults	44.8%	37.6%	41.7%(CDC)
Old-age adults	42.8%	29.6%	38.6%(CDC)

This paper focuses on obesity, as a chronic disease, that continues to rampage non-Hispanic black adults with the view of developing a self-management intervention in Houston.	Target Population Additional Information
Obesity on the black-non-Hispanic in Houston.	Although obesity is a manageable disease, it has become a chronic healthcare problem due to the increasing prevalence of obesity among non-Hispanic black adults (Nguyen et al., 2016).
New treatment intervention	A new treatment intervention is required to address lifestyle and behavioral issues related to the management of obesity. This is primed on the realization that a poor lifestyle is the leading cause of the rise of obesity (Guglielmo et al., 2018).

Cultural/Group Considerations: The table below contains information about the culture/group, which should be considered when planning a successful health intervention.

Black non-Hispanic	Cultural/Group Considerations
The vulnerability of the target population	The target population is vulnerable to obesity because they are disadvantaged socioeconomically.
Self-Monitoring techniques	The use of technology-based self-monitoring techniques coupled with necessary educational training to enable individuals to track their obesity (Boillat, Rivas, & Wac, 2018).

References

Boillat, T., Rivas, H., & Wac, K. (2018). “Healthcare on a wrist”: Increasing compliance through checklists on wearables in obesity (self-) management programs. In Digital health (pp. 65-81). Springer, Cham.

Brady, T. J., Sacks, J. J., Terrillion, A. J., & Colligan, E. M. (2018). Peer-Reviewed: Operationalizing Surveillance of Chronic Disease Self-Management and Self-Management Support. Preventing chronic disease, 15.

CDC, National Centre of Health Services https://www.cdc.gov/nchs/products/databriefs/db360.htm

Guglielmo, D., Hootman, J. M., Murphy, L. B., Boring, M. A., Theis, K. A., Belay, B., … & Helmick, C. G. (2018). Health care provider counseling for weight loss among adults with arthritis and overweight or obesity—the United States, 2002–2014. Morbidity and Mortality Weekly Report, 67(17), 485.

McAllister, P., Zheng, H., Bond, R., & Moorhead, A. (2016, September). A digital technology framework to optimize the self-management of obesity. In Proceedings of the 2016 ACM International Joint Conference on Pervasive and Ubiquitous Computing: Adjunct (pp. 1126-1131).

Nguyen, A. D., Baysari, M. T., Kannangara, D. R., Tariq, A., Lau, A. Y., Westbrook, J. I., & Day, R. O. (2016). Mobile applications to enhance self-management of gout. International journal of medical informatics, 94, 67-74.

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March 31, 2020December 6, 2020

NURS4348 Module C Assignment Health Intervention Design

Module C: Program Goals, Objectives, and Activities

Complete the following template by adding program goals, lesson objectives, and lesson activities. Add additional rows for goals/objectives/activities as necessary.
Upload the completed template to the Module C Assignment link. Then post the completed template in the Module C Discussion forum for peer review, collaboration, and feedback. Reply to at least one peer by the due date/time (see Course Schedule or Schedule at a Glance). For additional directions, and an example of what types of information should be included, see the Module C Assignment Template Directions in Module C Materials.
You may also view the Educational Goals, Objectives, and Considerations PowerPoint in Module C for additional information on developing goals and objectives.
Peer response should be no more than 250 words.

Chronic Disease Process:

Modifiable Risk Factors:

Target Population:

Behavior Change Theory (BCT) or Model:

Program Planning Model:

Program Goals:

Program Goals (provide all program goals)
Goal 1
Goal 2

Lesson Goals & Objectives:

Lesson Goals & Objectives (provide goals for all lessons, and objectives for at least 2 example lessons)
Lesson 1 Goal(s)
Lesson 1 Objective(s)
Lesson 2 Goal(s)
Lesson 2 Objective(s)

Lesson Activities:

Lesson Activities (provide activities for the example lessons identified above)

Lesson 1 Activities

Objective:

Lesson 2 Activities

Objective:

References

(start here – already formatted to double space, hanging indent)