Wednesday 22 April 2020

What overall purpose(s) does the text serve?

What overall purpose(s) does the text serve? Is its intent to answer a question, pose a problem, add to
research on a given topic, introduce a new idea, argue a point, etc.?
Where did this text originally appear? What, from the context in which it appeared or the text itself, can you tell about its audience? For example, are they experts in the topic or novices? Do you feel you are part of the intended audience?
What types of evidence are used? What does this suggest about the author's assumptions regarding the audience? What does the choice of evidence tell you about what is valued in this context? Does the author’s evidence support their argument? Does the author underemphasize or ignore evidence that is contrary to their argument? Is the evidence credible? Can you identify a bias in the evidence?
What strategies does the writer use? Examples of strategies include use of rhetorical appeals (e.g., ethos, logos, and pathos), including inductive/deductive reasoning, narration, analysis, application of theory.
What is the style of the piece? List examples of techniques (e.g., figurative language, repetition, complex sentences, etc.) and specialized vocabulary.
Does the author’s background have implications for their argument?Do the author’s specific language choices betray a certain bias or frame the argument in a certain way? How do these choices affect the author’s ethos?
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With computers tracking the Web sites we visit and surveillance cameras filming us in many public places, many people feel that their right to privacy has been violated

With computers tracking the Web sites we visit and surveillance cameras filming us in many public places, many people feel that their right to privacy has been violated. Do you think that this kind of monitoring is justifiable? Support your position with reasons and examples from your own experience, observations, or reading. information from this three articles
https://www.theguardian.com/technology/2019/oct/09/alexa-are-you-invading-my-privacy-the-dark-side-of-our-voice-assistants
https://money.com/smart-tv-privacy-risks-data-tips/
http://www.nbcnews.com/id/3078835/t/online-privacy-fears-are-real/#.XqCE3S2ZNR1
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Self-expression can be argued to be essential to human existence.

Self-expression can be argued to be essential to human existence. Craft your definition of self-expression and explain why it is important. Discuss how literature, music, and visual art are media that essential for self-expression.
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Compare and contrast compensation and benefits strategy of the “people department” of Southwest Airlines to overall strategies of two other airlines

Compare and contrast compensation and benefits strategy of the “people department” of Southwest Airlines to overall strategies of two other airlines.  What distinguishes each approach from the others?  What are the strengths and weaknesses of each?
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Select an organization with which you are familiar and describe the type of compensation strategy it uses.

Select an organization with which you are familiar and describe the type of compensation strategy it uses.
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Strategic Management and Strategic Competitiveness

Strategic Management and Strategic Competitiveness
Overview
Choose one public corporation in an industry with which you are familiar. Research the company on its own website, the public filings on the Securities and Exchange Commission EDGAR database, the University's online databases, the Nexis Uni database, and any other sources you can find. The annual report will often provide insights that can help address some of these questions.
Requirements
Write a four- to six-page paper in which you do the following:
Assess how globalization and technology changes have impacted the corporation you researched.
Apply the industrial organization model and the resource-based model to determine how your corporation could earn above-average returns.
Assess how the vision statement and mission statement of the corporation influence its overall success. 
Evaluate how each category of stakeholder impacts the overall success of this corporation. 
Go to Basic Search: Strayer University Online Library and locate at least three quality references. Note: Wikipedia and similar Websites do not quality as academic resources.
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“What have you learned about statistics?”

“What have you learned about statistics?” In developing your responses, consider—at a minimum—and discuss the application of each of the course elements in analyzing and making decisions about data (counts and/or measurements).
In your paper,
Discuss the following course elements:
Descriptive statistics
Inferential statistics
Hypothesis development and testing
Selection of appropriate statistical tests
Evaluating statistical results.
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The COVID-19 pandemic has revealed the best and the worst of us.

The COVID-19 pandemic has revealed the best and the worst of us. As we continue to respond to the crisis in the US, there is increasing media coverage of the impact of the pandemic for justice-involved people. Please review media sources for articles that you can directly relate to earlier topics in this class such as racism, mental health problems, addiction issues, challenges of reentry, prison conditions, etc. In this post please summarize the article and link it to class topics.  For a great collection of media articles dedicated to the criminal justice system,
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Unemployment and lack of economic opportunity

Unemployment and lack of economic opportunity
Describe effective methods you used in identifying and narrowing down to just one of the topics to further research for your Final Paper.
Explain three ways you can critically analyze sources to determine if they are scholarly.
Summarize information from at least two scholarly journal articles from the Ashford University Library that will support your claims for your chosen topic.
Explain why scholarly sources should be used to support your writing on the selected topic.
Download and attach a PDF copy of one of the peer-reviewed scholarly articles that you found from the University Library to your answer using the “Attach” function located below your response.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response
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Where do the IMC communications tactics fit within the marketing management flow chart and why?

Where do the IMC communications tactics fit within the marketing management flow chart and why? Why is it necessary to create integration and consistency with current and potential customers?
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What is marcom? How have the functions within marketing communications become more integrated?

What is marcom? How have the functions within marketing communications become more integrated? What does the Forbes writer, Judy Begehr, say about how content will impact the IMC? Why is this important? 
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a brief description of the status of immigrants prior to and following the Chy Lung v. Freeman case,

a brief description of the status of immigrants prior to and following the Chy Lung v. Freeman case, referencing where possible the role of the Fourteenth Amendment. Then, select an immigration decision from your readings this week, and provide a brief assessment of how the case has changed the cultural makeup of American society.
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Assess how branding has increased in the last few decades. Think of a brand; analyze how the organization developed its brand equity

Assess how branding has increased in the last few decades. Think of a brand; analyze how the organization developed its brand equity. Assess the influence of branding on an organization’s IMC.
The Concept of Branding paper
Must be two to four double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two scholarly sources in addition to the course text.
Must document all sources in APA style
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research an example of Cyber Terrorism.

research an example of Cyber Terrorism.
Write a brief Discussion describing the terrorism attack and it's aftermath. Comment on ways the attack could have been prevented.
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what are the differences between waterboards.ca.gov and water.ca.gov government agencies?

what are the differences between waterboards.ca.gov and water.ca.gov government agencies?
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Why is it important to understand DSS and AI as part of the business?

Why is it important to understand DSS and AI as part of the business?
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The Arab-Israeli conflict is a long-lasting problem we face today. Seemingly it is unsolvable issue

The Arab-Israeli conflict is a long-lasting problem we face today. Seemingly it is unsolvable issue.  Discuss what a fundamental aspect is, which makes the Arab-Israeli conflict so impenetrable, and what could be the best possible solution, if any.
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Civic engagement The active involvement of citizens in helping to shape the policies and programs that affect their lives

Civic engagement The active involvement of citizens in helping to shape the policies and programs that affect their lives.
Ethics Process by which we clarify right and wrong and act on what we take to be right.
Globalization The rise in the interconnection and interdependence of economic and cultural activity on an international scale.
Good governance A system of governance that is accountable, creates trust, promotes broadly shared values, is based on effective leadership, constructs rules and standards for orderly conduct and progressive social behavior, and is based on new and modified political and administrative forms.
Governance The process of administering processes and systems, leading and managing, and making decisions on behalf of a group, organization, nation-state, or other entity.
Governance is what government does.
Moral leadership Making governing decisions based on fairness and ethical considerations rather than personal, political, or financial concerns.
New Public Service A focus on building public institutions marked by integrity and responsiveness that serve and empower citizens by integrating citizen discourse and the public interest into the decision-making processes.
Subprime mortgage A type of mortgage made available to borrowers with lower credit ratings. It carries a higher interest rate because the borrower is considered to have a higher risk of defaulting on the loan.
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Opportunities for the Future: Globalization, Democracy, and the New Public Service

Opportunities for the Future: Globalization, Democracy, and the New Public Service
Chapter 11 emphasizes the fundamental importance of the public sector in society and the role of public servants, providing insight into recent trends in the public service and the related challenges that have implications for the future of the field. Two major worldwide trends—globalization and increasing democratization—are examined in the context of recent economic challenges. This includes discussions about the impact of globalization on public administrators, the role of citizens in the governance process, and the critical role that ethics play in the public service.
The authors begin with an overview of the changes in support for the public service in the last few decades, noting that while public administrators seemed to be under attack fairly consistently beginning in the 1960s, in recent years the environment has become more positive, particularly at the state and local levels. This overview is tied to a discussion about trends in the public service set in the context of the changing economic conditions over the last several decades, detailing the challenges these changes have created. Next, the impact of globalization is addressed, including the implications for public administrators at all levels and suggestions for the kinds of analyses needed to better understand these trends.
The discussion turns next to the role of citizens in governance. This includes an overview of trends worldwide in this area, along with a discussion about the challenges public administrators face in attempting to deal with this shift toward more direct forms of citizen participation. The authors offer examples of current efforts in the United States and discuss what will be needed in order for such efforts to be successful in creating an environment that fosters effective and responsible citizenship. Of particular note is the observation that public administrators need to understand these processes not only from their own point of view but from that of the citizen as well. As part of this discussion, the authors outline a model for the New Public Service, which offers seven principles aimed at helping administrators build public organizations marked by integrity and responsiveness that serve and empower citizens. The New Public Service takes to task the contention that government should be run like a business, arguing instead that the way to restore public confidence in the public service is to involve citizens in public decision making. 140 Chapter 11: Opportunities for the Future: Globalization, Democracy, and the New Public Service Copyright © Cengage Learning. All rights reserved.
This section also includes a review of seven actions outlined by the National League of Cities aimed at promoting shared responsibility and citizen engagement. The chapter moves to a discussion about the role of ethics in public service, arguing that the most important purpose of public service is working with others to foster “good” governance across politics, administration, and economics, with public action founded on a proper ethical basis. The tenets of “good” governance are explored, and the chapter concludes with a call for careful analysis and effective action by scholars and practitioners in public administration in an effort to understand and meet the challenges that public service will face.
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Neisseria meningitis Meningitis – Describe disease associated with this organism and indicate the primary age group affected

13. Chapter 22: Neisseria meningitis Meningitis – Describe disease associated with this organism and indicate the primary age group affected.
14. Chapter 22: Listeriosis – Describe disease associated with this organism and the primary type of individuals affected.
15. 16: Chapter 22: Leprosy – Describe the forms of leprosy (tuberculoid and lepromatous).
16. Chapter 22: Amebic Meningoencephalitis (Naegleria Meningoencephalitis – 8th Edition) – Describe brain infection with Naegleria.
17. Chapter 22: Nervous System Diseases Caused by Prions – Indicate how Creutzfeldt-Jakob disease can be considered both a genetic and infectious disease.
18. Chapter 23: Sepsis and Septic Shock – Summarize what is occurring in these conditions.
19. Chapter 23: Rheumatic Fever – Describe how bacterial disease can lead to rheumatic fever.
20. Chapter 23: Anthrax – Describe the different forms of anthrax.
21. Chapter 23: Lyme Disease (Lyme Borreliosis) – Describe the history of this disease starting in 1975.
22. 23: Chapter 23: Vector-Transmitted Disease – Describe the vector, etiology, and symptoms of plague.
23. Chapter 24: The Common Cold – Describe possible transfer methods for cold viruses.
24. Chapter 24: Treatment of Tuberculosis – Describe the treatment of tuberculosis.
25. Chapter 24: Epidemiology of Influenza – Describe how annual variation in the organism (shift and drift) contributes to the epidemiology of the disease.
26. Chapter 25: Periodontal Disease – Describe the various forms of periodontal disease.
27. Chapter 25: Bacterial Diseases of the Lower Digestive System – Provide definitions for gastrointestinal infection, intoxication, dysentery, and gastroenteritis.
28. Chapter 25: Escherichia coli Gastroenteritis – Describe the different types of E. coli gastroenteritis (enterotoxigenic, enteroinvasive, and enterohemorrhagic).
29. Chapter 25: Hepatitis – Describe hepatitis A, B, and C.
30. Chapter 25: Giardiasis – Describe this disease condition.
31. Chapter 25: Cryptosporidiosis – Describe why this organism is more difficult to control in water supplies.
32. Chapter 26: Pelvic Inflammatory Disease (PID) – Describe what occurs with this condition.
33. Chapter 26: Lymphogranuloma Venereum (LGV) AND Chancroid (Soft Chancre) – Describe the cause and symptoms of these two sexually transmitted diseases.
34. Chapter 26: Genital Herpes - What are the possible consequences of neonatal herpes?
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The Rate of Microbial Death – Describe the four factors which influence the effectiveness of antimicrobial treatment.

1. 21. Chapter 7: The Rate of Microbial Death – Describe the four factors which influence the effectiveness of antimicrobial treatment.
2. 22. Chapter 7: Moist Heat – Describe why sterilization indicators are important.
3. 23. Chapter 7: Alcohols – Explain why 70% or 80% alcohol is more effective than 100% in controlling microorganisms.
4. 24. Chapter 7: Microbial Characteristics of Microbial Control – Explain why prions, endospores, and mycobacteria are more resistant to control mechanisms.
5. Chapter 20: The Spectrum of Antimicrobial Activity – Define spectrum of activity, broad-spectrum antibiotic, and superinfection.
6. Chapter 20: Tetracyclines – Describe this group of drugs.
7. Chapter 20: Antifungal Drugs – Agents Affecting Fungal Cell Walls – Describe how selective toxicity may be achieved with these drugs.
8. Chapter 20: Tests to Guide Chemotherapy – Provide a summary of diffusion methods for drug testing.
9. Chapter 21: Bacterial Diseases of the Skin - Streptococcal Skin Infections – Describe the types of skin infections associated with Streptoococci.
10. Chapter 21: Infections by Pseudomonads – Summarize the types of infection associated with this group.
11. Chapter 21: Parasitic Infestation of the Skin – Describe scabies and pediculosis.
12. Chapter 21: Trachoma – Describe the organism and the disease.
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The Concept of Immunity (See Fig. 16.1) – Differentiate between the first, second, and third line of host defense

25. 22 Chapter 16: The Concept of Immunity (See Fig. 16.1) – Differentiate between the first, second, and third line of host defense.
26. Chapter 16: Physical Factors (Mechanical Factors – 8th Edition) – Summarize the major physical factors of host defense in humans.
27. Chapter 16: Actions of Phagocytic Cells – Describe where phagocytic cells are found and how they contribute to host defenses.
28. Chapter 16: Microbial Evasion of Phagocytosis – Describe how microbes evade phagocytosis.
29. Chapter 16: The Complement System – Describe major outcomes of activation of complement.
30. Chapter 16: Interferons – Describe the role of interferons in host protection.
31. Chapter 17: Antigens and Antibodies – Describe the difference between antigens and haptens.
32. Chapter 17: Table 17.1 – Summarize the known functions of the major immunoglobulin classes.
33. Chapter 17: Antigen-Antibody Binding and Its Results (Fig. 17.7; Fig. 17.9 – 8th Edition) – Summarize the results of antigen-antibody binding.
34. Chapter 17: T Cells and Cellular Immunity – Describe how differentiation of T cells and B cells occurs.
35. Chapter 17: Classes of T Cells (Types of T Cells – 8th Edition) – Differentiate between helper T, cytotoxic T, and regulatory (suppressor) T cells and define apoptosis.
36. Chapter 17: Antigen-Presenting Cells (APCs) (Cellular Components of Immunity – 8th Edition) – Describe the role of dendritic cells and activated macrophages in host defenses.
37. Chapter 17: Types of Adaptive Immunity (Types of Acquired Immunity – 8th Edition) – Differentiate between active and passive forms of naturally acquired and artificially acquired immunity.
38. Chapter 18: Principles and Effects of Vaccination – Why does vaccination work?
39. Chapter 18: Types of Vaccines and Their Characteristics – Describe the meaning of attenuated, inactivated, toxoid, subunit, and conjugated vaccines.
40. Chapter 19: Hypersensitivity – Provide an overview of the four types of hypersensitivity reactions.
41. Chapter 19: Reactions Related to the Human Leukocyte Antigen (HLA) Complex – Describe the role of the HLA complex in disease susceptibility and tissue transplants.
42. Chapter 19: Immunosuppression – Describe how rejection of transplants is prevented.
43. 4 Chapter 19: Immunotherapy for Cancer – Summarize how immunotherapy might be used to treat cancer.
44. Chapter 19: Survival and HIV Infection (Survival with HIV Infection – 8th Edition) – Indicate what factors play a role in survival with HIV infection.
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Persistent Viral Infections – Differentiate persistent and latent viral infections

15. Chapter 13: Persistent Viral Infections – Differentiate persistent and latent viral infections.
16. Chapter 13: Prions – Describe how proteins “replicate” in a host.
17. Chapter 14: Normal Microbiota – Differentiate normal and transient microbiota.
18. Chapter 14: Occurrence of a Disease – Describe how the terms incidence and prevalence are used in infectious disease.
19. Chapter 14: The Spread of Infection – Contrast human, animals, and non-living reservoirs.
20. Chapter 14: Vectors – Differentiate between mechanical transmission and biological transmission.
21. Chapter 15: Numbers of Invading Microbes – How does the number of invading microbes influence the possibility of infectious disease?
22. Chapter 15: Adherence – Describe the importance of biofilms in disease production.
23. Chapter 15 – Direct Damage – Compare the action of exotoxins and endotoxins.
24. Chapter 15 – Endotoxins (Fig. 15.6) – Describe how endotoxins induce the pyrogenic (fever) response.
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Bacteria vs. Archaea – Describe how they are the same and also different.

1. Chapter 11: Bacteria vs. Archaea – Describe how they are the same and also different.
2. Chapter 11: Obligate intracellular parasites - Define what this means.
3. Chapter 11: Flagella: Describe polar vs. peritrichous flagella.
4. Chapter 12: Characteristics of Fungi – Asexual Spores – Describe the type of asexual spores produced by fungi.
5. Chapter 12: Characteristics of Fungi – Life Cycle – What types of spores are produced by fungi?
6. Chapter 12: Nutritional Adaptations – Summarize the nutritional adaptations of fungi.
7. Chapter 12: Fungal Diseases – Describe the different types of mycoses.
8. Chapter 12: Economic Effects of Fungi – Summarize the economic effects of fungi.
9. Chapter 12: Apicomplexa – Describe the life cycle of malaria.
10. Chapter 12: Cestodes – Describe the life cycle of Echinococcus granulosus.
11. Chapter 12: Nematodes – Describe the pinworm (Enterobius vermicularis) life cycle in humans.
12. Chapter 13: General Characteristics of Viruses – Describe the four major characteristics of viruses.
13. Chapter 13: General Morphology – Describe the major morphological types of viruses.
14. Chapter 13: Isolation, Cultivation, and Identification of Viruses – Indicate how animal viruses can be grown in the laboratory
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Chapter 4: Cell Walls and the Gram Stain Mechanism – Describe why some organisms stain gram positive and others stain gram negative

11. Chapter 4: Cell Walls and the Gram Stain Mechanism – Describe why some organisms stain gram positive and others stain gram negative.
12. Chapter 4: Atypical Cell Walls – Describe what is atypical about Mycoplasma.
13. Chapter 4: The Movement of Materials across Membranes – Summarize what we mean by isotonic, hypotonic, and hypertonic.
14. Chapter 4: Endospores – Describe endospore formation and germination.
15. Chapter 5: Catabolic and Anabolic Reactions – How is ATP important in catabolic and anabolic reactions?
16. Chapter 5: Enzyme Components – Define apoenzyme, cofactor, coenzyme, and holoenzyme.
17. Chapter 5: Factors Influencing Enzymatic Activity – Summarize the four major factors influencing enzymatic activity.
18. Chapter 6: The Requirements for Growth – Physical Requirements – Temperature – Describe the effect of food quantity on cooling of the food in a refrigerator.
19. Chapter 6: Oxygen – Describe why oxygen can be toxic to bacteria (include singlet oxygen, superoxide free radicals, etc.).
20. Chapter 6: Selective and Differential Media – Indicate why a particular medium would be considered a differential medium.
21. Chapter 8: Structure and Function of the Genetic Material – Describe genotype and phenotype and genomics.
22. Chapter 8: Transformation in Bacteria – Describe how genes are transferred by this process.
23. Chapter 8: Conjugation in Bacteria – Describe how genes are transferred by this process.
24. Chapter 9: Introduction to Biotechnology – What is recombinant biotechnology?
25. Chapter 10: The Three Domains – Describe the Domain Archaea.
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Types of Microorganisms means to go to chapter 1 in your text and look for the heading “Types of Microorganisms”.

Types of Microorganisms means to go to chapter 1 in your text and look for the heading “Types of Microorganisms”.
Read the material and then answer the question. Please use the numbering format shown for the questions.
1. Chapter 1: Microbes in Our Lives – Provide a definition of microbes and indicate what types of organisms are included in this definition.
2. Chapter 1: Types of Microorganisms – How do algae differ from protozoa?
3. Chapter 1: Types of Microorganisms – Describe fungi, protozoa, and algae
4. Chapter 1: The Golden Age of Microbiology – What is the germ theory of disease?
5. Chapter 2: Protein - Levels of Protein Structure – Describe what we mean by protein structure (primary, secondary, tertiary, and quaternary structure).
6. Chapter 3: Light Microscopy – What is resolution or resolving power?
7. Chapter 3: Compound Light Microscopy – Indicate how immersion oil improves imaging when using the 100X objective (See material accompanying Fig. 3.3).
8. Chapter 3: Differential Stains – Describe the acid-fast stain.
9. Chapter 4: Comparing Prokaryotic and Eukaryotic Cells: An Overview – Provide a comparison of these cell types.
10. Chapter 4: Structures External to the Cell Wall – Describe “glycocalyx” and how this material helps bacteria survive.
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MGT Leadership Development Plan Part II:Assignment

MGTLeadership Development Plan Part II:Assignment Guidelines and Rubric
Length: Four pages (not including title and reference page), double spaced, Times New Roman 12-point type, one-inch margins.
Objective: In this paper, you will evaluate your leadership performance on the team project, report on your progress in developing your chosen leadership skill and reflect on what you have learned in the class this semester through defining your personal leadership philosophy.
Instructions: Follow the guidelines below to structure your paper:
SECTION ONE:(approx. 1 page) Evaluate your leadership effectiveness in your MGTteam project this semester. Describe the approach you took to leading, citing course material to support your analysis. Identify where you were effective in leading your team, and where you need improvements; use specific examples of your leadership in your discussion. You might also compare and contrast yourleadership experience this semester with other team leadership roles you have held in the past.What might explain any similarities or differences?
SECTION TWO:(approx. 1 page) Evaluate your progress in developing the leadership skill( the leadership skill is verbal communication). Describe what you did to improve this skill. To what extent do you feel that you were successful? What was most challenging for you in executing your action plan? What will you do in the future to continue to develop your leadership skills, based on what worked (or didn’t) for you in this project?
SECTION THREE:(approx. 2 pages) Reflect on your experiences and learning in the class this semester and describe your personal leadership philosophy.Your philosophy should describe what leadership means to you and what theories/concepts have most influenced your thinking about leadership.Draw fromclassmaterialsas well as your personal experiences with leadership.Include at least three leadership lessons you learned as a result of taking this course, and how you will apply these lessons to your life and career going forward.
Format for the paper:
a. Include a cover sheet with the title “Leadership Development Plan, Part II” along with your name, date, and class section. Do not repeat this information in the body of the paper.
b. The body of the paper should be four pages, double-spaced, with one-inch margins and no larger than 12-point Times New Roman type.
c. Properly cite any sources in the body of the paper, as well as include a References page as the last page (does not count toward page total). Provide references in APAformat.
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Social media has caused a negative impact in today’s society by creating psychological social issues in millennials, cyberbullying, and reinforcing criminal activity

Social media has caused a negative impact in today’s society by creating psychological social issues in millennials, cyberbullying, and reinforcing criminal activity.
 Please copy word by word anything, any citation used needs to be in the proper citation but paraphrased.
Using these Sources.
Glaser, P., Liu, J. H., Hakim, M. A., Vilar, R., & Zhang, R. (2018).
Is social media use for networking positive or negative? offline social capital and internet addiction as mediators for the relationship between social media use and mental health.New Zealand Journal of Psychology (Online), 47(3), 12-18.
Grau, S., Kleiser, S., & Bright, L. (2019).
Exploring social media addiction among student millennials. Qualitative Market Research, 22(2), 200-216.
MacAvaney, S., Yao, H.-R., Yang, E., Russell, K., Goharian, N., & Frieder, O. (2019).
Hate speech detection: Challenges and solutions. PLoS ONE, 14(8), e0221152.
Pinto, M. B., & Mansfield, P. M. (2013).
The millennial generation's use of social media as a complaint method: An application to higher education. Journal of Higher Education Theory and Practice, 13(1), 11-26
Procentese, F., Gatti, F., & Napoli, I. D. (2019). Families and social media use The role of parents’ perceptions about social media impact on family systems in the relationship between family collective efficacy and open communication. International Journal of Environmental Research and Public Health, 16(24)
Twenge, J. M. (2013). Does online social media lead to social connection or social disconnection. Journal of College and Character, 14 (1), 11-20.
Van Hee, C., Jacobs, G., Emmery, C., Desmet, B., Lefever, E., Verhoeven, B., ...Hoste, V. (2018).  Automatic detection of cyberbullying in a social media text. PLoS ONE, 13(10), e0203794.
Paraphrase: “Seven and a half hours consistently is the amount of time that adolescents spend on the web or mobile devices according to a discovery that the Kaiser Family foundation has made.” (Twenge, J. M. 2013). Paraphrase: “Claims have been made that social media disengage individuals as opposed to interface them” (Twenge, J. M. 2013).
Paraphrase: According to Twenge, J.M., In Hong Kong teenagers from the ages 12 to 18 were part of a study and the individuals who utilized the Internet more hours a week bound to take part in antisocial and illegal acts and less inclined to help other people.
Paraphrase: According to Twenge, J.M., it was found that poor grades, smoking cigarettes or marijuana, the consumption of alcohol, and the emotions of sadness or hopelessness was  due to the use of the internet by troublesome students from the U.S Paraphrase: According to Twenge, J.M. some explorations proposes that investing energy on social media, for example, Facebook, prompts narcissism.
Paraphrase: According to Grau, S., Kleiser, S., & Bright, L. (2019), individuals may feel frightened of the possibility of not being updated or separating from their group of friends if they don’t stay connected to social media.
Paraphrase: According to Grau, S., Kleiser, S., & Bright, L. (2019), Millennial undergrads, are particularly more invested in the use of social media apps regularly for the sole purpose of staying connected with friends.
Paraphrase: According to Grau, S., Kleiser, S., & Bright, L. (2019), individuals have easy access on their cell phones to open social media apps an unlimited amount of times throughout the day. 
Paraphrase: According to Pinto, M. B., & Mansfield, P. M. (2013) compared to those of past ages, Millennials were brought up in a time period surrounded by technology.
Paraphrase: According to Pinto, M. B., & Mansfield, P. M. (2013) in 2004 Facebook began with the sole purpose of college communication and has lured about 800 million participants.
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Using the Web or other resources, research an example of Cyber Terrorism.

Using the Web or other resources, research an example of Cyber Terrorism.
Write a brief Discussion describing the terrorism attack and it's aftermath. Comment on ways the attack could have been prevented.
Read and respond to at least two other students Discussions.
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Gather 45 infographics containing statistics:

Gather 45 infographics containing statistics:
15 about the Snack Food Industry, 15 about Flowers Foods Inc., and 15 about the Tasty Baking Company (TastyKake)
Minimum of 5,000 words not including the questions and table of contents and bibliography.
Most reports that you submitted are already at 3,500 words.
A picture paints a thousand words. The appendix should include all infographics, packaging photos, print ads, in store displays, logos etc.
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This is an appeal from a wrongful death ...."

This is an appeal from a wrongful death ...."
Review Shorter v. Drury, as well as the case notes that follow. Religious beliefs have profound impact on all facets of life including those involving choice of medical treatment. Some religions disallow medical procedures and treatments that they believe are inherently sinful and/or implicitly or expressly forbidden. Depending upon the particular situation and the particular prohibition, refusal to allow such a procedure could result in the direct harm or death of the patient.
Adult patients may not be coerced into accepting a medical treatment that they find morally wrong. Indeed, adult patients may refuse a treatment for ANY reason, good or bad, that they find objectionable. However, with CHILDREN, the law takes a different tack. Regardless of religious belief, or any other type of belief, parents may NOT deny their children medically necessary care that must be rendered in order to preserve the life of the child, including such care as receiving blood products in surgery and delivery of critical medications in a life and death scenario.
As with all issues that involve the limitation of what is perceived of as a fundamental individual right, these laws constraining parent’s decision-making powers are controversial. Children’s advocates hold that no child should be made vulnerable to a parent’s treatment limitation that could harm the child or result in the child’s premature death. Advocates of parenting rights include the absolute right to decide medical care for children as simply one of numerous and varied other rights that are justly reserved for the parent. Where do you stand on this issue? If a parent’s decision to withhold a particular treatment for a child may result in serious harm to the child, should society become involved and supersede the decision of the parent?
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You have to write an academic essay to critically assess Leadership & Teambuilding in a globalized world

You have to write an academic essay to critically assess Leadership & Teambuilding in a globalized world.
• In your essay, answer the following question: How can we address Leadership & Teambuilding in a multi-cultural atmosphere?
• Many literacy exists on this topic. You may find it and use it for your arguments.
• You may serve from the different authors, models and theories reviewed in class. You may as well find and analyze a case studydealing with cross-cultural leadership and teambuilding topics. Either way, the outcome must reflect academic insights at all time.
• You must show critical thinking engagement in your essay, analyzing and evaluating the different topics that you talk about.
• This is an academic essay, so make sure to quote relevant publications, such as academic journals and books, to support your arguments. In order to find relevant publications, you may browse through EBSCO (link is on Moodle) and/or Google Scholar, where you’ll find access to many academic publications.
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Why do you think that Kathryn (in our book) utilized a tool like Myers-Briggs?

Why do you think that Kathryn (in our book) utilized a tool like Myers-Briggs? How could it be used as a tool for conflict and negotiation?
Briefly share with your fellow learners what you discovered about your own style. Be sure to focus on how your personality might affect the way you manage conflict.
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what NIST Is and how it should be used by a dba.

what NIST Is and how it should be used by a dba. 
Use at least three sources. Include at least 3 quotes from your sources enclosed in quotation marks and cited in-line by reference to your reference list.  Example: "words you copied" (citation) These quotes should be one full sentence not altered or paraphrased. Cite your sources using APA format. Use the quotes in your paragaphs.
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The routine practice of "ghost surgery" is well documented in medicine

The routine practice of "ghost surgery" is well documented in medicine. Ghost surgery refers to any medical procedure in which the contracting physician was not the actual physician who performed the procedure. In many instances the patient is completely unaware simply because the patient is unconscious at the time. Ghost surgery is not, strictly speaking, limited to surgical procedures. The same phenomenon occurs in a variety of medical settings from radiology to routine lab work. In some instances, ghost surgery is a necessary component of the medical system, for example with the obvious need to train medical students to become the future surgeons of the world.
Please review and discuss ghosting and the Tunkl and Shorter cases; each addressed a different aspect of responsibility, consent  and liability. What do all these cases tell us about consent?  While doing this, please consider all views and write a position paper setting forth how you would propose to resolve a good balance between the rights of patients and the often necessary practical needs of the medical community to train new care givers.
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With COVID-19 cases growing worldwide, business leaders are scrambling to deal with a wide variety of problems

With COVID-19 cases growing worldwide, business leaders are scrambling to deal with a wide variety of problems, from slumping sales and stalling supply chains to keeping employees healthy and making sure they can continue working.The rapid spread of COVID-19 reminds us how our wellbeing is interconnected, and the flurry of heartwarming responses people have exhibited in the face of this crisis reveals our tremendous willingness and ability to help one another. These truths will persist when life goes back to normal.  A number of related trends are shaping the future of the emergency services landscape. Their implications may vary but the common thread is that they are often driven by increasing societal expectations and concerns. The hyper-connectivity of today’s world is a driving factor as is the growing level of global disruption and uncertainty. As a response to the implications of these trends, new governance structures are being established with the aim of ensuring that community and government expectations are met. Policy direction is being shaped by these new structures, which in turn is raising new capability requirements to facilitate policy implementation.   We as a Global are now in a new world of interconnectivity because of this COVID-19 Virus. It has and will continue to change our entire world and this brings me to your last assignment.
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Where is the future of Emergency and Disaster Management heading? What is the future of emergency management in our new world today ? What is FEMAs new vision for emergency management? What are the new trends in emergency management ? Who is and who should be envisioning the future of emergency management in this NEW GLOBAL PANDEMIC. I would like your last paper assignment to be on these topics and about the future challenges of emergency management. Please write a 4 page paper -- APA format.
This has been a most unusual and unprecedented school term to learn while in the mist of the most difficult societal changes and hardships all Americans and the world has had to deal with in modern times. I hope that each of you have had an opportunity to research at your own pace about the topics of how this Corona Virus has changed everyone and YES this entire world. Also I trust you have become more aware of how the profession of emergency management will be an essential and demanding career with many great opportunities for those that work in the profession. I hope and trust you each stay safe and learn to adapt to implementing what you know and continue to learn about how emergency management and disaster management is vital to our ability as humans to move forward using the five phases of emergency management.  The future of emergency management is the : The Preparedness Cycle :
1.Prevention focuses on creating concrete plans, training and exercises well ahead of a disaster to prepare your organization. Emergency planning activities will allow organizations to reduce loss of life and sustain environmental challenges by developing organizational specific plans, standardized planning tools and emergency management protocols.
2.Preparedness is a continuous cycle of activities such as emergency planning, staff training, exercising, assessment and remedial actions. Preparedness and readiness go hand in hand as organizations and communities prepare for disaster.
3.Response is the how organizations respond to whatever challenges disasters bring such as supply chain interruptions, changes in service delivery or day to day staffing. As organizations respond to disaster, they must use all their emergency preparedness tools such as emergency plans, policies and procedures and staff training to respond to any type of disaster.
4.Recovery focuses on restoring critical business functions to stabilize day to day services and increase capacity to continue to serve their community after a disaster. The recovery phase allows organizations to return normal service levels as soon as possible.
5.Mitigation activities allow organizations to reduce loss of life and physical assets such as buildings and supplies that will lessen the overall effect of disaster on an organizations and community as a whole.
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Examine how marketing strategies influence marketing decisions.

Examine how marketing strategies influence marketing decisions.
Introduction and instructions: In this Assignment you have the opportunity to demonstrate your understanding of concepts from your reading as applied to a simulation. First read the background concerning the scenario Adaptive Sports Global (ASG) company. Then view the simulation provided all the way through to gain a glimpse of what it might be like to work as a marketing product line manager in a well-funded startup company.
The second simulation will provide details you need to understand to more successfully complete the Assignment.
Once you have thoroughly viewed the second simulation at least once, address the required checklist items below to complete the Assignment.
Read Adaptive Sports Global (ASG) background information needed for this Assignment.
Scenario: Adaptive Sports Global
-View the meeting of the marketing director at Adaptive Sports Global (ASG), and the
marketing management team meeting, to begin to develop the marketing strategy and marketing plan.
-View the simulation for details for the Assignment below.
Choose one of three product lines listed below for which you want to be responsible. Then respond to all the checklist items.
The first products within each of these three product lines that ASG will introduce to the market in three months (in the colors of red, navy, white, blue, black, green, and grey-unless otherwise stipulated) are:
Product line 1. Winter line:
Ski poles that convert to adjustable shock resistant hiking poles with a push of a button.
Skis that become snowshoes. Retractable length and when a button is pushed, cleats descend.
Ski boots (black or brown) that adapt to sleet, ice, or snow and/or unstable terrain, with retractable cleats; these boots can even be used for golfing.
Snowboards (ultra-aqua; navy; grey with logo) with lightweight retractable legs that become benches.
Product line 2. Spring/Summer/Fall line:
Boat and parasailing sails that adapt to wind, rain, and temperature conditions. They come in sizes for standard craft and in several colors. Parasails also double as tents.
Tennis rackets that convert to racquetball rackets with a collapsible shaft that stays stable under any normal use impact conditions.
Hiking/walking shoes (brown or black) that are waterproof but breathable and elevate when thick mud or rain are detected.
Surf boards (white/blue stripes; blue, white stripes) that have collapsible legs to convert to beach lounges.
Product line 3. Apparel: Hats, helmets, vests, and jackets (male and female lines): Fabrics and materials that adapt to the wearer’s temperature as well as the ambient temperature and that are sustainably made in the United States (US).
Checklist: Based on your analysis of the information provided regarding ASG and the simulation details provided above:
Describe the company’s core competencies based on the limited information in the scenario.
Provide a general company SWOT analysis based on the company scenario.
Explain which of Porter’s three overall marketing strategies from the Learning Activity the company should use, and why.
Identify your chosen ASG product line.
Summarize the competition to your chosen product line as found on the Internet.
Explain the distribution strategy that should be used for this product line. Should ASG consider strategic alliances for your product line? Why or why not?
Analyze how your chosen marketing strategy (from Porter) shown above impacts what the 4 P’s will be for one (1) of the products from your chosen product line.
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Debriefing is the opportunity to process thoughts and feelings related to trauma work and traumatic events

Debriefing is the opportunity to process thoughts and feelings related to trauma work and traumatic events. There are a number of debriefing models and selecting the type of model is dependant upon the type of trauma work being implemented. For example, many health care organizations adopt the critical incident stress debriefing model (originated from the military) because it has been the most effective method for large organizations (Morrissette, 2004). Think of what type of debriefing model might be effective in your organization or practice.
For this Application Assignment, you select two types of debriefing models and examine the effective elements of the models which aid to mitigate vicarious trauma.
The assignment: (2–3 pages)
Describe two types of debriefing models.
Compare the similarities and differences of each model. Be specific.
Explain how each debriefing model reviews the traumatic event, provides for emotional ventilation, and meets the intended outcome of the debriefing session.
Select a training element you would add to a debriefing session to maximize the potential to prevent vicarious trauma. Justify your selection by using the Learning Resources and current literature. Be specific.
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Organizations have to develop an international human resources management strategy when they expand globally

Organizations have to develop an international human resources  management strategy when they expand globally.
Which do you think is  more critical for international human resources management?
Understanding the cultural environment.
Understanding the political and legal environment.
Please choose one position and give a rationale; examples are also a  way to demonstrate your understanding of the learning concepts.
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Have you ever worked under a leader or authority figure who embodied this kind of leadership?

Have you ever worked under a leader or authority figure who embodied this kind of leadership? Describe your experiences. How do you think a transformative approach would work in your organization?
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Criticisms of Transformational Leadership

Criticisms of Transformational Leadership
The biggest criticism of transformational leadership is also its strength – a leader may use their ability to influence and motivate others for immoral and self-centered gains. The biggest challenge for a transformational leader is to live up to the standards they set for their followers – they cannot use their charisma and influence for self-gain, nor can they afford to live by any double standards. Doing so would destroy the trust and faith they have built up in their followers. Transformational leadership works best in a broken or poorly running system or organization. If everything is running well – there is little need to transform anything. It also has less value in new organizations with no structure or developing structures. Finally, transformational leadership is not the best fit for crisis management (too slow) or highly bureaucratic systems that require stricter rules and chain of command.
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Transformational Leadership

Transformational Leadership
James Burns and Bernard Bass define transformational leadership as a leadership approach geared to change both individuals and social systems. In its ideal form, it creates valuable and positive change in the followers with the end goal of developing followers into leaders. Enacted in its authentic form, transformational leadership enhances the motivation, morale and performance of followers through a variety of mechanisms. These include connecting the follower's sense of identity and self to the mission and the collective identity of the organization; being a role model for followers that inspires them; challenging followers to take greater ownership for their work, and understanding the strengths and weaknesses of followers, so the leader can align followers with tasks that optimize their performance.
Burns established two concepts: "transforming leadership" and "transactional leadership". The transforming approach creates significant change in the life of people and organizations. It redesigns perceptions and values, and changes expectations and aspirations of employees. Unlike in the transactional approach, it is not based on a "give and take" relationship, but on the leader's personality, traits and ability to make a change through example, articulation of an energizing vision and challenging goals. Transforming leaders are idealized in the sense that they are a moral exemplar of working towards the benefit of the team, organization and/or community. Burns theorized that transforming and transactional leadership were mutually exclusive styles. Transactional leaders usually do not strive for cultural change in the organization but they work in the existing culture while transformational leaders can try to change organizational culture.
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The extent to which leaders are transformational, is measured first, in terms of their influence on their followers. The followers of such a leader feel trust, admiration, loyalty and respect for the leader and because of these qualities, are willing to work harder than originally expected. These outcomes occur because the transformational leader offers followers something more than just working for self gain; they provide followers with an inspiring mission and vision and give them an identity. The leader transforms and motivates followers through his or her idealized influence, intellectual stimulation and individual consideration. In addition, this leader encourages followers to come up with new and unique ways to challenge the status quo and to alter the environment to support being successful. Finally, in contrast to Burns, Bass suggested that leadership can simultaneously display both transformational and transactional leadership.
Breaking it down, transformational leaders generally demonstrate four traits: 1 Individualized Consideration –the degree to which the leader attends to each follower, acts as a mentor or coach to the follower and listens to the follower's concerns and needs. The leader gives empathy and support, keeps communication open and places challenges before the followers. This also encompasses the need for respect and celebrates the individual contribution that each follower can make to the team. The followers have a will and aspirations for self development and have intrinsic motivation for their tasks.
2. Intellectual Stimulation – the degree to which the leader challenges assumptions, takes risks and solicits followers' ideas. Leaders with this style stimulate and encourage creativity in their followers. They nurture and develop people who think independently. For such a leader, learning is a value and
unexpected situations are seen as opportunities to learn. The followers ask questions, think deeply about things and figure out better way to execute their tasks.
3. Inspirational Motivation – the degree to which the leader articulates a vision that is appealing and inspiring to followers. Leaders with inspirational motivation challenge followers with high standards, communicate optimism about future goals, and provide meaning for the task at hand. Followers need to have a strong sense of purpose if they are to be motivated to act. Purpose and meaning provide the
energy that drives a group forward. The visionary aspects of leadership are supported by communication skills that make the vision understandable, precise, powerful and engaging.
The followers are willing to invest more effort in their tasks, they are encouraged and optimistic about the future and believe in their abilities.
4. Idealized Influence – Provides a role model for high ethical behavior, instills pride, gains respect and trust. As a development tool, transformational leadership has spread already in all sectors of western societies, including governmental organizations.
Research evidence shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders. The reason is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered. Other researchers discovered that employees who identified a higher level of transformational leadership in their employers also had higher reported levels of well-being. The effect stayed significant even after researchers controlled for factors that are linked to well-being such as job strain, education, and age. Transformational leadership, which both conveys a sense of trust and meaningfulness and individually challenges and develops employees, also has a positive effect on employee well-being Here are some steps toward making your leadership transformational.
Step 1: Create an Inspiring Vision People need a compelling reason to follow your lead, and this is why you need to create and communicate an inspiring vision of the future. Your vision sets out your team or organization's purpose – why you all get up in the morning to do what you do. You develop this partly by understanding the values of the people you lead, partly by understanding the capabilities and resources of your organization, and partly by conducting an intelligent analysis of your environment, and selecting the best way forward within it.
Step 2: Motivate People to Buy Into and Deliver the Vision Now, starting with your mission statement, you need to appeal to your people's values, and inspire them with where you're going to lead them, and why. Use storytelling as part of your call to action: this will help people appreciate the positive impact of your vision on the people you're trying to help.Then, talk about your vision often. Link it to people's goals and tasks to give it context, and help people see how they can contribute to it. Transformational leaders also know that nothing significant happens unless they encourage their people. So, make sure that you know about the different kinds of motivation, and use these to inspire your people to deliver their best.
Step 3: Manage Delivery of the Vision A vision is no use on its own: it needs to become reality. However, many leaders make the mistake of developing a vision, but of not putting in the hard and often mundane work of delivering it. To manage the delivery of your vision, you'll need to combine effective project management with sensitive change management. This will help you deliver the changes you need with the full support of your people. Communicate each person's roles and responsibilities clearly, and connect these to your plans. Everyone should fully understand what they're responsible for, and know how you will measure their success. Next, set clear, SMART goals for everyone, including some short-term goals that will help people achieve quick wins and stay motivated. You may need to build your self-discipline and stamina, so that you don't let yourself down. And, set a good example to your people – especially if they're affected by delays or difficulties – by being a model of hard work and persistence. Also, stay visible by practicing management by walking around. This is an ideal technique for transformational leaders, because it helps you stay connected with daily activities, and allows you to answer questions as they arise.
Step 4: Build Ever-Stronger, Trust-Based Relationships With Your People As a transformational leader, you need to focus your attention on your people, and work hard to help them achieve their goals and dreams. It also underlines the fact that leadership is a long-term process, and that, as a leader, you need to work constantly to build relationships, earn trust, and help your people grow as individuals. Meet your people individually to understand their developmental needs, and help them to meet their career goals. What do they want to achieve in their role?
Where do they see themselves five years from now? How can you help them reach this goal? Lastly, set aside time to coach your people. When you help them find their own solutions, you not only create a skilled team, but you also strengthen their self-confidence and their trust in you.
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Path-Goal Theory of Leadership

Path-Goal Theory of Leadership
Psychologist, Robert House, developed Path-Goal Theory in 1971, and then redefined and updated it in a 1996 article in The Leadership Quarterly. Let's look at some of the elements of the theory.
Leadership Responsibilities
According to it, if you want your people to achieve their goals, you need to help, support, and motivate them. You can do this in three ways:
1. Helping them identify and achieve their goals.
2. Clearing away obstacles, thereby improving performance.
3. Offering appropriate rewards along the way.
To do this, you can use four different types of leadership:
• Supportive leadership – Here, you focus on relationships. You show sensitivity to individual team members' needs, and you consider your team members' best interests.
This leadership style is best when tasks are repetitive or stressful.
• Directive leadership – With this, you communicate goals and expectations, and you assign clear tasks. This style works best when tasks or projects are unstructured, or when tasks are complex and team members are inexperienced.
• Participative leadership – With participative leadership, you focus on mutual participation. You consult with your group, and you consider their ideas and expertise before making a decision. This approach works best when your team members are experienced, when the task is complex and challenging, and when your team members want to give you their input.
• Achievement-oriented leadership – Here, you set challenging goals for your team. You have confidence in your team's abilities, so you expect your team to perform well, and you maintain high standards for everyone. This style works best when team members are unmotivated or unchallenged in their work
Path–goal theory assumes that leaders are flexible and that they can change their style, as situations require. The theory proposes two contingency variables, such as environment and follower characteristics, that moderate the leader behavior-outcome relationship. Environment is outside the control of the follower-task structure, authority system, and work group.
Environmental factors determine the type of leader behavior required if the follower outcomes are to be maximized. Follower characteristics are the locus of control, experience, and perceived ability. Personal characteristics of subordinates determine how the environment and leader are interpreted. Effective leaders clarify the path to help their followers achieve goals and make the journey easier by reducing roadblocks and pitfalls. Employee performance and satisfaction are positively influenced when the leader compensates for the shortcomings in either the employee or the work setting. According to Northouse, the theory is useful because it reminds leaders that their central purpose as a leader is to help subordinates define and reach their goals in an efficient way.
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Have you ever worked under a leader who embodied social change leadership?

Have you ever worked under a leader who embodied social change leadership? Describe your experiences. Could you see yourself embodying this kind of leadership? Why or why not?
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Societal/Community Values

Societal/Community Values
Citizenship is the process whereby the individual and the collaborative group become responsibly connected to the community and the society through the leadership development activity. To be a good citizen is to work for positive change on behalf of others and the community. Citizenship thus acknowledges the interdependence of all who are involved in or affected by these efforts. It recognizes that the common purpose of the group must incorporate a sense of concern for the rights and welfare of all those who might be affected by the group’s efforts. Good citizenship thus recognizes that effective democracy involves individual responsibility as well as individual rights.
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Social Change Model of Leadership

Social Change Model of Leadership
Change means improving the status quo, creating a better world, and demonstrating a comfort with transition and ambiguity in the change process.
Individual Values
Consciousness of self means being aware of the beliefs, values, attitudes, and emotions that motivate one to take action. How well do I know myself? Do I now why I do what I do? How well do I know my personal strengths and challenges?
Congruence refers to thinking, feeling, and behaving with consistency, genuineness, authenticity, and honesty towards others. Congruent persons are those whose actions are consistent with their most deeply-held beliefs and convictions. Clearly, personal congruence and consciousness of self are interdependent. How well do my words and deeds match? When and where do I abandon my self- professed standards or scruples?
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Commitment is the psychic energy that motivates the individual to serve and that drives the collective effort. Commitment implies passion, intensity, and duration. It is directed towards both the group activity as well as it´s intended outcomes. Without commitment, knowledge of self is of little value. And without adequate knowledge of self, commitment is easily misdirected.
Congruence, in turn, is most readily achieved when the person acts with commitment and knowledge of self. When am I “all in” when it comes to a project? When do I let things go or blow things off? When do I become cynical.
Group Values
Collaboration is to work with others in a common effort. It constitutes the cornerstone value of the group leadership effort because it empowers self and others through trust. Collaboration multiplies group effectiveness by capitalizing on the multiple talents and perspectives of each group member and on the power of that diversity to generate creative solutions and actions. Collaboration empowers each individual best when there is a clear-cut “division of labor.” Common Purpose means to work with shared aims and values. It facilitates the group’s ability to engage in collective analysis of the issues at hand and the task to be undertaken. Common purpose is best achieved when all of the members in the group share in the vision and participate actively in articulating the purpose and goals of the leadership development activity. Recognizing the common purpose and mission of the group helps to generate the high level of trust that any successful collaboration requires.
Controversy with Civility recognizes two fundamental realities of any creative group effort: that differences in viewpoint are inevitable, and that such difference must be aired openly but with civility. Civility implies respect for others, a willingness to hear each other’s views, and the exercise of restraint in criticizing the views and actions of others. This is best achieved in a collaborative framework and when a common purpose has been identified. Controversy (conflict, confrontation) can often lead to new, creative solutions to problems, especially when it occurs in an atmosphere of civility, collaboration, and common purpose.
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Describe a leader or authority figure you experienced who used a situational approach

Describe a leader or authority figure you experienced who used a situational approach. What were your impressions of their success? Which type of situational leadership style do you think you embody?
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Important Situational Factors

Important Situational Factors
Experts suggest that there are four key contextual factors that leaders must be aware of when making an assessment of the situation.
First, leaders need to consider the relationship between the leaders and the members of the group. Social and interpersonal factors can play a role in determining which approach is best. For example, a group that lacks efficiency and productivity might benefit from a style that emphasizes order, rules, and clearly defined roles. A productive group of highly skilled workers, on the other hand, might benefit from a more democratic style that allows group members to work independently and have input in organizational decisions.
Second, the leader needs to consider the task itself. Tasks can range from simple to complex, but the leaders needs to have a clear idea of exactly what the task entails in order to determine if it has been successfully and competently accomplished.
Third, the level of authority the leader has over group members should also be considered. Some leaders have power conferred by the position itself, such as the capacity to fire, hire, reward, or reprimand subordinates. Other leaders gain power through their relationships with group members, often by gaining respect from group members, offering support to employees, and helping workers feel included in the decision-making process.
Finally, as the Hershey-Blanchard model suggests, leaders need to consider the level of maturity of each individual group member. Maturity level is a measure of both an individual's ability to complete a task as well as their willingness to complete the task. Assigning a job to a member who is willing but lacks the ability is a recipe for failure.
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The Situational Leadership II (or SLII model) was developed by Kenneth Blanchard

The SLII Model
The Situational Leadership II (or SLII model) was developed by Kenneth Blanchard and builds on Blanchard and Hershey's original theory. According to the revised version of the theory, effective leaders must base their behavior on the developmental level of group members for specific tasks. The developmental level is determined by each individual's level of competence and commitment.
• Enthusiastic Beginner (D1): High commitment, low competence.
• Disillusioned Learner (D2): Some competence, but setbacks have led to low commitment.
• Capable but Cautious Performer (D3): Competence is growing, but level of commitment varies.
• Self-Reliant Achiever (D4): High competence and commitment.
SLII also suggests that effective leadership is dependent upon two key behaviors: supporting and directing. Directing behaviors include giving specific directions and instructions and attempting to control the behavior of group members. Supporting behaviors include actions such as encouraging subordinates, listening, and offering recognition and feedback.
The theory identifies four basic leadership styles.
• Directing (S1): High on directing behaviors, low on supporting behaviors.
• Coaching (S2): High on both directing and supporting behaviors.
• Supporting (S3): Low on directing behavior and high on supporting behaviors.
• Delegating (S4): Low on both directing and supporting behaviors.
The main point of SLII theory is that not one of these four leadership styles is best. Instead, an effective leader will match his or her behavior to the developmental skill of each subordinate for the task at hand.
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Leadership and Maturity Levels

Leadership and Maturity Levels
How do leaders and managers determine which style of leadership to use? The right style depends a lot on the maturity level of the individuals or group.
Hershey and Blanchard's theory identifies four different levels of maturity
• M1: Group members lack the knowledge, skills, and willingness to complete the task.
• M2: Group members are willing and enthusiastic, but lack the ability.
• M3: Group members have the skills and capability to complete the task, but are unwilling to take responsibility.
• M4: Group members are highly skilled and willing to complete the task.
The Hershey-Blanchard model suggests that the following leadership styles are the most appropriate for these maturity levels:
• Low Maturity (M1) - Telling (S1)
• Medium Maturity (M2) - Selling (S2)
• Medium Maturity (M3) - Participating (S3)
• High Maturity (M4) - Delegating (S4)
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Situational Leadership Styles

Situational Leadership Styles
Situational Leadership stresses the significant influence of the environment and the situation on leadership. Hershey and Blanchard's model is one of the best-known situational theories. First published in 1969, this model describes four primary styles of leadership.
1. The telling style is characterized by telling people what to do.
2. The selling style involves leaders convincing followers to buy into their ideas and messages.
3. The participating style is marked by allowing group members to take a more active role in the decision-making process.
4. Finally, the delegating style involves taking a hands-off approach to leadership and allowing group members to make the majority of decisions.
Later, Blanchard expanded upon the model emphasizing how the developmental and skill level of the learners influences the style that should be used by leaders. Blanchard also described four different learning styles.
1. The Directing style involves giving orders and expecting obedience, but offers little in the way of guidance and assistance.
2. The Coaching style means giving lots of orders, but leaders also lots of supportive behaviors.
3. The Supporting style, on the other hand, is an approach that offers plenty of help, but very little direction.
4. Finally, the Delegating style is low in both direction and support.
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The Transactional Leadership Style

The Transactional Leadership Style
The transactional leader views the leader-follower relationship as a transaction. By accepting a position as a member of the group, the individual has agreed to obey the leader. In most situations, this involves the employer-employee relationship, and the transaction focuses on the follower completing required tasks in exchanged for monetary compensation.  One of the main advantages of this style is that it creates clearly defined roles. People know what they are required to do and what they will be receiving in exchange for completing these tasks. It also allows leaders to offer a great deal of supervision and direction if it is needed. Group members may also be motivated to perform well to receive rewards. One of the biggest downsides is that the transactional style tends to stifle creativity and out-of-the-box thinking
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Describe a boss or authority figure you experienced who used one of these leadership styles. What is your impression of their leadership success?

Describe a boss or authority figure you experienced who used one of these leadership styles. What is your impression of their leadership success?
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Delegative (Laissez-Faire) Leadership

Delegative (Laissez-Faire) Leadership
Researchers found that children under delegative leadership, also known as laissez-fair leadership, were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation and were unable to work independently.
Delegative leaders offer little or no guidance to group members and leave decision-making up to group members. While this style can be useful in situations involving highly qualified experts, it often leads to poorly defined roles and a lack of motivation. Lewin noted that laissez-faire leadership tended to result in groups that lacked direction where members blamed each other for mistakes, refused to accept personality responsibility, and produced a lack of progress and work.
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Participative Leadership (Democratic)

Participative Leadership (Democratic)
Lewin found that participative leadership, also known as democratic leadership, is typically the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin’s study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a much higher quality. Participative leaders encourage group members to participate but retain the final say in the decision-making process. Group members feel engaged in the process and are more motivated and creative. Democratic leaders tend to make followers feel like they are an important part of the team, which helps foster commitment to the goals of the group.
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Authoritarian Leadership (Autocratic)

Authoritarian Leadership (Autocratic)
Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what
needs to be done, when it should be done, and how it should be done. This style of leadership is
strongly focused on both the command of the leader and control of the followers. There is also a
clear division between the leader and the members. Authoritarian leaders make decisions
independently with little or no input from the rest of the group.
Generally decision-making is less creative under authoritarian leadership. Lewin also concluded
that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse
of this method is usually viewed as controlling, bossy, and dictatorial. Authoritarian leadership is
best applied to situations where there is little time for group decision-making or where the
leader is the most knowledgeable member of the group.
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Leadership Theories Lewin’s Big Three

Leadership Theories Lewin’s Big Three
Kurt Lewin (1890–1947) was the pioneering social psychologist credited with defining and differentiating between the three classical leadership styles or behaviors. Lewin, considered by many to be the founder of social psychology, made significant contributions to leadership studies, organizational theory, and management theory. Based on extensive leadership and group dynamics experiments, Lewin developed the concept of leadership climates. Lewin characterized leadership climates as authoritarian, democratic, or laissez-faire. His classic study observed the way children in groups completed art projects and how the leadership climate in the groups influenced the project outcomes.
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Participation is expected to be substantive

Participation is expected to be substantive. In other words, posting comments like “I agree,” “That’s great. I wish I would have thought of that,” or “What do you mean?” are not substantive.
A substantive posting is defined as participation that is rich, deep and probing. It sometimes piggybacks on someone else’s comment, challenging or adding more. Sometimes it is a new idea or question. Substantive input adds depth to a discussion and carries its own weight. It demonstrates that the student is using critical thinking skills and values the advancement of knowledge for self and others.
A checklist for substantive postings includes these questions:
• Does the response add a new insight to ideas already offered?
• Does it challenge previous ideas and add appropriate counter-thought?
• Does it give a sense of the “ah-ha,” and encourage deeper thought?
• Does it take enough time to “wallow” in an idea and ask probing questions?
• Does it demonstrate that you have done appropriate reading on the topic?
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Discuss if psychological character assessment should be based on the development of pathology or on the manifestation of symptoms

Discuss if psychological character assessment should be based on the development of pathology or on the manifestation of symptoms, referencing the unit readings and other resources.
Discuss your opinion on using genetics in a criminal case. Support your position with reputable research.
The evolution of biology, especially genetics, has provided scientific evidence of the need for a paradigm shift when considering the variables that can contribute to the resiliency an individual may have when exposed to environmental factors. The gene DRD4 is associated with the personality trait of novelty seeking and this gene is considered an indicator of ADHD. We see numerous research studies that introduce the prevalence of ADHD-type symptoms being related to criminal behaviors.
Psychology research has limited information about scientifically based correlations between any specific environmental factor that results in criminal behavior. We often confuse correlation with causation. This means that because two things happen with one following the other, we may think one caused the other, which may or may not be true. Does thunder cause lightening, or does lightening cause thunder, or do they co-occur for some other reason? An example from human behavior is that research has shown that a large percentage of people who sexually abuse were victims of sexual abuse themselves; however, only a small percentage of individuals who are sexually abused as children will sexually abuse someone else. Confusing the distinction between these two different pieces of information, people often mistakenly believe that most children who are sexually abused will abuse, which is not accurate.
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Read the article by Timothy Ferris draw a one-dimensional political spectrum

Read the article by Timothy Ferris draw a one-dimensional political spectrum and include the following: Libertarians, Democrats, Republicans, Green Party, Tea Party/Reform Party, Progressives/Liberals, Conservatives, Fascists, Communists, and Socialists.
Next, Draw a two-dimensional political spectrum (like Ferris) and label the same parties as above on this spectrum.
Finally, explain why you put the political parties where you did on the spectra, and compare and contrast your findings
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Counselor Preparation And Training

Counselor Preparation And Training
Counselor education programs have a responsibility to train counselors on the concept of vicarious trauma, including symptom identification, assessment, treatment, and prevention. Many traditional programs lack emphasis on vicarious trauma education, therefore, many counselors who work regularly with traumatized clients or students report they were ill-equipped to handle the emotional consequences of this type of work. Devoting time and effort to the recognition and prevention of vicarious trauma in counselor training may go a long way toward mitigating its effects. Think back on any training in this area you received in your master's program and its impact on you as an effective counselor or a counselor-in-training. Consider how counselors are trained to work with vicarious trauma and how this fits into the curriculum. For counselor educators and supervisors, as future leaders in such a program, part of your job might entail designing, facilitating, and even evaluating programs' strengths in this and other areas.
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Documentary Film Review (Bell Hooks' Cutural Criticism And Transformation)

Documentary Film Review (Bell Hooks' Cutural Criticism And Transformation)
In 350-400 words share whether or not you believe the assigned documentary film text (bell hooks' Cutural Criticism and Transformation) has the potential to transform one’s political sensibilities. And, if you believe that your personal political sensibilities have been (re)shaped or transformed by a particular film and/or style of film, say so. The objective here is to share your thoughts pertaining to the major thesis presented in Democracy and Difference.
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PSYCHOTHERAPY ACTIVITIES IN SOAP

List 8 PROGRESS NOTES BRIEFLY  of the PSYCHOTHERAPY ACTIVITIES IN SOAP FORMAT (NO MORE THE 300 WORDS) describes the activities you completed during this time period IN PATIENT:( Psychotherapy With Children and Adolescents)
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Bernard’s Discrimination Model

Bernard’s Discrimination Model
Briefly describe each of the three roles in Bernard's Discrimination Model (teacher/educator, consultant, and counselor).
Explain how and when good supervisors attend to vicarious trauma in these roles.
Explain how you, as a supervisee, should respond to a supervisor acting in each of those three roles.
Using Learning Resources or other current literature to support your responses.
Learning Resources
Readings
Course Text: Secondary Traumatic Stress: Self-Care Issues for Clinicians, Researchers, and Educators
Chapter 8, “Painful Pedagogy: Teaching About Trauma in Academic and Training Sessions”
Book Excerpt: Bernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley & Sons. Used by permission of John Wiley and Sons Inc. via the Copyright Clearance Center.
Article: Roach, L. F., & Young, M. E. (2007). Do counselor education programs promote wellness in their students? Counselor Education & Supervision, 47(1), 29–45.
Article: Sommer, C., & Cox, J. (2005). Elements of supervision in sexual violence counselors' narratives: A qualitative analysis. Counselor Education & Supervision, 45(2), 119–134.
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