[Solved] Gossman Et Al

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[Solved] Gossman Et Al

 

  • Conflict Setting
    • Describe the setting, the people involved, the emotions experienced, and the outcome.
  • Insight
    • Provide insight into how the situation could have been handled better by referencing the textbook and an outside source.
  • References
    • Place your two APA citations in this section. 
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
  • APA format for in-text citations and list of references

 Title: Exploring Interpersonal CommunicationAuthors: Scott McLeanPublisher: FlatworldPublication Date: 2018Edition: 2ndAPA Citation

McLean Scott, (2018). Exploring interpersonal communication (2nd ed.) Boston, MA: Flatworld

Reply to student.

 

Hello everyone,

  • Conflict Setting

         “Conflict is the disagreement or difference of opinions between or among individuals that can be potentially harmful to any organization. In the workplace setting, it often involves personal agendas, insights, or goals versus the agendas, insights, or goals of the group or team” (Gossman et al., 2019). One day, I was walking into work, and as soon as I walked in, I could hear screaming. Two of my coworkers, the medical assistant who also worked as a receptionist and the receptionist, were arguing between themselves. The medical assistant/receptionist claimed that the receptionist had delayed finishing her tasks so that she would be forced to complete them while she was off. She was accusing her of being selfish, and cruel, and doing it on purpose. She was so stressed out and not able to finish all her work because she was doing her work too. She explained that she left it for her because she had to leave earlier than planned the day before for an appointment and that she was the one who was being lazy by spending all of her time on her phone instead of working. As the argument went on, they essentially started pointing fingers at one another and became more vocal. “A blaming strategy involves the confrontational conversation partner blaming responsibility on someone other than himself or herself or simply denying personal responsibility. When they scapegoat, they point blame at another person and attempt to hang the whole conflict on someone else” (McLean 2018, p.452). I was about to call the police because they were screaming obscenities at each other so loudly. I made an effort to persuade them that yelling at one another was a bad way to settle any disagreement. The receptionist left the room, and they gave me absolutely no attention. Following her, the medical assistant restarted their argument in the reception area. The doctor then entered and asked what was going on. Both were extremely enraged, and they were instructed to leave and calm down before returning to finish working.

  • Insight

It was entirely possible to manage this scenario before it spiraled out of control. Rather than pointing fingers and shouting at one another, the receptionist could have told the medical assistant that she was feeling stressed out due to being overworked and had to leave early that day. Perhaps they were both exhausted and stressed out from a workload. “Do not respond in anger or frustration; instead, always display professionalism” (McLean 2018, p.440). They were unable to control their emotions, which prevented them from engaging in an effective discussion. As a result, they were both sent home that day. “Take time to clear your thoughts and make time to address the conflict when you know you are ready” (McLean 2018, p.457).

References

McLean Scott, (2018). Exploring interpersonal communication (2nd ed.) Boston, MA: Flatworld

Gossman, W., Ellis, V. L., & Toney-Butler, T. J. (2019, July 11). Conflict Management. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470432/

[Solved] Research Using Capella Library

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[Solved] Research Using Capella Library

 

ch of the following terms refers to a theory or model that has been used to explain an aspect of information technology creation, adoption, proliferation, or obsolescence. Select any two of the theories or models to research using Capella library, Internet, and other resources available to you.

  • Sociotechnical systems theory.
  • Structuration theory.
  • Innovation diffusion theory.
  • Technology acceptance model.
  • Theory of reasoned action.
  • Theory of planned behavior.
  • Human-computer interaction and the usability engineering approach to acceptance.
  • Social construction of technology theory.
  • Actor-network theory.
  • Systems theory.
  • Activity theory.
  • Value-sensitive design.
  • Other—you may select a relevant IT theory or model that is not listed here.

Provide a brief description of your selected theories or models from the list above or have identified on your own. What aspects of information technology can the theory or model help you understand?

Response Guidelines

Return and review the posts of your fellow learners, paying special attention to those who explored theories or models different from your post. Reflect on the experiences you have had as an employee or in an IT professional role. Do any of the theories, either yours or those of your classmates, resonate with you? Might the predictions or tenets of these theories or models have been observable in the way events unfolded in an IT-related scenario? Consider the design, selection, or implementation of IT in an organization. In other words, is there a theory or model that accurately describes your experience? Please explain.

[Solved] Two Classmates Original Posts

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[Solved] Two Classmates Original Posts

 

After reading chapter’s 2 and 3 of Brewer and Westerman (2018), watch the TedTalk, Lead like the Great Conductors, by Itay Talgam (link below).  Based on your understanding of classical and humanistic approaches to organizational communication, choose one conductor reviewed in Talgam’s talk and critically analyze their approach to conducting an orchestra.  Relate your analysis to one theory/approach discussed in the chapters in order to demonstrate your understanding of the content and your ability to apply it to practical situations. 

As you watch the TedTalk, keep the following question in mind: How does a conductor and orchestra correlate to an organization?  By doing so, you will be able to identify specific approaches and theory to organizational communication. 

https://www.ted.com/talks/itay_talgam_lead_like_the_great_conductors

Your original response should be 350-400 words.  You should also respond to, at least, two classmates original posts (100-150 words each).

[Solved] Sensory Processing Disorder

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[Solved] Sensory Processing Disorder

This coincides with the poems from the prior assignment.

The instructions are in the attached pdf.

Question: Think of someone in your life for whom you have very strong feelings and comprise an extended metaphor of at least 6 lines (no maximum). 

Please write about my brother.

Backup information about my brother: He is obsessed with cars, he has been my best friend my whole life, he is always there for me when I need someone, he has ADHD and sensory processing disorder, he is very creative and artistic, and he loves our cat and dog. (Some of that you dont have to use and you can make up stuff to help you make the metaphors, do what helps you get the question done)

[Solved] Engage Workshop Summary Forum

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Engage Workshop Summary Forum

Engage Week will replace the Week 4 class meetings in graduate and doctoral courses.

Students will be assigned an Engage Week workshop based on the course in which they are enrolled. In these workshops, students will be provided new and exciting opportunities to:

  • Collaborate across courses within their program

  • Gain exposure to new resources in their industry

  • Refine key skills in areas relevant to their program

In place of the Live Session, students will earn both Attendance and Participation credit by submitting a summary in the ENGAGE Workshop Forum. The summary should be at least 250 words in length and makes a connection between the workshop and the course content.

To receive credit for attendance and VCS/Participation, post your Engage Workshop Summary response by Sunday at 11:59 p.m.

Note: We recommend using a word processor such as Microsoft Word, Google Docs, or any other software when working on your discussion answer. After it has been completed – copy and paste your work into the forum.

[Solved] Week 4 Participation/VCS Submission

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An online student who does not participate in the Virtual Class Session (VCS) can earn attendance and participation points for the lecture only by watching the VCS recording and submitting a summary of the VCS class recording by the assigned deadline.  Online Student VCS Instructions

Onsite students who have obtained faculty permission can view the VCS recording and write the required summary to obtain participation credit only, not attendance credit, by following the Onsite Student VCS Recording directions.

VCS summaries need to be submitted before the next live class session. For example, if your class meets on Thursday evenings at 6 pm, your prior week’s class summary must be submitted by 5:59 pm.

[Solved] Food Resilience Plan for Arzaville

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Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 

Food Resilience Plan for Arzaville [WLO: 2] [CLOs: 2, 3]

Prior to beginning work on this discussion forum, read Chapter 4 in your course textbook.

Imagine that you are a resident of Arzaville, a community whose characteristics are described below. You have come together with your neighbors for a special meeting to devise a management plan for helping the community become more resilient and sustainable in terms of its food production by 2050. A community that is resilient is able to recover quickly from events like drought or storms. By increasing its own food production, Arzaville can also reduce its food miles—the distance that imported food must travel. By making its food production more sustainable, Arzaville can help ensure that its residents’ food needs are supplied for generations to come, without placing undue harm on the local environment in the process.

Fortunately, you have all attended the meeting with the knowledge that you have gained from your readings in this course. Now it is time to put your thinking cap on and get to work! Your ideas should consist of one or more of the following elements (some suggestions may apply to both categories):

  • Food resiliency measures (e.g., building vertical farms in the city center to ensure that urban residents can have access to fresh, organically grown produce).
  • Food sustainability measures (e.g., phasing out use of organic pesticides in favor of companion planting and other organic methods).

This week’s discussion will take place in an online app called Tricider. There, you will be able to post your ideas for plan components and also share pros and cons of different proposals during the week. Finally, you will be able to vote on the three components that you think the plan should include.

For directions on how to use the Tricider app, please review the Tricider Help Guide Download Tricider Help Guide. In Tricider, you will be expected to do the following:

  • Post at least two separate and entirely original ideas. Do not duplicate ideas already posted by your peers.
    •  Include your full name for each one.
  • Post at least six different pros and six different cons for your classmates’ proposed ideas (12 in all).
  • Vote on what you feel are the top three ideas in the list.
    • Do not vote before Friday, so that you can vote from the full collection of student ideas.

You must complete the three tasks above to receive full credit for this discussion.

Please note: You are welcome to post questions and comments to this board for your instructor; however, this discussion board does not have any posting requirements of its own, and no additional credit will be given for posts made here.

In this discussion area, your instructor will post the following:

  • The Arzaville description you will be using for this activity.
  • The link you will be using to access Tricider for this activity.

[Solved] Supporting Evidence Cite 3

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[Solved] Supporting Evidence Cite 3

  • Write a 4-6 page policy proposal and practice guidelines for improving quality and performance associated with the benchmark metric underperformance you advocated for improving in Assessment 1.
    Introduction
    In advocating for institutional policy changes related to local, state, or federal health care laws or policies, health leaders must be able to develop and present clear and well-written policy and practice guideline proposals that will enable a team, a unit, or an organization as a whole to resolve relevant performance issues and bring about improvements in the quality and safety of health care. This assessment offers you an opportunity to take the lead in proposing such changes.
    As a master’s-level health care practitioner, you have a valuable viewpoint and voice on policy development, both inside and outside your care setting. Developing policy for internal purposes can be a valuable process toward quality and safety improvement, as well as ensuring compliance with various health care regulatory pressures. This assessment offers you an opportunity to take the lead in proposing such changes.
    Instructions
    Propose an organizational policy and practice guidelines that you believe will lead to an improvement in quality and performance associated with the benchmark underperformance you advocated for improving in Assessment 1. Be precise, professional, and persuasive in demonstrating the merit of your proposed actions.
    Requirements
    The policy proposal requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.
  • Explain the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws. 
    • What is the current benchmark for the organization and the numeric score for the underperformance?
    • How is the benchmark underperformance potentially affecting the provision of quality care or the operations of the organization?
    • What are the potential repercussions of not making any changes? 
      • What evidence supports your conclusions?
  • Summarize your proposed organizational policy and practice guidelines. 
    • Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.
    • Keep your audience in mind when creating this summary.
  • Analyze the potential effects of environmental factors on your recommended practice guidelines. 
    • What regulatory considerations could affect your recommended guidelines?
    • What resources could affect your recommended guidelines (staffing, financial, and logistical considerations, or support services)?
  • Explain ethical, evidence-based practice guidelines to improve targeted benchmark performance and the impact the proposed changes will have on the targeted group. 
    • What does the evidence-based literature suggest are potential strategies to improve performance for your targeted benchmark?
    • How would these strategies ensure performance improvement or compliance with applicable local, state, or federal health care policy or law?
    • How can you ensure that these strategies are ethical and culturally inclusive in their application?
    • What is the direct impact of these changes on the stakeholders’ work setting and job requirements?
  • Explain why particular stakeholders and groups must be involved in further development and implementation of your proposed policy and practice guidelines. 
    • Why is it important to engage these stakeholders and groups?
    • How can their participation produce a stronger policy and facilitate its implementation?
  • Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines. 
    • What role will the stakeholder group play in implementing your proposal?
    • Why is the stakeholder group and their collaboration important for successful implementation?
  • Organize content so ideas flow logically with smooth transitions. 
    • Proofread your proposal, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your proposal.
  • Use paraphrasing and summarization to represent ideas from external sources. 
    • Be sure to apply correct APA formatting to source citations and references.
  • Policy Proposal Format and Length
    It may be helpful to use a template or format for your proposal that is used in your current organization. The risk management or quality department could be a good resource for finding an appropriate template or format. If you are not currently in practice, or your organization does not have these resources, many appropriate templates are freely available on the Internet.
    Your policy should be succinct (about one paragraph). Overall, your proposal should be 4–6 pages in length.
    Supporting Evidence
    Cite 3–5 references to relevant research, case studies, or best practices to support your analysis and recommendations.
    Portfolio Prompt: You may choose to save your policy proposal to your ePortfolio.
    Competencies Measured
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
  • Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice. 
    • Explain and interpret for stakeholders the need for creating a policy and practice guidelines to address a shortfall in meeting a benchmark metric prescribed by local, state, or federal health care policies or laws.
  • Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. 
    • Summarize a proposed organizational policy or practice change guideline and analyze the potential effects of environmental factors on recommended practice guidelines.
  • Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations. 
    • Explain how ethical, evidence-based practice guidelines to improve targeted benchmark performance will impact a stakeholder group needed for successful implementation of the policy or practice change.
  • Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces. 
    • Explain why particular stakeholders and groups must be involved in further development and implementation of a proposed policy or practice change to improve quality and outcomes.
    • Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.
  • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards. 
    • Organize content so ideas flow logically with smooth transitions.
    • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.

[Solved] Supporting Evidence Cite 2

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[Solved] Supporting Evidence Cite 2

  • Design a training session presentation (8-12 slides) for one of the role groups in the organization that will be responsible for implementation WITH DETAILED SPEAKER NOTE
    Introduction
    Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.
    As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met and will fit into the allotted time is a valuable skill for preparing colleagues to be successful in their practice.
    Instructions
    To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session presentation for one of the role groups in the organization that will be responsible for implementation.

    • Provide a brief summary of your strategies for working with your chosen role group.
    • Explain the impact of the new policy on the group and the importance of the change to improve quality of care.
    • Explain how the group is important in implementing your proposed policy and practice guidelines and why you chose this group to pilot your proposal.
    • Determine appropriate instructional content and explain to the group the learning activities and materials they should expect during the training session.
    • Prepare an annotated agenda for a two-hour training session.
    • During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.
      As outcomes of this training session, participants are expected to:
    • Understand the organizational policy and practice guidelines to be implemented.
    • Understand the importance of the policy to improving quality or outcomes.
    • Understand that, as a group, they are key to successful implementation.
    • Possess the necessary knowledge and skills for successful implementation.
    • Requirements
      The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.
    • Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work. 
      • Why will these strategies be effective?
      • What measures might provide early indications of success?
    • Explain the impact of the new policy and practice guidelines. 
      • How they will be implemented?
      • How will they affect the daily work routines and responsibilities of the role group?
    • Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group’s work. 
      • How will the policy and guidelines help improve the quality of care or outcomes?
    • Explain the role group’s importance in implementing the new policy and practice guidelines. 
      • Why is the work and buy-in of the role group important for successful implementation?
      • How could you help the group feel empowered by their involvement during implementation?
    • Determine appropriate and effective instructional content, learning activities, and materials for the training session. 
      • How will each proposed activity on your agenda support learning and skill development?
      • Can you complete the training within the allotted two hours?
    • Deliver a persuasive, coherent, and effective audiovisual presentation. 
      • Be sure that the information and arguments you present are aligned with the needs of your audience.
      • Review the organization of your slides for clarity.
      • Proofread your slides to minimize errors that could distract the audience or make your message more difficult to understand.
    • PRESENTATION FORMAT AND LENGTH
      You may use Microsoft PowerPoint or other suitable presentation software to create your slides. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
      If using PowerPoint to create your presentation slides, you may use the SoNHS Professional Presentation Guidelines [PPTX] as a template. Be sure that your slide deck includes the following slides:
    • Title slide. 
      • Presentation title.
      • Your name.
      • Date.
      • Course number and title.
    • References (at the end of your presentation). Apply current APA formatting to all citations and references.
    • Your slide deck should consist of 8–12 slides, not including a title slide and references slide.
      Ensure you provide speaker notes for each slide to fully address scoring guide criteria.
      Supporting Evidence
      Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.
      Portfolio Prompt: You may choose to save your report to your ePortfolio.
      Competencies Measured
      By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    • Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice. 
      • Explain the impact of a new policy and practice guidelines.
    • Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations. 
      • Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work.
    • Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces. 
      • Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.
      • Explain a selected role group’s importance in implementing a new policy and practice guidelines.
      • Determine appropriate and effective instructional content, learning activities, and materials for a training session.
    • Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards. 
      • Deliver a persuasive, coherent, and effective audiovisual presentation.

[Solved] Case Scenario Incorporates Topics

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[Solved] Case Scenario Incorporates Topics

Using the video from Episode 3 on Henry, compare and contrast the difference between, right, left, and biventricular heart failure. Explain why Henry had right-sided heart failure.

Please correlate your responses to Henry’s case. Also, note that content in this case scenario incorporates topics from Chapters 16, 18, and 19. 

Requirements:

  • 1-2 references to support your responses
  • 1-2 full paragraph responses