How would you explain servant leadership? What is the critical difference between servant and transformation leadership

Please respond to both questions with insight from your own experiences.

1.  Transformational leadership and transactional leadership often occur in the same organization.  How do they impact each other?

2.  How would you explain servant leadership? What is the critical difference between servant and transformation leadership, in your opinion?

What are the basic critiques of positivist biological/medical theories of deviance?

. What is “deviance”? How is it different from, but sometimes overlapping with, “crime”?

2. What does “blurred boundaries” refer to?

3. What explanation does the mass media most commonly use to explain cases of “deviance”?

4. What are the main ideas of positivistic theories of deviance?

5. What theoretical perspective is most consistent with the notion of “deviance as psychotic”?

6. What are the principal influences on and limitations of crime and deviance statistics?

7. The textbook states that “the boundaries of deviance and morality are fluid, shifting, and at times confusing.” This perspective emphasizes which ways of analyzing “deviance”? What ways does it critique?

8. What positivistic theories are most closely associated with the psychology of “reinforcement theory”? What is reinforcement theory?

9. What are the basic ideas of “positivist classical criminology”?

10. Which positivistic theories regard “deviants” as “born that way”?

11. What are the basic critiques of positivist biological/medical theories of deviance? How is this problem relevant to the idea that that “the boundaries of deviance and morality are fluid, shifting, and at times confusing.” What is the basic argument of positivist biological/medical theories of deviance?

12. What was the original purpose of “positivist social disorganization” theory? What is the basic argument of this theory?

13. What is “positivist anomie” theory?

14. What are the basic critiques of positivist social disorganization theory and anomie theory?

15. What is “self-control” theory?

16. What is the “symbolic interactionist/constructionist” theory of deviance? How is it different from positivist theories? What is its “polygenetic” perspective on deviance?

17. What does the “looking glass self” refer to? What theoretical perspective does it belong to?

18. What is “diagnostic framing”?

19. What is the “labeling theory” of deviance? What are examples of its arguments? How does it critique positivist theories of deviance?

20. What are “moral entrepreneurs”? What are examples?

21. What is “resource mobilization” theory? What are examples of its arguments? How does it critique positivist theories of deviance? What broader theoretical perspective is it associated with?

22. What is “primary deviance”?

23. What are the strengths and weaknesses of positivistic theories of deviance? What fundamental question do they fail to ask?

24. What are “spoiled identity” and “stigma management”? What are examples? What theoretical perspective are they associated with?

For adolescents diagnosed with depression in a primary care clinic, will the implementation of AAP Computerized Cognitive Behavioral Therapy, compared to current practice, impact depression scores on the PHQ-A over 8-10 weeks?

Data Management Plan

The data management plan is a vitally important component of the DNP project implementation and allows for the dissemination of accurate project outcomes. The DNP student consulted a statistician for the following practice question that will serve as the basis for the proposed “For adolescents diagnosed with depression in a primary care clinic, will the implementation of AAP Computerized Cognitive Behavioral Therapy, compared to current practice, impact depression scores on the PHQ-A over 8-10 weeks?”

For this DNP project, the Doctor of Nursing Practice (DNP) student will collect PHQ-A scores from each participating adolescent before and after implementing the computerized cognitive behavioral therapy intervention. The PHQ-A is a Likert scale tool and scored on an ordinal level of data for depression in adolescents. Participants’ PHQ-A scores will be matched on pre and post-data analysis, making them dependent groups. With dependent groups and an ordinal variable, a non-parametric test can be used to determine whether there is a statistically significant difference between paired or matched observations based on median scores.

The statistical test for this DNP project will be the Wilcoxon sign-rank test. The Wilcoxon sign-rank test will evaluate the median difference in matched PHQ-A scores pre and post-intervention (Hollander & Wolfe, 1999; Wilcoxon, 1945). The median difference between the related groups will be tested using a z-test. Data analysis will be presented using tables and graphs to illustrate the median differences. The significant level for the DNP project is α=0.05.

The planned analysis of the evaluation data begins with the DNP project student comparing the PHQ-A score from the participants that were collected in week one to the data collected post-project in week nine. The PHQ-A will be collected by the advanced practice registered nurse at the practicum site. The data will be entered into an Excel spreadsheet for analysis and comparison.

Project Management Plan and Gantt Chart

The DNP project intervention plan will be conducted over a ten-week period. The detailed project proposal, planning, data management and analysis, and dissemination plan can be found in the 32-week Gantt chart in Appendix B. The formative and summative evaluations will occur within ten weeks.

Pre-Implementation Phase

During the pre-implementation phase, the DNP student will assess and review the intake screening process and treatment delivery process at the practicum site. The DNP student will meet with the primary care clinic stakeholders and clinic staff to ensure buy-in for implementing CCBT. During the pre-implementation phase, the DNP student will prepare content and material for CCBT educational offering and the implementation phase.

Week one of Implementation

Educational offerings (Appendix D) will be held with staff and include instruction on access and instruction of use for the Computerized Cognitive Behavioral Therapy (CCBT) program and mechanisms for re-education each week will be planned. Support for the educational offering will be provided by a child psychiatrist from the behavioral health outpatient clinic where CCBT is currently utilized. Additional training will be provided to the APRN CCBT champions.

Week Two to Eight of implementation

In week two, pre-implementation data collection will consist of PHQ-A scores for adolescents at their initial visit. At the initial visit, adolescents will be screened by the APRN for inclusion criteria, including PHQ-A score. Those meeting inclusion criteria will be recruited, consent and assent will be completed, and CCBT instruction will be provided. Enrolled patients and inclusion criteria information will be documented on the inclusion criteria compliance checklist (Appendix E) by the CCBT champions and completed by the end of week two. Pre-intervention data will be documented on the Excel data worksheet by the DNP student. In the clinic, observations will be conducted, and initiation of CCBT compliance will be monitored. Real-time feedback, 1:1 conversations, and huddles/team meetings will be conducted. Weekly meetings will be held with clinic leadership, stakeholders, and multidisciplinary team members to ensure there is open communication between the DNP student and the implementation team.

The implementation phase of CCBT will be held from weeks two to eight. Patients will follow the CCBT program in their homes during weeks two to eight. Scheduled virtual visits with the APRN to answer questions and provide support will be scheduled for week three and at the conclusion at week nine. Phone calls will be made to patients by the CCBT champions during weeks two to seven to ascertain compliance and provide support. Phone calls will be documented on the compliance checklist (Appendix E). Noncompliance with CCBT will be reported to the APRN, and a virtual appointment will be scheduled during the week. The APRN will provide re-education, support, and encouragement for the use of CCBT. The DNP student will be physically present during the CCBT implementation to ensure compliance with the procedures of the project. The DNP student will meet with the CCBT champions bi-weekly on Monday and Friday for feedback sessions about the implementation.

Formative evaluations will facilitate by weekly discussions with the clinic leadership, stakeholders, and staff to assess the implementation of CCBT and provide project updates.

Week Nine through Ten

In week nine, post-implementation data PHQ-A scores will be obtained by the APRN during their scheduled patient visit. In week ten, post-intervention PHQ-A scores will be obtained from the DNP student’s chart review of all enrolled patients and input into the excel database. A statistical analysis of the PHQ-A data will be performed with a statistician’s aid in week ten. The DNP student will contact the course instructor weekly during the implementation phase.

Should the United States adopt an electronic direct democracy? If yes, how would you enable the system? If no, why not, and are there any steps that might overcome your objection?

Should the United States adopt an electronic direct democracy? If yes, how would you enable the system? If no, why not, and are there any steps that might overcome your objection?

Such a system would institute a direct democracy, using electronic methods to enable direct citizen involvement.

(250-word minimum) initial answer to the question

Take care to formulate reasoned arguments, not simple declarative statements. An argument is a well-developed, clearly stated line of reasoning aimed at convincing others of the truth or fallacy of a statement.

How is the liberal international order expected to change (or changed) in the 21st century?

Answer the following question with only the sources given APA style 350 words

All sources must be used and cited

How is the liberal international order expected to change (or changed) in the 21st century? Why maintaining the international liberal order can be considered a global issue? As you answer this question keep in mind Gordon Brown’s talk on the need for global good.

Are there some organizations that do align their performance appraisal systems with the strategic initiatives that they’re undertaking, and some that don’t? if so, or not please explain.

– Are there some organizations that do align their performance appraisal systems with the strategic initiatives that they’re undertaking, and some that don’t? if so, or not please explain.

– How you will delineate between those that do, and those that don’t?  In other words, how would you determine whether or not a specific organization (or company) is one of the “aligners” (in this dimension)?

. Explain the duties, goals, and motivations which led to admirable outcomes for baseball and American culture. 

People rarely are all good or all evil. We tend to be a mix of motivations and behaviors. Review our studies thus far this term. Choose one person or group of people who you consider to be admirable. Analyze this person or a group of people who did good at a particular time in history

However, do not ignore shortcomings or even failings. Anticipate criticisms of this person or group of people by telling us about their flaws, too. In other words, your task is to persuade us that this flawed person or group of people deserves our admiration despite also possessing some less-than-admirable traits.

write about Jackie Robinson

no more than 800 words

minimum 5 sources