Write on Resilient leadership using the topics as Leadership tribulation or in time of tribulation and The fundamental concept of resilient leadership

Write s on Resilient leadership using the topics below. This must be in APA7 format and use peer-reviewed journals or books published within the last five years. This must be graduate-level writing, free of grammatical errors. I will reject any mediocre writing right away. 
Resilient leadership
Leadership tribulation or in time of tribulation
The fundamental concept of resilient leadership
Character in leadership
Selfless Service 
Selfless service in action
Conclusion and biblical references. 

What were the possible causes of the decline of science and natural philosophy at the end of the  Greco-Roman era? 

 Please answer these questions in paragraph form using my included article, and outside sources. Please paraphrase instead of quotation marks. Please make it about 700 words long.  
 a) What were the possible causes of the decline of science and natural philosophy at the end of the  Greco-Roman era? 
b) Describe the process of decline of science and natural philosophy from the beginning of the Roman  period to the fall of the Roman Empire.  
c) How was this decline in western and eastern divisions of the Roman Empire? 

If you were tasked with selecting the optimal project management framework for your healthcare organization, which of the three models would you select and why?

Read the two articles. If you were tasked with selecting the optimal project management framework for your healthcare organization, which of the three models would you select and why?
 
https://ecpe.sph.harvard.edu/newsstory.cfm?story=project-management-for-healthcare
 
See the attachment for the other article.
 
 

Explain strategies for managing human and financial resources to promote organizational health.

Assessment 4 Instructions: Stakeholder Presentation
Top of Form
Bottom of Form
· For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health. 
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
<li”>Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. 
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team. 
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. 
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
Scenario
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan 
could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA. 

When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Instructions
Please follow the Capella 

Guidelines for Effective PowerPoint Presentations [PPTX]
. If you need technical information on using PowerPoint, refer to 

Capella University Library: PowerPoint Presentations
.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
9. What is the issue that you are trying to solve or improve?
9. Why should the audience care about solving it?
· Part 2: Relevance of an Interdisciplinary Team Approach.
10. Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
10. How will it help to achieve improved outcomes or reach a goal?
· Part 3: Interdisciplinary Plan Summary.
11. What is the objective?
11. How likely is it to work?
11. What will the interdisciplinary team do?
· Part 4: Implementation and Resource Management.
12. How could the plan be implemented to ensure effective use of resources?
12. How could the plan be managed to ensure that resources were not wasted?
12. How does the plan justify the resource expenditure?
· Part 5: Evaluation.
13. What would a successful outcome of the project look like?
13. What are the criteria that could be used to measure that success? 
2. How could this be used to show the degree of success?
Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.
Additional Requirements
· Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
· Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. 
· APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.
Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
· SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

CRITERIA 

NON-PERFORMANCE 

BASIC 

PROFICIENT 

DISTINGUISHED 

Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Propose evidence-based criteria to evaluate the degree to which the project was successful in achieving the improvement goal.

Slides are easy to read and error free. Detailed speaker notes are provided.

Organize content with clear purpose /goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.

Develop a project to accomplish a meaningful, worthwhile change. The project should be designed to create a significant change in a process, system, or structure within the community, a business or nonprofit organization, government institution, or some other organization.

You must develop a project to accomplish a meaningful, worthwhile change. The project should be designed to create a significant change in a process, system, or structure within the community, a business or nonprofit organization, government institution, or some other organization.
Project Criteria
1. Must show promise of being a worthwhile learning experience, and
2. Must have some societal value.
Projects will
not be approved if they will be only disruptive or if they are trivial.

You are encouraged to select a project that you personally value and a goal for which you have a genuine concern that goes beyond a simple need to fulfill a course requirement. Don’t waste your time on something you don’t care about! You are encouraged to talk to the instructor about your project ideas as early as possible if you are not sure about your project’s suitability.
The Proposal

No later than the end of Lesson 2

, you must submit a one-page proposal which shares:

1. A concise statement of what the change project is and why it is important.
2. A brief plan of what you think has to be done to achieve the change.
3. A statement of how you will measure whether the change has been accomplished.
Projects or an agreed-upon segment of the project (should your project be extensive) should be completed by the end of the course. Key criteria used to evaluate the project will be its prospects for success and the learning exhibited as a result of the project. This learning includes an integrated, comprehensive understanding of the course materials.
Interim Reports of the Project
There are OPTIONAL interim change project reports for this assignment. All will be included in your final report but are optional for submission as we go along if you’d like feedback in advance:
1. Choice of change model report
(Lesson 3)

2. Need for change and vision statement
(Lesson 5)

3. Stakeholder, force field and power analysis
(Lesson 7)

4. A description of your proposed action plan
(Lesson 9)

I recommend that you complete these as we cover the topics in class, and I strongly recommend you undertake them sequentially. I also understand time is tight for some folks, so you might need to work on an alternate timeline and not submit these drafts. If you do, I will provide you with feedback
provided they are submitted by their due dates on the schedule. You can then incorporate this feedback into your final report.

The Final Report
Your final report should be a narrative of what you have learned by analyzing certain aspects of the issue and considering certain components of change. While the information within the Interim Reports will make up a lot of the information for the Final Report, you will also include the following within for the Final Report.
5. Using your chosen change model and your Interim Reports,
discuss how your change project might alter things over time as well as how you’d
evaluate your successes and assess your challenges
. Incorporate relevant learnings/insights from the course materials in this discussion. Demonstrate your understanding of the course material (cite it!) with this description.

6.
Reflect on what you,
personally, have learned from undertaking the project
. Specify what lessons you have learned to apply to future change activities and what this project has taught you about yourself as a change agent. Relate your learnings/insights to both the change model and the course readings. This section is critical to your grade.

Note: Most of the emphasis in the report should be on demonstrating your knowledge of change management and discussing the learning from the project.

Basic Outline for the Final Report
Your text (and other relevant sources) should be cited in support of ideas in every section of this paper, with all cited sources appearing on a References page at the end of the paper. I encourage you to use
APA Style Headings (found online at https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings) to help structure and format your report.

The outline below shows what sections should be present, what to include in each section, and how much each section is worth.
A.

OVERVIEW (10%)

1. Introduce the organization and the change you will be preparing for and/or implementing.
2. Discuss the key aspects of the change that you propose to undertake.
B.

CHOICE OF CHANGE MODEL (15%)

1. Describe the model or models you feel would be most appropriate for this change. This model may be one of those offered in the course readings, or one discussed or developed in class. Alternatively, you may combine a number of models into one that is uniquely your own.
2. You must give a rationale for your preference of the model and exhibit an understanding of it. (You are
not expected to discuss the model in deep detail
.)

C.

NEED FOR CHANGE AND VISION STATEMENT (10%)

Need for change

1. Discuss the sources of need for change
Environmental? Personal?
2. Discuss the consequences of change
Concrete & tangible
Values-based & intangible
3. Discuss the degree to which the belief of the need for change is accepted. How widespread is the understanding of the need for change?

Share your Vision Statement for this change. (Not the organizational one!)

Is it:
1. Clear?
2. Concise?
3. Memorable?
4. Inspiring?
5. Challenging?
6. Related to project?
D.

STAKEHOLDER ANALYSIS, POWER ANALYSIS, FORCE FIELD ANALYSIS (20%)

Include a narrative of each of three types of analysis. The bullets below should guide this discussion.

Stakeholder analysis

1. Identify and describe all the stakeholders
2. Analyze stakeholder needs
3. Analyze stakeholder support of change project
4. Identify and describe those who influence the stakeholders?
5. Analyze influence

Power analysis

1. What types of power are to be considered?
2. Consider and discuss the possibility of coalitions

Force field analysis

1. Identify and describe forces for and against change
2. Discuss how these forces could be increased or decreased?
3. Discuss what new forces could be created?
4. Brainstorm and discuss “dumb moves” which could cause resistance?
E.

ACTION PLANNING (20%)

Discuss which tools for action planning were useful? Why or why not?

1. Goal setting: end goal; next goal.
2. Critical path considered.
3. Contingency planning done.
4. Decision tree analysis done.
5. Responsibility charting (who does what, when, where, how).
6. Others you considered and used.

How do you propose to assess/evaluate the validity of your action plan and its prospects for success?

1. Does the timed sequenced of activities flow in logical order?
2. Were metrics of success and success probabilities considered?
3. Is the plan realistic?
4. Do you have the personal competence to implement and if not, how will you develop needed competencies or make up for shortcomings in some other way?
F.

LESSONS LEARNED (15%)

1. Discuss what you have learned—either from success or from missteps or failure—about change through the lens of this project.
2. How will you apply what you’ve learned in this course and through this project to future changes?

You will also be graded on the report’s OVERALL IMPRESSION (10%)

Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective?

Advanced Psychopharmacology and Health Promotion

Answer the following questions:
Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective?
Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics.
Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.
Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.
Use as a guide please do not copy this information. Also please use the textbook
1. Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective? First generation antipsychotics, also referred to as “typical antipsychotics” were developed in the 1950s. Commonly prescribed first-generation antipsychotics include: Loxitane (loxapine); Mellaril (thioridazine); Moban (molindone); Navane (thiothixene); Prolixin (fluphenazine); Serentil (mesoridazine); Stelazine (trifluoperazine); Trilafon (perphenazine); and Thorazine (chlorpromazine). These first-generation antipsychotics are used less often than second generation antipsychotics because these medications have a high risk of side effects and some of those side effects can be severe. Second-generation antipsychotics, also known as “atypical antipsychotics,” were developed in the 1980s. Second-generation antipsychotics have more metabolic symptoms, including obesity, diabetes and hyperlipidemia (Heldt, 2017; Stahl et al., 2021). Side effects from first-generation antipsychotics include extrapyramidal effects, such as tardive dyskinesia, rigidity, tremors, and seizures. There is no evidence that second generation antipsychotics are significantly more effective than first generation antipsychotics in the treatment of cognitive and negative symptoms of schizophrenia (Stahl et al., 2021; Stroup, et al., 2003). 2. Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics. Tardive dyskinesia is one of the symptoms of long-term use of a first -generation antipsychotic. It is a condition where there is constant or rhythmic involuntary movements that usually involves the muscles of the mouth. It can appear as lip smacking, chewing, excessive eye blinking, grimacing. These symptoms appear slowly over time. Tardive dyskinesia will not go away once the antipsychotic is stopped, it can become irreversible if present for too long. The risk of a patient developing tardive dyskinesia goes up with every year of continuous treatment. TD is specific to the use of antipsychotics (Heldt, 2017). Acute dystonia can develop within the first few hours of a patient receiving an antipsychotic. It is a sustained and painful involuntary contraction of a muscle group- usually involving the face or neck muscles. This is an easily reversible side effect and is managed with an anticholinergic drug such as Benadryl or Cogentin. This condition This study source was downloaded by 100000769192234 from CourseHero.com on 10-16-2023 17:34:58 GMT -05:00 https://www.coursehero.com/file/123197773/Discussion-7docx/ can resolve within a few minutes of proper medication and will not leave any long-term effects (Heldt, 2017). Athetosis is slow, involuntary, writhing movements of fingers, hands, toes and feet. Patients with this condition cannot maintain a stable or still position and when patients attempt to try to control the movements, symptoms can get worse. Athetosis is often a longterm symptom of continued use of first-generation antipsychotics (Holland, 2018). Tics are distinguished from EPS symptoms by the fact that tics are most commonly brief movements are able to be suppressed. Tics are sudden, rapid and repetitive movement (motor tics) or vocalizations (vocal tics). Those with tics feel the urge building up inside them before the tic appears, they these individuals report a feeling of relief after the tic is over. Although tics are involuntary, tics stop during sleep and patients can suppress the urge for short periods of time with effort (Martino, 2020). Heldt, J. P. (2017). Memorable psychopharmacology. Createspace Independent Publishing Platform. Holland, K. (2018, July 18). What Is Athetosis? Healthline; Healthline Media. https://www.healthline.com/health/athetosis Martino, D. (2020). Update on the Treatment of Tics in Tourette Syndrome and Other Chronic Tic Disorders. Current Treatment Options in Neurology, 22(4). https://doi.org/10.1007/s11940-020-0620-z Stahl, S., Muntner, N., & Grady, M. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and clinical applications (5th ed.). Cambridge University Press. Stroup, T. S., McEvoy, J. P., Swartz, M. S., Byerly, M. J., Glick, I. D., Canive, J. M., McGee, M. F., Simpson, G. M., Stevens, M. C., & Lieberman, J. A. (2003). The National Institute of Mental Health Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE)

Identify and describe a deity, (God, god(s), a powerful spirit). Describe this deity’s character, values, disposition towards humanity. Then describe and examine how that deity has shaped informed society

For this discussion identify and describe a deity, (God, god(s), a powerful spirit). Describe this deity’s character, values, disposition towards humanity. Then describe and examine how that deity has shaped & informed society. Defend your explanation of how that concept or person of deity shapes/d society with historic, cultural, or personal examples. You will be required to respond to 2 other classmates’ posts :One deity that has a significantly shaped informed society is the Hindu deity, Lord Krishna. Lord Krishna is considered the 8th Avatar of Lord Vishnu, one of the principal deities in Hinduism. He is depicted as a divine being with a human-like form, often portrayed as a young and playful cowherd.Lord Krishna’s character is multifaceted and encompasses various qualities. He is renowned for his mischievous and playful nature, symbolizing the joy and beauty of life. Simultaneously, he is a wise and compassionate teacher, imparting spiritual knowledge and guidance to his devotees. Lord Krishna is also revered as the embodiment of love and devotion, particularly through his relationship with his beloved devotee Radha. In terms of values, Lord Krishna emphasizes the importance of righteousness, duty, and moral conduct. He teaches that one should perform their duties selflessly, without attachment to the results, and surrender the outcomes to a higher power. Lord Krishna also emphasizes the significance of love, compassion, and forgiveness, encouraging individuals to treat others with kindness and understanding. Lord Krishna’s disposition towards humanity is one of benevolence and compassion. He is believed to be deeply concerned about the well-being and spiritual progress of all beings. Lord Krishna is known for his willingness to help and protect his devotees, as well as his ability to guide them towards liberation and self-realization. Lord Krishna’s influence on society can be observed through various historic, cultural, and personal examples. Historically, Lord Krishna’s teachings and stories have been passed down through generations, shaping the moral and ethical fabric of Hindu society. His teachings on duty and righteousness have influenced the social and political systems in India, emphasizing the importance of justice and fairness. Culturally, Lord Krishna has inspired countless works of art, literature, music, and dance. His divine love story with Radha has been a recurring theme in Indian classical art and literature, inspiring generations of artists and writers. Lord Krishna’s teachings and stories continue to shape and inform Hindu society, serving as a source of spiritual guidance and inspiration. In Christianity, God is a powerful and transcendent deity, he is said to have created the world and all that dwells in it. Christians believe that three parts comprise God: the Father God, Jesus, and the Holy Spirit. Jesus, recognized as God’s son, came to earth, and started teaching the word of God at an early age. The Holy Spirit is a spiritual manifestation of God, serving as a guide force, providing believers with transformation and salvation. The bible describes God as righteous, generous, loving, compassionate, and kind, whose actions towards others are an example to those who believe in him. His disposition towards humanity is characterized by positivity, forgiveness, justice, mercy, attentive listening, love, and responsive granting of prayers to those who believe and have faith in him. God has an immense impact in our society, shaping people’s definition of right and wrong. Christians believe that if they act in the right way they will receive miracles, salvation, love, and forgiveness. While those who engage in evil actions have to face consequences, such as famine, misery, disease, and death. An example of this is a person who firmly believes in the word of God, and often dedicates themselves to prayer and communication with God, if there is a situation in their life in which they are required to deceive someone, they will not do it, because they know that dishonesty will have consequences according to Christian teachings. God also promise believers an afterlife, a heavenly or paradisiacal existence, for those who lead righteous lives and truly believe in him. In addition, many Christians believe they have a deeper connection with God by assisting to a church, therefore there are churches all around the world, believers go to Church to worship God, communicate with him, gain a sense of belonging and improve their spirituality. Moreover, today there are many religious institutions such as Christian schools that teach students about God’s creations, the Bible, Christian values, and lead children to have a life based on God’s teachings. 

Describe a situation you experienced or witnessed in the workplace when a current or past supervisor used a transformational approach to motivate their employees. Was it effective? What about the supervisor’s behaviors marked them as a transformational leader?

In this assignment, your critical-thinking skills will be assessed. The critical-thinking rubric will be useful for this purpose. In this course, MGT401, critical-thinking skills will be assessed at the “introduced” level. In MGT420, they are assessed at the “reinforced” level. Finally, in MGT422 your critical thinking skills will be assessed at the “emphasized” level. The grading rubric for critical-thinking skills at the undergraduate level has been developed to measure student success in meeting the MGT401 SLP 3 expectations. Rubrics for the other two courses are included in their respective assignments.
Before starting this assignment, be sure that you are familiar with what is meant by “critical thinking.”
Critical thinking is one of the five key rubric criteria by which your assignments are graded. Therefore, you are expected to demonstrate evidence of critical thinking in all assignments. The following might help you to learn the concept of critical thinking.
Lack, C. W., & Rousseau, J. (2016). Chapter 4: What is critical thinking? In 
Critical thinking, science, and pseudoscience: Why we can’t trust our brains. Springer Publishing Company. Available in the Trident Online Library, EBSCO eBook Collection.

For the Module 3 SLP assignment, you will apply the concepts from the background materials to your own personal experiences. You can write about the same supervisor you wrote about in Modules 1 and 2, or choose a different supervisor that you worked with and got to know well.
Carefully review the concepts and definitions of charismatic, transformational, and transactional leadership. Then write a 
2- to 3-page paper (which means at least 2 full pages) and include at least two scholarly peer-reviewed sources from the Trident Online Library or the assignment background materials addressing the following issues using specific examples from your personal experiences:

1. Describe a situation you experienced or witnessed in the workplace when a current or past supervisor used a 
transformational approach to motivate their employees. Was it effective? What about the supervisor’s behaviors marked them as a transformational leader?

2. Describe a situation you experienced or witnessed in the workplace when a current or past supervisor used a charismatic approach to motivate their employees. Was it effective? What about the supervisor’s behaviors marked them as a charismatic leader?
3. Describe a situation you experienced or witnessed in the workplace when a current or past supervisor used a 
transactional approach to motivate their employees. Was it effective? What about the supervisor’s behaviors marked them as a transactional leader?

4. Based on what you’ve read for this class so far as well as from your own experience working with different supervisors, which approach, transformational, charismatic, or transactional leadership is more effective as a leadership style in your organization?
To support your answers, use both of the following: your personal experiences and at least 2 scholarly sources from the required or optional readings list. 
1. Your SLP should be 2 – 3 pages in length (not including title and reference pages). This means the submission must be at least 2 full pages. It must include an introduction below the paper’s title prior to the answer to the first assignment question and a Conclusion on the last page before the References list page. There should be nothing in the top left corner of the paper and only a page number in the top right corner of all pages.
2. Be sure to cite and reference (using APA Style) a minimum of 2 scholarly sources listed in the Course Materials and Bibliography (Module 3 Required and Optional Reading List), in the Module 3 Background Page: Required and Optional Readings, or in the Trident Online Library (peer-reviewed journal articles)..
3. Upload your paper to the SLP 3 Dropbox before the assignment due date.
4. Include both a reference page and in-text citations. Citation and reference style instructions are available at Trident University’s 

Write a summary of the assessment and the skills utilized. 1. What skills (assessment techniques) were utilized during the assessment? 1. What subjective data did you collect? (list your findings) 1. What objective data did you collect? (list your findings)

healthassessmentweek6.docx

Assess and Document
Top of Form
Bottom of Form
Module 06 Content
1.
Top of Form
Conduct an assessment of the following body system: 
· Skin-comprehensive assessment
You may conduct the assessment on a fellow student, friend, or family member. Remember to secure their permission.

Use the worksheet provided in class & Collect both subjective and objective data using the process described in the textbook. Review the Evolve resources & video on Skin located in the Overview tab under Module 6

Write a summary of the assessment and the skills utilized.
1. What skills (assessment techniques) were utilized during the assessment?
1. What subjective data did you collect? (list your findings)
1. What objective data did you collect? (list your findings
 
APA format isn’t required. 

·
Study guide & lab manual for Physical Examination & Health Assessment, Chapters 13 and 14 

· Video Clip – 
Physical Examination & Health Assessment, Chapter 13 (found in the Textbook Student Resources)

·

Skin

·
Physical Examination & Health Assessment, Chapter 13 PowerPoint

·
Physical Examination & Health Assessment, Chapter 14 PowerPoint

Bottom of Form
Jarvis, C. ([Insert Year of Publication]). Physical Examination and Health Assessment (8th ed.). Elsevier Health Sciences (US).
https://ambassadored.vitalsource.com/books/9780323510806

Jarvis, C. ([Insert Year of Publication]). Study Guide & Laboratory Manual for Physical Examination & Health Assessment (8th ed.). Elsevier Health Sciences (US). https://ambassadored.vitalsource.com/books/9780323532037

Explain how school counselors promote social justice through the implementation of an ASCA National Model-based schoo+C87l counseling program.

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. 
The response to the classmate need to be just like this. 
Example Response (Response Needs to be writen just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what “closing-the-gap action plans” are? 
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?
ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH***************************************************
Below are the two classmate discussion post that you will need to respond to
************************************************
Classmate Response 1- Areva
Explain how school counselors promote social justice through the implementation of an ASCA National Model-based school counseling program.
As school counselors we have to make sure we are keeping up with world events and social rights that are occurring around us. Not just Statewide but world events that are even going on in our own city. When we do this we have a better chance of connecting with our students and helping our school as a whole. According to the ASCA model guides school counselors in the development of school counseling programs that:

 are based on data-informed decision making
 are delivered to all students systematically
include a developmentally appropriate curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success
close achievement and opportunity gaps
result in improved student achievement, attendance and discipline

Discuss how social justice is embedded throughout the four components of the ASCA National Model and provide specific examples.
Define: Establishes student and professional standards that a counseling program should follow. 
Manage: Used to gather data and adjust the program to meet the needs of the students and the school in a data-driven application. 
Deliver : Provides a school counselor with resources to help students reach their goals as well as resolve conflicts that may arise. 
Assess: Assist school counselors to improve their program and evaluate their personal growth throughout the program development process.
With these four components, school counselors have to educate themselves on appropriate trauma responses in an effort to not cause further distress to students who feel ashamed of their diversity or feel as if social justice hasn’t been done. We can talk about social justice all day but if nothing is being done it leaves open the possibility for more trauma to develop or resurface. We must take a proactive approach to work with students after racial incidents occur. School counselors must put into action the ASCA themes of leadership, advocacy, collaboration and systemic change. If your efforts are not continuous and purposeful in addressing systemic issues, a process necessary for systemic change, then you are not working to solve many of the problems that have preceded and contributed to our current climate.
Explain the role data plays in advocating for social justice within your school counseling program.
Without data you cannot have effective change. I believe as school counselors data is the backbone of a school counseling program . Using data establishes trust in your school counseling program. Data brings validity to what you’re already doing and what your future goals are within the program. When you have data to back you up you’re more likely to be trusted and succeed in social justice and diversity. 
                                                                        Reference
American School Counselor Association. (2019). ASCA national model: A framework for school Counseling programs (4th ed). ASCA.
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Classmate Reponse 2- Stormee
Explain how school counselors promote social justice through the implementation of an ASCA National Model-based school counseling program.
School counselors can promote social justice through utilizing current  global events, and social rights activities throughout our communities and the world.  The ASCA model guides school counselors in developing school counseling programs utilizing data-informed decision making that are based on data-informed decision making to close opportunity gaps that result in hire student achievement delivered systematically in developmentally appropriate curriculum that supports student behavior and mindsets to support student success.
Discuss how social justice is embedded throughout the four components of the ASCA National Model and provide specific examples.
Define
The ASCA National Model’s  Define section Provides details on developing a School counseling program that aligns with the vision and mission of the school which also includes Professional Standards and the development of student competencies.( ASCA) Social justice can be implemented by Advocating for others and oneself, developing equity and inclusion practices in student competencies that demonstrate How an individual and group identity was greatly impacted by diversity. The development of Professional Standards that focus on and promote social justice within the school learning community. 
Manage: This component is utilized to gather data and make informed decisions to improve programs to meet the needs of current students.
Deliver : This section provides resources to school counselors that assist students in resolving conflicts and reaching personal and academic goals.
Assess: The program development process supports school counselors in improving their programs through evaluation of personal growth.  
It is essential for school counselors to seek further education on ways to appropriately respond to trauma that students experience due to the lack of social justice or challenges with diversity. Action has to be taken to prevent further trauma for students. School counselors must be proactive in working with students in regards to social justice issues. Continuous and purposeful actions are necessary to address systemic issues through the ASCA themes of systemic change, collaboration, advocacy, and leadership.
Explain the role data plays in advocating for social justice within your school counseling program.
The foundation of School counseling is effective data analysis  to begin to create change in a school environment. Trust can be established in a school counseling program through the effective use of data driven informed decision making. This will create a more trusted and successful setting to improve in the areas of diversity and social justice.you’re more likely to be trusted and succeed in social justice and diversity. 
                                                                        Reference
American School Counselor Association. (2019). ASCA national model: A framework for school Counseling programs (4th ed). ASCA.