Write a report called ‘How human resource management contributes to organisational effectiveness’.

Assignment

You have been working in Human Resources for several years and would like to manage a HR department. You have seen a vacancy for a Human Resource Manager at a large organization and have submitted your CV to express your interest in the job. The recruitment team at the organization has long-listed you and invited you to submit a report for them to read, in order to create a short-list of applicants.

Task 1 – Report on how human resource management contributes to organizational effectiveness

Write a report called ‘How human resource management contributes to organisational effectiveness’. You must refer to organisations in general and you may provide examples from specific organisations you are familiar with or have researched. In your report you must:
· compare different definitions of strategic human resource management
· analyse the contribution human resource management makes to organisational effectiveness
· evaluate the different approaches organisations take to staff recruitment and selection.

Extension activities:

To gain a
merit grade you must also:

analyse the human resource needs of organisations in different sectors of the economy.
To gain a
distinction grade you must also:

evaluate the effect of different human resource management practices on organisational productivity and profit.
LO1, AC1.1, 1.2, 1.3, 1M1, 1D1
© ATHE LTD 2016 1 13121016 Version 1.0

Task 2 – Briefing paper on the formulation and implementation of human resource management plans

The recruitment team was impressed with your report. You have been invited to attend an interview and the programme shows that you will lead a group activity on ‘Understanding the formulation and implementation of human resource management plans’. Produce a briefing paper for the group which:
· analyses the human resource management process in organisations
· assesses roles in the human resource management function in organisations
· analyses the development and implementation of human resource management plans in organisations.

Extension activities:

The programme for the interview shows that following the group activity there is a question and answer session on the topic of formulating and implementing HR plans. To gain a
merit grade you must prepare detailed notes which:

explain how human resource management policies and procedures are monitored in organisations, in order to support current and future plans.
To gain a
distinction grade you must also:

compare approaches to human resource management planning in organisations using current and valid examples to support your comparisons.
LO2, AC2.1, 2.2, 2.3, 2M1, 2D1

Task 3 – Presentation with handouts on contemporary issues affecting human resource management in organisations

The recruitment team has clarified that a presentation is part of the selection process and this must be prepared beforehand. You do not need to deliver the presentation as part of this assignment. Develop the presentation and handouts using a suitable format, in which you must:
· analyse the impact of culture and structure on human resource management in organisations
· explain the effect of current legislation on human resource management in organisations
· assess the impact of globalisation on human resource management in organisations.

Extension activities:

To gain a
merit grade you must also:

analyse employee relations management processes used by organisations.
LO3, AC3.1, 3.2, 3.3, 3M1
© ATHE LTD 2016 2 13121016 Version 1.0

The assignments submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards.

Task
LOs and AC number

1. LO1, AC1.1, 1.2, 1.3, 1M1, 1D1
Suggested evidence PASS

The report must be in a suitable format for a professional readership and should be structured in a formal way with a clear layout.
The learners must demonstrate they have considered a range of different definitions of human resource management (HRM). They must examine the definitions in detail, identifying similarities and differences.
They should break down into separate parts the contribution HRM makes to organisational effectiveness and examine each part in detail. Effectiveness should include reference to a range of business objectives such as alignment with business strategy, legal requirements and improving organisational performance.
Suggested additional evidence

MERIT

The learners must demonstrate that they have considered different sectors of the economy. They must break down into parts the human resource needs of organisations in different sectors of the economy and examine each part in detail.
Suggested additional evidence DISTINCTION

The learners must demonstrate that they have considered the effect of at least two different HRM practices on organisational productivity and profit. Learners must examine strengths and weaknesses of the different practices, and make balanced and reasoned judgments.

The briefing paper must be in a suitable format for the context provided and should be structured in a formal way with clear layout.
Learners must break down the HRM process into separate parts and examine each part in detail.
They must show an understanding of the different roles in the HRM function, assessing the different contributions which are made. The assessment should lead to judgments.

Learners must provide relevant information in detail about how HRM policies and procedures are monitored in organisations to support current and future HRM plans. Learners should refer to a range of monitoring techniques.

Learners must consider at least two approaches to HRM management planning. They must examine each approach in detail looking at similarities and differences. They must select appropriate examples from organisations they know or have researched, to support their comparisons.
They must break down and examine in detail each part of the development and implementation of HRM plans using examples to illustrate the points which are made.
3 LO3, AC3.1, 3.2, 3.3, 3M1

The presentation and handouts should be in suitable formats for a professional audience.
The issues considered should be relevant and current.
Learners must break the impact of culture and structure on HRM in organisations into separate parts and examine each part in detail. Learners should use examples to support the points which are made.

Learners must break into separate parts some employee relations management processes used by organisations, and examine each in detail.
They must make the effect of current legislation on HRM in organisations clear by describing relevant information in more detail.
© ATHE LTD 2016 4 13121016 Version 1.0
image1.png

image2.png

How did the invention of typography wreck society in the 14th–15th Centuries? Explain with 2-3 examples. 

I noted in the overview that Alfred N. Whitehead once observed how major advances in civilization are processes that “all but wreck the society” where they occur.
 
Question 1: 

· How did the invention of typography wreck society in the 14th–15th Centuries? Explain with 2-3 examples. 
· What other modern technological advances since the printing presshas had a similar affect on society? What was it? 
· Compare and contrast the modern advancement to how the printing press wrecked society in the 14-15th centuries. Please include 2-3 different ways it has wrecked society.
2.

Essay

ANT

Based on the Content lecture and your own ideas, discuss how learning about cultural relativism can help us reduce our ethnocentrism.

1 page

READ:

What is Anthropology? What is Culture?

What is Science?

There are 
sciences, such as the 
natural sciences (biology, biological anthropology. chemistry, physics,

astronomy, meteorology) and the 
social sciences  (sociology, cultural anthropology, psychology, human

geography, political science, economics). But what is science, itself?
In high school, science is taught as a method of investigation with the following steps:
1. Form a hypothesis (a testable question about the observable world)
2. Set up a controlled experiment in a laboratory.
3.Test the hypothesis by running the experiment.
4. Draw conclusions from the results.
5. Modify and re-run the experiment if necessary. 
At the college level, however, it is important to know the following are the actual steps in the process.
1. Observe the world and ponder it, producing questions.
2. Formulate the questions as testable hypotheses 
3. Develop a methodology for controlled testing of the hypothesis, whether the testing will be in a
    laboratory or out in nature, whether quantitative or qualitative data are collected. The methodology
    should be critiqued to guarantee that the experiment’s  measurements, sample sizes, reporting,
    etc., are in accordance with standards. Trial experiments may be done to correct problems before
    a full-scale experiment.
 4. The experiment is conducted, provided that conditions (such as permissions, financing, personnel,
     technology, and  weather, etc.) permit.
5. Data from the experiment should be analyzed by the defined methods.
6. A report must be written and submitted for review by peers or other recognized experts in the field.
7. If accepted with corrections, the report should be published for others in the field to read.
What is also important to know is the fact that science is conducted by scientists who are human beings
with 
biases, meaning a prejudice for or against a particular point of view. Bias may be the result of the

historical context or even the personality of the reviewer. Science is a human endeavor.
There are five features of science, all of which must be part of a particular research in order for it to be
valid.
1. 
Empiricism – Data must be derived from observation, either directly through the senses or with the

    assistance of  instruments.  
2. 
Testability –   There must be conditions under which the hypothesis is rejected.  

3. 
Uniformitarianism – Given the same conditions, experiments or natural occurrences will produce the

    same results. 
4. 
Reproducibility-   Experimental results must be confirmed by other scientists who have no bias for or

    against the hypothesis..
5. 
Parsimony – the simplest explanation for the facts is accepted as true.

A 
theory, in science, is not just an untested hypothesis. It is a set of laws or law-like generalizations based

on facts.

What is Anthropology?

Anthropology consists of four fields of study, as follows:
1.
Physical (Biological) Anthropology – is a natural science including the study of nonhuman primates, their 

anatomy,
   behavior and evolution; human evolution, human variation, human skeletal anatomy and forensics; population 
   genetics.
2. 
Archeology – is the study of past cultures, both prehistoric (before written records) and historic (with written records),

   focusing on material culture (artifacts and other remains).
3. 
Cultural Anthropology – is the study of living cultures: ecology and subsistence adaptations; economics, politics, and

    kinship systems; religion and art. An 
ethnography is a report about a particular culture’s lifeways. 
Ethnology compares

    different cultures. There are many subfields within cultural anthropology, such as urban anthropology, or ethnographic
    film.
4. 
Linguistics – is the study of language and languages. There are many subfields in linguistics, including anthropological linguistics (“language and culture”) and sociolinguistics (use of language in different social contexts)

What is Culture?

Culture was defined by the 19th century anthropologist E.B. Tylor as follows:
“Culture is that 
complex whole which includes knowledge, belief, art, morals, law, custom and

any other capabilities 
acquired by man” (humans) ”
as a member of society.” 

This means that one’s culture is learned in one’s society and its parts of integrated into a
working system.
Culture was also defined as the ”
superorganic” by A.L. Kroeber. This means that it is above

and beyond the biology of the human; it is not inborn, but learned.
Leslie White described culture as a 
three-layer cake, with the following layers:

                                       Ideology (Belief Systems)
                                               Social Structure
                                          Subsistence Patterns

Subsistence patterns (food and shelter) influence 
social structure (economics, politics, and kinship systems), which, in turn,

influence 
ideology (religious or political belief systems). There is even influence from the higher layers (such as ideology)

down to the lower layers, such as rules about kinship relations or dietary rules. Human culture is, therefore, an integrated
system.
G.P. Murdock wrote about 
cultural universals, that is, what all humans share. This is because humans all have the same

needs for subsistence, for political and kinship systems, for belief systems. As such, human cultures share such diverse traits
as rites of passage (ceremonies at different stages of life) and dancing and joking.  Despite cultural universals, humans 
experience 
ethnocentrism (belief in the superiority of one’s own culture) and culture shock (a negative emotional reaction)

when encountering another culture’s lifeways. Anthropology teaches us to reduce our ethnocentrism by understanding that
cultures should be judged in terms of their own specific adaptive needs in their particular environments. This is known as

cultural relativism.

Last, 
cultures change over time due to 
environmental, 
demographic (populational), and 
historical changes. Humans experienced great

environmental change at the end of the Pleistocene (Ice Age) epoch, inventing new tools for new subsistence patterns,
leading to new economic and political practices. Changes in demographics (population size and structure) have occurred
for millennia, altering cultural adaptations from food collection to food production and to urban state societies. Historical
changes such as continuing technological advances and political actions are also responsible for cultural change.

Explain the need and process to improve safety outcomes related to medication administration.

Introduction- As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
· Explain the need and process to improve safety outcomes related to medication administration.
· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
· List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
· Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
· Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
· Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. 
Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Professional Context- As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.

Scenario- or this assessment it is suggested you take one of two approaches:

1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, 
or

2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

Instructions- The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your presentation 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.
· List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
· Explain the need for and process to improve safety outcomes related to medication administration.
· Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
· Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.
There are various ways to structure an in-service session; below is just one example:
·
Part 1: Agenda and Outcomes.

· Explain to your audience what they are going to learn or do, and what they are expected to take away.
·
Part 2: Safety Improvement Plan.

· Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
· Explain why it is important for the organization to address the current situation.
·
Part 3: Audience’s Role and Importance.

· Discuss how the staff audience will be expected to help implement and drive the improvement plan.
· Explain why they are critical to the success of the improvement plan focusing on medication administration.
· Describe how their work could benefit from embracing their role in the plan.
·
Part 4: New Process and Skills Practice.

· Explain new processes or skills.
· Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
· In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.
·
Part 5: Soliciting Feedback.

· Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
· Explain how you might integrate this feedback for future improvements.
Remember to account for activity and discussion time.
For tips on developing PowerPoint presentations, refer to:
·

Capella University Library: PowerPoint Presentations
.

·

Guidelines for Effective PowerPoint Presentations [PPTX]
.

·
Additional Requirements- Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slides).

· Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
· APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
· Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.

Explain the need and process to improve safety outcomes related to medication administration.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
Organize content with clear purpose or goals and with relevant and evidence-based sources (published within 5 years).

Provides a thoughtful and clear description of the ways Dr. King and Alicia Garza capture their audience and make their points

PolitcialSciencepaperseptember_O.docx

Instructions
Social Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.
For this assignment, you will watch Dr Martin Luther King’s 

I Have a DreamLinks to an external site.
 speech and a 

speech by Alicia Garza of the Black Lives Matter movementLinks to an external site.
 and answer questions listed below. Pay special attention to the following aspects in the two speeches.

· Importance of body language while delivering the speech.
· Gestures, cadence and delivery style.
Answer the following: 
1.
1. Provide a summary of the two speeches.
2. Compare Dr. King’s leadership, charisma, power and passion to capture his audience to Alicia Garza’s speech. What are the similarities, if any? What are the differences, if any?
3. How does the location of the speeches support their messaging? Dr. King’s speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?
4. Describe how the audience in Dr. King’s speeches relate to the Alicia Garza’s audience. Do you see a similarity or differences in the speeches and in the audience?
Requirements
· Length: 2-3 pages of substantive content
· 12 pt font
· Parenthetical in-text citations included and formatted in APA style??
· References page (a minimum of 2 outside scholarly sources
· Title and introduction pages are present.
Grading
This activity will be graded based on the Written Assignment Grading Rubric.
Rubric

Week 3 – Analyzing Body Language

Week 3 – Analyzing Body Language

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeLength

15 pts

The assignment is at least 2- 3 pages long.

15 pts

This criterion is linked to a Learning OutcomeSummary of Speeches

20 pts

Paper begins with a clear and concise summary of both speeches

20 pts

This criterion is linked to a Learning OutcomeLeadership and Charisma: Similarities and differences between Dr. King and Alicia Garcia’s speech

35 pts

Provides a thoughtful and clear description of the ways Dr. King and Alicia Garza capture their audience and make their points

35 pts

This criterion is linked to a Learning OutcomeLocation Impact

30 pts

Clearly discusses the significance of the locations in reinforcing Dr. King’s message and that of Alicia Garza

30 pts

This criterion is linked to a Learning OutcomeAudience Reaction: Compare and Contrast

35 pts

Draws clear, explicit connection between the audience reaction and Dr. King’s vocal intonations and body language in comparison/contrast to Alicia Garza.

35 pts

This criterion is linked to a Learning OutcomeWriting: Mechanics and Usage

20 pts

The writing is concise, free of errors in grammar, spelling, and punctuation.

20 pts

This criterion is linked to a Learning OutcomeCitations

10 pts

The references are provided in accurate APA format.

10 pts

This criterion is linked to a Learning OutcomeReferences

10 pts

Provides two outside scholarly sources plus the textbook and/or the weekly lesson

10 pts

Total Points: 175

Integrate effective collaboration and communication strategies into technical enterprise solutions and communications plans

Overview
The final project for this course is the creation of a communication framework and training plan.
As businesses incorporate more and more technology into daily operations, information technology (IT) professionals are tasked with not only solving technology problems and providing excellent technical services, but communicating effectively to a wide variety of audiences. The purpose of communication is to perpetuate brilliant ideas, bring change, and solve problems in any discipline, but within the realm of IT, it takes on a particular twist. Your final project for this course concerns critiquing and adapting existing technical communications to ensure necessary information is successfully delivered to target audiences, while developing a framework from which IT professionals can approach technical communications to a variety of audiences.

Throughout the final project, you will be utilizing the case study (BOLD Flash: Cross-Functional Challenges in the Mobile Division) and the artifact documents (located in the Assignments folder) for all milestones related to the final project.

The project is divided into 
three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in 
Modules Two, Four, and Seven. The final submission will occur in Module Nine.

This assessment will assess your mastery with respect to the following course outcomes:

· Integrate effective collaboration and communication strategies into technical enterprise solutions and communications plans
· Establish conceptual frameworks for planning and specific guidelines for communicating technical information to multiple stakeholders
· Evaluate existing technical communications for the extent to which they effectively communicate necessary information to end users
· Adapt technical communications to successfully meet the needs of various target audiences
Scenario
When promoted to the new vice president of BOLD Flash’s Mobile Division, specializing in high-tech storage components for electronic devices, Roger Cahill understood very clearly that his top priority was to get the struggling division back on track. As he started in on the job, he soon realized that problems with technical communications were a major cause of the division’s other problems. Rapid sales growth, reorganization of the division itself, the vast number of products, and the fast pace of new product development had all increased the challenges of effective communication between division teams and with suppliers, partners, and customers.
As the just-hired director of technical communications for the Mobile Division, you must analyze the current state of technical communications within the company. In your first days on the job, you have learned that there are no formatting requirements or templates for internal product documentation or customer materials, that individual techs often develop such materials without any structure or guidance, and that the Technical Support team has received several hundred complaints about the complexity and, at times, inaccuracy of the instructions that accompany products.
What is more, various departments within the division have cited difficulties in understanding the products and services BOLDFlash’s Mobile Division has to offer because of the extreme technical nature of the various products. As one example, a project was conducted earlier in the year to prepare a response to an RFP (Request for Proposal) from the U.S. Navy for secure disk drives. Such contract responses require clear communication of technical aspects in a business context, yet upper management has had difficulty navigating the design specification documents and technical blueprints that the R&D group has prepared.
Cahill has tasked you with developing training on technical communication for the division’s management team and with creating a cohesive plan for developing technical documents and communications that will benefit the company in the long run.
Prompt
Based on the case study (BOLD Flash: Cross-Functional Challenges in the Mobile Division), the three artifact documents (internal business processes, product documentation, or technical service communication), and the above scenario, you must construct a plan of action for tackling the various areas of technical communications needs. You will also need to pick an area of focus (the internal business processes, product documentation, or technical service communication) to begin adapting the technical communications that already exist and are not meeting audience needs. To this end, you will produce a critique of an existing technical communication, including your methods for adapting the communication and your reasoning for the change. This will act as the basis for the technical communication training that you will develop for BOLD Flash’s Mobile Division management team. The most important piece, perhaps, is the inclusion of a framework and guidelines for creating effective technical communication.

Specifically, the following critical elements must be addressed:

I.
Background and Area of Focus: Analyze the communication environment that exists within BOLD Flash. What are the particular areas of concern, and which area do you feel should be your focus to start? Specifically, which area (internal business processes, product documentation, or technical service communication) do you feel is the most important to fix first? Why? Provide your reasoning.

II.
Planning and Communicating With Stakeholders:

a.
Key Stakeholders: Discuss your area of focus. Who are the key stakeholders involved in this particular area, why are they involved, and to what extent will your framework for communication impact them?

b.
Established Practices: What established communication practices would benefit your approach to communicating among the stakeholders that you have identified? Provide evidence to support your conclusions.

III.
Training Plan and Framework for Continued Communication: How will you approach training the management team and communicating the new guidelines to existing employees?

a. What 
communication strategies will you incorporate and why? How are these communication strategies appropriate for those individuals to whom your training is directed? Provide evidence to support your conclusions.

b. What 
collaboration strategies will you incorporate? Determine the collaborative structure and strategies that will help the managers and directors throughout and after their training experiences. Why are these appropriate? Who will be collaborating? Provide evidence to support your conclusions.

c.
Training Method(s) (how you will share your training with trainees and other stakeholders): Your method must be appropriate for the audience to which you want to communicate. Justify your choice(s) of method with research.

d. Construct a 
framework for continued 
communication, both technical and nontechnical, among the identified stakeholders. This framework will be the one to which the management team will refer for interdepartmental and external communication with customers.

IV.
Specified Guidelines From Your Focus Area: Outline the specific guidelines for creating successful technical communications. Identify the key steps—for example, who are the various audiences that need the information? Remember that your guidelines need to be detailed for your colleagues to follow, clear for your colleagues to understand, and accurate to ensure that the resulting communications are successful.

V.
The Training Critique: Select the methods for communication and collaboration that best fit your area of focus, and implement them in a training. Your training can be a written deliverable or a video/audio recording. You will select a specific technical communication artifact from the ones provided that is related to your area of focus to use in the training, and you will apply your guidelines to the audience identification, critique, adaptation, and explanation.

a. Who is the 
target audience of the communication? From the case study and artifacts provided, what characteristics can you identify about your target audience, such as their perspectives, backgrounds, and organizational agenda?

b. What is the intended 
message that needs to be delivered? What pertinence does that message hold for the intended audience? In other words, why does the message matter for the target audience?

c. To what extent was the technical communication successful in delivering the intended message? Did the necessary information get through to the target audience? Why or why not?
VI.
Adaptation Example

a. Adapt the technical communication 
artifact to more successfully meet the needs of the target audience that was identified. Be sure to apply the guidelines that you established.

b.
Explain what you did to adapt the communication and the reasoning for your changes. This will serve as the explanation to the management team so that they understand the greater context of the adaptation. Be sure to explain how the guidelines you have established were applied.

c. Now consider an 
alternative audience that might receive the technical communication, and analyze their dispositions and needs for communication. Adapt the communication to this new audience and explain your steps to your team. How successful will this adaptation be in delivering the intended message to your new audience?

Milestones

Milestone One: 
Area of Focus
In 
Module Two, you will submit a written report that analyzes the communication environment that exists within BOLDFlash and discusses the particular areas of concern. 
This milestone will be graded using the Milestone One Rubric.

Milestone Two: 
Training Plan and Framework
In 
Module Four, you will submit a written report in which you discuss how you will approach training the BOLDFlash management team and communicating the new guidelines to existing employees. 
This milestone will be graded using the Milestone Two Rubric.

Milestone Three: 
Training
In 
Module Seven, you will submit a two-part document. In the first part, you will submit a written report in which you select the methods for communication and collaboration that best fit your area of focus and implement them as a training tool for the BOLD Flash management team. In the second part, you will submit either a written report or a training video (or both) in which you exemplify the training by taking an existing communication to your area of focus and adapting the technical communication artifact to more successfully meet the needs of the target audience that was identified. 
This milestone will be graded using the Milestone Three Rubric.

Final Submission: 
Communication Framework and Training Plan
In 
Module Nine, you will submit a communication framework and training plan (which includes any optional training videos submitted in Milestone Three). Your final submission should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. 
Your final submission will be graded using the Final Product Rubric.

What to Submit
Written components of the project must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, length of 15 to 20 pages, and APA-style citations.

image6.tmp

image7.tmp

image1.tmp

image2.tmp

image3.tmp

image4.tmp

image5.tmp

Discuss the spiritual considerations for suicidal clients.

The purpose of this assignment is for you, as the crisis interventionist, to learn an organized approach when working with individuals in suicidal crisis. Each question below is designed to guide you as if you were working through the crisis with your client.
You will take the information from course lectures, your text, the article in the Module 3: Week 3 Reading & Study folder, and the “Suicide Intervention Plan Resources” found in the assignment link in Canvas, along with any other course materials.
You may find some information is not explicitly identified in the Case Scenario. When we are assessing clients for intervention as counselors, available information may not be transparent or readily offered. As clinicians, we cannot assume or speculate as to unknown details, and we must investigate further to fill in the gaps based on review academic resources, scholarly research, and professional resources. For the assignment, you will find you will be required to perform research in the course materials and professional research to obtain information about the case scenario client and your role as the counselor in the scenario.
Review the following case scenario and address each of the crisis components for the client. You will include research where needed as specified. Be sure to address the client needs specifically throughout the paper.
Joanne is a 45-year-old divorcee with a long history of depression. She has had three prior suicide attempts: she has overdosed twice and attempted to slice her wrists. She sees a psychiatrist monthly and is prescribed medication. She is not compliant with her medication. She works a high stress job (60–70-hour week), finds all her satisfaction in her work, and has no hobbies. She has not dated since her divorce, resulting from her husband admitting to being gay, 10 years ago. One child is from that marriage, a 13-year-old daughter. Seven years ago, Joanne had an affair with her sister’s husband. Her sister never found out and Joanne ended the relationship after a year because of guilt, but the husband continues to pursue her. Joanne comes by your outpatient clinical counseling office unexpectedly to tell you how much she appreciates you and just wants you to know how important you are to her. In further questioning, she admits to having a gun in her car. She refuses to stay and talk. She “just wants to go for a drive.”
Your paper will be formatted in current APA style (professional version) and will include a title page, body with APA formatted headings (levels 1-3), and a reference page; an abstract is not required. The number of sources used will include those required as indicated in each section of the paper in the Instructions, as well as the sources noted at the beginning of the instructions to guide your assessment and intervention of the case scenario client.
Your paper will be 4½ – 5 pages in length for the body. Use the following as a template to format your assignment.

Title page: format in current APA style per the Online Writing Center (found under the Resources tab in the upper left corner of Canvas) Template and Sample papers.

Please note, the template may reformat or view differently as part of the instructions document in Canvas. It is recommended you download these instructions to Word to see the actual formatting.
Use this template to format your paper. Ensure APA format and graduate level writing style are followed and use the Online Writing Center for guidance with these.
· Client is very high-risk (actively suicidal and engaging her plan).
· Support your work with scholarly sources. (Note: content taken from the case scenario does not need to be cited or referenced.)
· Narrative paragraph(s) required; bullet points or list formatting is not permitted.
· Describe the presenting problem and identify the immediate crisis. Note: not all issues constitute the presenting problem. What is the presenting problem specifically?
· Address every high-risk detail that indicates the imminent nature of this client’s plan.
· Narrative paragraph(s) required; bullet points or list formatting is not permitted.
· Identify the precipitating event(s). What events have led up to the Presenting Problem?

· Narrative paragraph(s) required; bullet points or list formatting is not permitted.
· Identify four areas: material, personal, and social, and community resources available to the individual and the challenges related to this section. 
· Again, you will need to go beyond those stated in the scenario. As a counselor, consider the resources available to her in the community at various levels. (Assume she resides in an adequately resourced community.)
· Address both her current resources for the immediate need, as well as those that will benefit her and are available.
· This section requires you to identify known resources and protective factors, as well as referrals for the client beyond the scenario.
· Address the client’s available resources and protective factors specifically.
· Research support is needed for those not stated in the scenario.
· Length: 1/2 page

Spirituality

· Narrative paragraph(s) required; bullet points or list formatting is not permitted.
· Format with the two (2) level 3 headings shown in this section:
Ethical Considerations

and
Spiritual Considerations

· Length: 1/2 page

Ethical Considerations

While may not always know a client’s spirituality or current state of spirituality, we must act in accordance with the ACA and AACC Codes of Ethics in the “Suicide Intervention Plan Resources” found in the assignment link in Canvas. What do
each of these ethics require when working with a very high-risk client? What do we know from the literature about the impact of spirituality in very high-risk clients? Length: ¼ page.

Spiritual Considerations

· Discuss the spiritual considerations for suicidal clients.
· We do not know this client’s spiritual orientation.
· What does the research report about faith and suicide?
· At least one scholarly source required.
· Length: ¼ page

Interventions

· Bullet point formatted (as shown in Kolski et al. (2015) text); this section is not to be a narrative paragraph. Keep in mind, listing should list key points and should not include sentences.
· Using the TIP 50 resource in the “Suicide Intervention Plan Resources” found in the assignment link in Canvas, list the
immediate interventions (pre-stabilization phase) for Joanne, a very high-risk client.

· Listing general steps for intervention without specificity to the client will result in deductions. State how you will do to intervene for Joanne rather than intervention options available.
· Notes:
· Keep in mind your setting (a private counseling office) and the very high-risk level of the client.
· Ensure the safety of you, the client, and the community.
· Notice, much of the risk assessment is provided in the case scenario.
· The interventions should meet the client in the present moment and immediate need to achieve stabilization.
· Length: ¼ page

Treatment Plan: Goals and Interventions

· For the treatment plan, the client has completed your recommended interventions in the previous section and is now stable and resuming outpatient counseling with you as her counselor.
· Do not include interventions for the immediate crisis in your treatment plan; these should be addressed in the previous section.
· Approach the treatment plan for the treatment frequency of 1-hour sessions at 1 time per week for 12 weeks/3 months.
· Develop your treatment plan using the treatment planners found in the assignment link in Canvas: Klott & Jongsma (2015) and Kolski et al. (2015) as guides.
· Keep in mind, the treatment plan must be SMART (see next main bullet point),
· Copy-pasting from the Wiley Treatment Planners without including SMARTs will result in deductions.
· You must individualize your treatment plan to the client.
· The plan must be SMART: client-centered, individualized, specific, measurable, achievable, realistic, time-oriented, and appropriate for the client in the case scenario. Use the SMART resource found in the assignment link in Canvas.
· Both the counselor and client should be represented in the treatment plan demonstrating collaborative development.
· Five (5) problems are required: mental/psychological, biological/physical, emotional, social, and spiritual.
· You will only develop one plan for each problem. Do not add additional goals, objectives and interventions for each problem.
· Format each problem as shown in this example borrowed from ICANnotes.com (n.d.).:

Goal 1: Mary will reduce overall level, frequency, and intensity of anxiety so that daily functioning is not impaired.

Objective 1: Mary will learn and practice at least 2 anxiety management techniques with goal of decreasing anxiety symptoms to less than 3 times per week

Intervention 1: Therapist/Counselor will teach and support Mary to learn and be able to verbalize at least 2 communication strategies that can help decrease anxiety to the point where anxiety will occur less than once per day.

· Length: 1-1¼ pages
Use the following template to format your treatment plan.

Problem 1 (mental):
This should be a brief statement of the problem.

Goal 1: unbold

Objective 1: unbold

Intervention 1: unbold

Problem 2 (physical):
This should be a brief statement of the problem.

Goal 1: unbold

Objective 1: unbold

Intervention 1: unbold

Problem 3 (emotional):
This should be a brief statement of the problem.

Goal 1: unbold

Objective 1: unbold

Intervention 1: unbold

Problem 4 (social):
This should be a brief statement of the problem.

Goal 1: unbold

Objective 1: unbold

Intervention 1: unbold

Problem 5 (spiritual):
This should be a brief statement of the problem.

Goal 1: unbold

Objective 1: unbold

Intervention 1: unbold

Case Scenario
Joanne is a 45-year-old divorcee with a long history of depression. She has had three prior
suicide attempts: she has overdosed twice and attempted to slice her wrists. She sees a
psychiatrist monthly and is prescribed medication. She is not compliant with her medication. She
works a high stress job (60–70-hour week), finds all her satisfaction in her work, and has no
hobbies. She has not dated since her divorce, resulting from her husband admitting to being gay, 10 years ago. One child is from that marriage, a 13-year-old daughter. Seven years
ago, Joanne had an affair with her sister’s husband. Her sister never found out and Joanne ended
the relationship after a year because of guilt, but the husband continues to pursue her. Joanne
comes by your outpatient clinical counseling office unexpectedly to tell you how much she
appreciates you and just wants you to know how important you are to her. In further questioning,
she admits to having a gun in her car. She refuses to stay and talk. She “just wants to go for a
drive.”

Note: Your assignment will be checked for originality via the plagiarism tool.

References

ICANNotes.com (n.d.).
Outpatient treatment plan. Retrieved October 19, 2022, from https://www.icanotes.com/wp-content/uploads/2017/11/Sample-Mental-Health-Treatment-Plan.pdf

Klott, J., & Jongsma, A. E. (2015). 
The suicide and homicide risk assessment &

prevention treatment planner (2nd ed.). John Wiley & Sons.

Kolski, T. D., Jongsma, A. E., & Myer, R. A. (2015). The crisis counseling and traumatic
events treatment planner (2nd ed.). John Wiley & Sons.
Page 2 of 2

financial projection (revenues, expenses, and profit) which analyzes the efficiency in the

Email Assignment
Using the template in “How to Write an Effective Email to Your Professor,” write an email (in a word document) to me, your instructor. In the email, you must include two purposes of ENGL099L. Then you may ask a question about the course that is not in the syllabus, or you could also ask for a favor, such as a due date extension. 
Read all of the notes in “How to Write an Effective Email to Your Professor” and “10 Elements of an Effective, Non-Annoying Email” before you get started! 
Once you write the email save it, hit submit under this assignment,  upload the assignment and make sure you get confirmation that it submitted. You will need to spend some time revising and editing to catch any little mistakes. 
Let me know if you have any questions! 
Discussion, “First Bath” 
 
Pre-reading: 
1. Based on the title, what did you expect the essay to be about?  Why do you think Lea chose this title?
Reading: 
2. What is the essay’s dominant impression?  In other words, how would you describe the tone or feeling of the essay?  
Re-reading: 
3. Why do you think Lea might have written this essay? (4-6 sentences)
 
4.  Is it an objective description of her husband’s body after surgery?  (What does 
objective mean? What is the difference between 
objective and 
subjective?) Explain. 

 
 
5. Lea uses some really interesting descriptive language.  Let’s take a look at a few instances: 
 a. What does “pallor” mean? (par. 4)
 b. What is “the light of the new moon?” (par. 3)
 c. Lea describes the smell of chemotherapy as “the smell of ice on steel.”  What does this mean?
 d. What is an umbilicus? (par. 4)  Why include that particular image?
 e. Now, look back at all of these images.  What does Lea achieve by using such specific, creative language?  Why not just say “his skin was pale” or “his fingers were dark?” 
 
6.  After reading this essay, what do you think could be some reasons why we write for description?  (4-6 sentences)
Read and discuss, “Fish Cheeks” by Amy Tan
DIRECTIONS: After you read the chapter on narrative, answer the following discussion questions on the essay by Amy Tan, “Fish Cheeks.” You can refer back to the essay 
here. 

Be sure to answer all questions fully and in complete sentences. If it makes it easier, feel free to copy and paste the questions into your REPLY textbox. 

Questions for Discussion

1. What point of view does Amy Tan use in “Fish Cheeks?” (First person, second person, or third person?) 
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions? Give examples. 
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?
7. This an example of a story told about a holiday gathering. Many of our own stories likely revolve around holiday gatherings with family or friends. In a short paragraph (minimum 12 sentences), briefly tell the story of a memorable holiday gathering. 

Professional Writing Example

“Fish Cheeks” by Amy Tan is an example of a well-written personal narrative. As you read the following narrative, try to determine the narrative’s point of view, plot, characters, transitions, conflict, and theme. See if you can identify areas where the author has included descriptive details.
Fish Cheeks
I fell in love with the minister’s son the winter I turned fourteen. He was not Chinese, but as white as Mary in the manger. For Christmas I prayed for this blond-haired boy, Robert, and a slim new American nose.
When I found out that my parents had invited the minister’s family over for Christmas Eve dinner, I cried. What would Robert think of our shabby Chinese Christmas? What would he think of our noisy Chinese relatives who lacked proper American manners? What terrible disappointment would he feel upon seeing not a roasted turkey and sweet potatoes but Chinese food?
On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges. A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings so they resembled bicycle tires.
And then they arrived – the minister’s family and all my relatives in a clamor of doorbells and rumpled Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.
Dinner threw me deeper into despair. My relatives licked the ends of their chopsticks and reached across the table, dipping them into the dozen or so plates of food. Robert and his family waited patiently for platters to be passed to them. My relatives murmured with pleasure when my mother brought out the whole steamed fish. Robert grimaced. Then my father poked his chopsticks just below the fish eye and plucked out the soft meat. “Amy, your favorite,” he said, offering me the tender fish cheek. I wanted to disappear.
At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking. “It’s a polite Chinese custom to show you are satisfied,” explained my father to our astonished guests. Robert was looking down at his plate with a reddened face. The minister managed to muster up a quiet burp. I was stunned into silence for the rest of the night.
After everyone had gone, my mother said to me, “You want to be the same as American girls on the outside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside you must always be Chinese. You must be proud you are different. Your only shame is to have shame.”
And even though I didn’t agree with her then, I knew that she understood how much I had suffered during the evening’s dinner. It wasn’t until many years later – long after I had gotten over my crush on Robert – that I was able to fully appreciate her lesson and the true purpose behind our particular menu. For Christmas Eve that year, she had chosen all my favorite foods.
Questions for Discussion
1. What point of view does Amy Tan use in “Fish Cheeks?”
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions?
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?

supply of health services.

Running head: NEUROBIOLOGY OF OCD 1
NEUROBIOLOGY OF OCD 2

Neurobiological Substrates of Obsessive-Compulsive Disorder

Your Name
Department of Psychology, Liberty University
Neurobiological Substrates of Obsessive-Compulsive Disorder

I. Introduction
A. Identify the purpose of your paper
B. Summarize your (at least 3) main points
C. Describe why your paper is interesting/useful/meaningful to your target audience (i.e., other experts in the field)
D. Present your thesis statement
II. Body (a.k.a. Argument)
A. State Main Point #1 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
B. State Main Point #2 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
C. State Main Point # 3 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
D. Continue as above until you have covered all of the Main Points in your argument.
III. Conclusion
A. Restate Thesis (in slightly different words to remain interesting)
B. Summarize Your Main Points (also in slightly different words…)
C. Discuss Implications for a Christian Worldview
1. Discuss the relationship among the causes of the disease/disorder, original sin, and living in a fallen world. Use a relevant scriptural citation to support your rationale.
2. Discuss whether or not neuropsychological assessment is a Biblically-supported practice that Christian professionals can use to serve others. Use a relevant scriptural citation to support your rationale.
3. Discuss whether or not the typical methods used to treat the disease/disorder are consistent with a Christian worldview. Use a relevant scriptural citation to support your rationale.

References

Baxter, L.R., Schwartz, J.M., Mazziotta, J.C.; Phelps, M.E., Pahl, J.J., Guze, B.H. & Fairbanks, L. (1998). Cerebral glucose metabolic rates in nondepressed patients with obsessive–compulsive disorder.
American Journal of Psychiatry,
145, 1560–1563. https://doi.org/10.1001/archpsyc.1990.01810210048007

Baxter, L.R., Schwartz, J.M.; Bergman, K.S., & Szuba, M.P. (1992). Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive–compulsive disorder.
American Journal of Psychiatry,
49(9). 1559–1563. https://doi.org/10.1016/S0925-4927(99)0051-7

Busatto, G.F., Zamignani, D.R., Buchpiguel, C.A., Garrido, G.E.J., Glabus, M.F., Rocha, E.T., Maia, A.F., Rasario-Campos, M.C., Castro, C.C., Furuie, S.S., Gutierrez, M.A., McGuire, P.K., & Miguel, E.C. (2000). A voxel-based investigation of regional cerebral blood flow abnormalities in obsessive–compulsive disorder using single photon emission computed tomography (SPECT).
Psychiatry Research: Neuroimaging,
99(1), 15–27. https://doi.org/10.1016/S0925-4927(00)00050-0

Ebert, D., Speck, O., Konig, A., Berger, M., Hennig, J., & Hohagen, F. (1997). 1H-magnetic resonance spectroscopy in obsessive–compulsive disorder: evidence for neuronal loss in the cingulate gyrus and the right striatum.
Psychiatry Research: Neuroimaging,
74, 173–176. https://doi.org/10.1016/S0925-4927(97)00016-4

Hansen, E.S., Hasselbalch, S., Law, I., & Bolwig, T.G. (2002). The caudate nucleus in obsessive–compulsive disorder. Reduced metabolism following treatment with paroxetine: a PET study.
International Journal of Neuropsychopharmacology,
5, 1–10. https://doi.org/10.1017/S1461145701002681

Nordahl, T.E., Benkelfat, C., Semple, W.E., Gross, M., King, A.C., & Cohen, R.M. (1998). Cerebral glucose metabolic rates in obsessive compulsive disorder.
Neuropsychopharmacology,
2, 23–28. https://doi.org/10.1016/S0925-4927(99)00040-2

Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches

Peer Response HSE 400

Johnathan:
Scenario: You are arriving at an airport and you are confronted with the new biometrics identification system. 

·
Is the process of using biometrics identification system violating your Fourth Amendment rights?

There has been heavy debate over whether or not biometrics violate Fourth Amendment rights. One argument is that biometrics can be utilized remotely and secretly by government authorities. However, in this scenario, biometrics are mostly used to determine if any suspects in an investigation are entering an area or around a scene of a crime. Furthermore, they are also used to identify persons of interest entering into the country at the border and in Airports such as known terrorists. So, in this case, I would say they are not violating Fourth Amendment rights as they are just ensuring the safety of public airlines. 

·
What if you are a foreign national, does that make a difference in the possible rights violations?

I think this just makes the usage of biometrics that much more important in this scenario so that they can confirm I am not on any watchlist or suspect list and that I am just someone visiting the country and pose no threat to national security by matching my face to any known terrorist lists. 

·
Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches (search without having to show probable cause)?

They do this is what is known as the border search exception to the Fourth Amendment which allows law enforcement officers to conduct searches without the need for probable cause, a warrant, or even reasonable suspicion. 

·
What would be your recommendation to better protect the United States from possible terrorist attacks through the air if biometrics is found to be unconstitutional?

My recommendation, if biometrics were found to be unconstitutional, is to simply increase security in Airports worldwide to better detect suspicious activity in or around the airport. Secondly, I would recommend the use of canines being used in airports worldwide that have been specifically trained to be able to detect explosives. 
Works Cited

Detection canine program person-borne IED initiative fact sheet and video. S&T Detection Canine Program Person-Borne IED Initiative Fact Sheet and Video | Homeland Security. (n.d.).

https://www.dhs.gov/publication/canine-explosives-detection-program#:~:text=Canines%20can%20be%20trained%20to,as%20sitting%20or%20lying%20quietly

. Facial recognition: Potential and risk. (n.d.).

https://www.rpc.senate.gov/policy-papers/facial-recognition-potential-and-risk

U.S. Customs and Border Protection’s powers and limitations: A Primer. (n.d.-g). https://crsreports.congress.gov/product/pdf/lsb/lsb10559.

Tanika:
Fourth Amendment Rights: Citizens of the United States are safeguarded by the Constitution’s Fourth Amendment, which outlaws’ unlawful searches and seizures. The appropriateness of a biometric identification system at an airport is a key factor in determining whether or not it violates the Fourth Amendment. It is common practice for courts to balance an individual’s right to privacy against the state’s responsibility to protect the public’s health, safety, and welfare.

Foreign National Rights: Just because someone is a foreign national does not mean they are no longer entitled to the protections of the Fourth Amendment. However, at U.S. borders and points of entry (including airports), the “border search exception” to the Fourth Amendment applies. In the interest of managing foreign business and securing its borders, the government is permitted to conduct routine searches without a warrant.

TSA and CBP Rights: Airport security personnel from the TSA and CBP are not required to have probable cause to perform random bag checks. Reasons for this include the “border search exception” and the need for heightened airport security.

Recommendation if Biometrics is Unconstitutional: In the event that biometrics are ruled unconstitutional, other options include bolstering existing screening and vetting procedures, investing in more sophisticated scanning equipment, deploying canine units for explosives detection, and increasing national and international intelligence sharing. Risks can be greatly mitigated by concerted effort and data-driven methods without intruding on individual liberties.

Source: U.S. Constitution, Fourth Amendment, and related court interpretations. 
(United States Courts, 2020)

Reference:

United States Courts. (2020). 
What Does the Fourth Amendment Mean? United States Courts. 
https://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/what-does-0#:~:text=The%20Constitution%2C%20through%20the%20Fourth

Must be 100 words

See Rubric for Details

Identify a health care safety problem that needs improvement and describes the problem in detail using creative liberty or with specific examples.

· Present a five-minute PowerPoint presentation with voice over to introduce your patient safety issue, the supporting research, and possible intervention.
RUBRICS
1, Identify a health care safety problem that needs to be improved. Identify a health care safety problem that needs improvement and describes the problem in detail using creative liberty or with specific examples.
2, Document two external sources from literature of evidence that support the need for change. Discusses external sources that support the need for change that are from literature. Explains how source is directly related to the patient safety issue.
3, Describe why this health care safety problem is a concern to stakeholders, patients, or community members and should be an organizational priority. Describes why the health care safety problem is a high priority and is of significant concern to stakeholders, patients, or community members and provides specific examples.
4, Explain your desired patient outcomes and the potential impact of the quality improvement project. Describes the desired state for an intervention in a health care setting and explains the impact of the quality improvement project with at least one citation from literature to support impact.
5, Conduct a professional presentation using well designed slides and slide notes. Conducts a professional presentation using well designed slides and slide notes. Speaks with confidence and explains the issue and intervention without too much jargon.
6, Apply APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.
Introduction
Evidence-based practice (EBP) is the process of searching for, appraising, and integrating the most relevant, best research evidence to answer a clinical question or address a health care challenge. The best research evidence is weighed along with patient preferences and values, organizational data, and professional expertise. For this assessment, you will learn about each of the six steps of EBP in detail and acquire a working knowledge about EBP as a problem-solving approach used in many health care settings.
Of note, there are many published processes regarding the steps of EBP. Some processes have more steps and some have fewer. However, the fundamental concepts are the same. For the purposes of organization, we will use the six step EBP process below in the courseroom:
1. Ask the clinical question.
2. Acquire the best evidence.
3. Apprise the evidence.
4. Implement the evidence.
5. Evaluating the outcomes.
6. Disseminate findings.
Introduction
The purpose of this assessment is to identify your patient safety issue and further explain how the safety issue was identified, the impact on safety, and/or descriptions of the problem from clinical experts within your institution. Your goal is to identify internal resources or do a “needs assessment.” The internal resources will not require citation/references. You are welcome to draw from personal experiences and use creative liberty to make your case from an internal perspective.
Scenario
Throughout the course, we will focus on a patient safety issue of your choice and work through all six steps of the evidence-based practice (EBP) process. The first step is to “Ask the burning clinical question in PICOT format,” which you will find later in this assessment in the section titled “Mastering the First Step in EBP: PICOT.”
Now, let’s imagine that you are the Director of Clinical Operations and Nursing Excellence at a major metropolitan medical center encompassing many entities, including hospitals and outpatient medical centers. You report directly to the Chief Nursing Officer and serve as the front-line leader for clinical operations, including serving as a clinical resource for all nursing staff levels in both the acute-care and ambulatory settings.
It is your responsibility to ensure that the best practices and protocols are implanted throughout the medical center. Your primary goals are to focus on problems in health care safety and how to solve them with evidence-based interventions as a quality improvement (EBP/QI) project.
Instructions
Present a 5-minute PowerPoint presentation with voice over to introduce your patient safety issue, the supporting research, and possible intervention, using the following steps:
7. Consider patient safety issues that you have heard about in your practice, the medical field, the media, or your coursework. Select a patient safety issue to research throughout this course.
7. Explain the patient safety issue that needs improvement.
7. Describe the problem in detail using creative liberty or give specific examples of the issue in practice.
8. Locate and review two examples of internal or practice site sources of evidence that support the need for change to address the patient safety issue.
8. Describe how the sources were obtained, including a timeframe or number of patients involved.
8. The internal resources will NOT require citations and references.
9. Locate and review two sources of evidence that the safety issue exists outside of your institution.
9. We call these external resources. This information can come from peer-reviewed literature, clinical practice guidelines, consensus statements, local or national databases, national organizations, Joint Commission, and/or hospital compare (CMS). The external resources will require citations and references.
9. Utilize Capella library resources to guide your research, including the library guide and an appointment with a librarian.
9. Explain how these literature resources support the need for change related to the patient safety issue.
9. Describe how each source is directly related to the patient safety issue.
10. Determine the organizational priority by describing why this patient care safety problem is of significant concern to stakeholders, patients, or community members. Give specific examples.
11. Describe your desired patient outcomes from a proposed intervention and the potential impact of the quality improvement project. Use at least one citation from literature to support the intervention.
12. Again, the patient safety issue and intervention or interventions identified for this assessment will also be used for all the assessments in this course, so take a look at those assessments now. Ensure the problem and interventions you select will work for the other four assessments.
13. Create 10-12 slides that reflect the issue you have selected, the evidence, and the possible interventions. You may use the following headings for your slides:
13. Title.
1. Name, course information.
13. Presentation Outline.
13. Patient Safety Issue.
13. Internal Evidence of Patient Safety Issue.
13. External Evidence of Patient Safety Issue.
13. Organizational Priority for Intervention.
6. Describe why problem is significant to stakeholders and give specific examples.
13. Propose a Quality Improvement Project.
7. Describe interventions and desired patient outcomes and potential organizational impact.
7. Include at least one citation from literature to support proposal.
13. References.
14. Record voice over for your slide presentation using PowerPoint features or Kaltura.
15. Submit PowerPoint slide deck with slide notes in PDF or Microsoft Word format and a video recording of your 5-minute presentation.
Additional Requirements
. 10-12 PowerPoint slides with slide notes.
. Five minute voice over recording of presentation slides.
. Minimum two external resources.
. Reference slide with APA citations.
. Submit slide deck, slide notes, and video recording.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
. Competency 1: Apply the steps of the evidence based practice process to a health care challenge.
. Identify a health care safety problem that needs to be improved.
. Describe why this health care safety problem is a concern to stakeholders, patients, or community members and should be an organizational priority.
. Explain your desired patient outcomes and the potential impact of the quality improvement project.
. Competency 5: Interpret the results and practical significance of health care data analyses in the evidence based practice process.
. Document two external sources from literature of evidence that support the need for change.
. Competency 6: Produce original written work, in compliance with the Capella Writing Standards, which is a creative synthesis of information from credible sources.
. Conduct a professional presentation using well designed slides and slide notes.
. Apply APA formatting to in-text citations and references.
·