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    please see attachments – 2 years ago **files (3)** – ## lu11_checklist_new2.docx – ## lu09_assignment_new3.pdf – lu09_topics_new3.pdf **## lu11_checklist_new2.docx** | | | | — | — | | ENG 105: Composition I | Assignment Checklist | ## Checklist for Synthesis Essay Use this checklist to e…

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    – 2 years ago

    **files (3)**

    – ## lu11_checklist_new2.docx

    – ## lu09_assignment_new3.pdf

    – lu09_topics_new3.pdf

    **## lu11_checklist_new2.docx**

    | | |
    | — | — |
    | ENG 105: Composition I | Assignment Checklist |

    ## Checklist for Synthesis Essay

    Use this checklist to evaluate your essay before submitting it to the submission area for a final grade. This checklist is for your use only–do not submit this document, as you will not receive a grade for completing this.

    1.
    **Write the thesis statement here:** ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    _____ My thesis is specific and clear.

    _____ My thesis addresses the connections among the sources.

    2.
    **I formatted the essay correctly.**

    _____ I placed a header on each page (upper right hand corner) with my last name and the page number.

    _____ I placed the identifying information (student name, instructor name, class, etc.) in the upper left hand corner, and I double spaced this information.

    _____ I double spaced the entire essay, including the Works Cited.

    _____ I centered my title at the beginning of my essay.

    _____ I indented each paragraph.

    3.
    **I included a Works Cited page.**

    _____ I formatted the Works Cited page following proper MLA style format.

    _____ I cited each source following proper MLA style format.

    _____ I cited all of the essays (at least five) that I integrated into my essay.

    4.
    **I included textual examples within my essay.**

    _____ I included in-text citations for all quotes, paraphrases, and summaries.

    _____ All quotes appear within quotation marks.

    _____ I have changed the words and the sentence structures in all of my paraphrases and summaries.

    _____ I have used textual examples (quotes, paraphrases, and/or summaries) to help me write a developed discussion.

    _____ I have integrated at least five of the assigned essays into my essay.

    5.
    **I have met the page requirement of the assignment.**

    _____ My essay is at least five full pages in length.

    6.
    **I have supported my thesis.**

    _____ Each discussion within the essay works to support my thesis.

    7.
    **I have avoided redundancy.**

    _____ I worked to avoid overusing words, phrases, and sentence structures.

    8.
    **I have edited my essay for tense and P.O.V. shifts.**

    _____ I am consistent with my tense and P.O.V. I avoid using 2nd person P.O.V. (you, your).

    9.
    **I have edited my essay for dangling and misplaced modifiers.**

    _____ I effectively modify the intended word or phrase in the sentence.

    © Kameo Cragoe and Indian Hills Community College

    Page 2 of 2

    **## lu09_assignment_new3.pdf**

    ENG 105: Composition I Essay Assignment

    Page 1 of 4

    Synthesis Essay Assignment

    Purpose: By this point in the term, you have read several essays about various topics related to our

    experiences in contemporary culture. In this final paper, then, you will write an essay which brings

    together ideas and data from multiple sources to inform the audience about a specific topic (listed

    below).

    Writing this essay will require you to 1) look for connections among the ideas in five assigned essays

    from Inquiry; 2) develop a thesis statement and main points which make an informative claim (based on

    the assigned essays’ content) in response to your research question; and 3) synthesize information from

    your sources to support and explain your main points. Your goal will be to effectively and accurately

    synthesize the source material in order to inform your audience. A secondary goal will be to integrate

    and document sources correctly.

    Topics: Choose one of the following writing prompts:

     Conversations about gender: What messages do we receive about gender, and from where do

    they come? How do these messages shape our experiences, identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of gender as well as our experiences. You might consider the perceptions that our

    society has regarding gender and how these perceptions compare and/or contrast with the

    individual experience. You could investigate the various gender roles that are often cultivated by

    society and perpetuated by the media and/or the range of definitions of femininity and

    masculinity (including definitions of beauty, strength, power, and weaknesses) found in our

    society. Once you have considered these various concerns, you might decide to narrow your

    topic to one of these research areas, or you might decide to cover multiple areas.

     Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences,

    identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of race and ethnicity as well as our experiences. You might consider the perceptions

    that our society has regarding race and ethnicity and how these perceptions compare and/or

    contrast with the individual experience. You could investigate various definitions and

    stereotypes involving race and ethnicity as well as the way these might shape an individual’s

    experience in America. In addition, you may consider how race and ethnicity might influence the

    ways in which individuals navigate and interact with various American institutions and networks

    (places of employment, educational institutions, social media platforms, etc.). Once you have

    considered these various concerns, you might decide to narrow your topic to one of these

    research areas, or you might decide to cover multiple areas.

    ENG 105: Composition I Essay Assignment

    Page 2 of 4

     Conversations about class: What messages do we receive about economic class, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of class as well as our experiences. You might consider the perceptions that our

    society has regarding class and how these perceptions compare and/or contrast with the

    individual experience. You could investigate various definitions and stereotypes involving class

    as well as the way these might shape an individual’s experience in America. In addition, you may

    consider how class influences the ways in which individuals navigate and interact with various

    American institutions and networks (places of employment, educational institutions, social

    media platforms, etc.). Once you have considered these various concerns, you might decide to

    narrow your topic to one of these research areas, or you might decide to cover multiple areas.

     Conversations about social responsibility: In what ways might we engage in or avoid civic

    action, and how might these actions shape our experiences, identity, and world?

    If you select this topic, you will consider the extent of our social responsibilities as individuals.

    You may consider the ways in which our behaviors and attitudes might contribute to the health

    of our planet, the health of humankind, the empowerment and/or oppression of individuals, the

    strengthening and/or weakening of communities, etc. You could investigate how business and

    marketing practices as well as the practices of established institutions influence our decisions as

    consumers and citizens as well as impact the fate of our planet, our health, and our identity.

    Once you have considered these various concerns, you might decide to narrow your topic to one

    of these research areas, or you might decide to cover multiple areas.

     Conversations about technology: How does technology shape our experiences, identity, and

    world?

    If you select this topic, you will investigate various technological advances as well as their

    influences upon our lives. You might consider how technology impacts and/or shapes education,

    personal relationships, individual identities, communication practices, perceptions of reality,

    consumption practices, news and information, entertainment, etc. Once you have considered

    these various ideas, you might decide to narrow your topic to focus on one research area, or you

    might decide to cover multiple areas regarding technology.

     Conversations about education: What does it mean to be educated, and how does education

    shape our experiences, identity, and world?

    If you select this topic, you might consider the qualities that contribute to a “good” education as

    well as the purpose of an education. You could investigate who does and does not have access

    to education as well as what and how we learn about ourselves and the world when we become

    ENG 105: Composition I Essay Assignment

    Page 3 of 4

    “educated.” How does being “educated” influence the ways in which individuals navigate and

    interact with various American institutions and networks (places of employment, educational

    institutions, social media platforms, etc.)? Once you have considered these various concerns,

    you might decide to narrow your topic to one of these research areas, or you might decide to

    cover multiple areas concerning education.

    Content:

     Introduction: Your introduction should follow the inverted triangle model in your textbook and

    should provide a context for the rest of your essay by providing some background of the cultural

    situation which has precipitated the “conversation” regarding the issue about which you’re

    writing. That is, it should lead us into the topic as well as provide a context for the topic by

    explaining the cultural problem to which the academic “conversation” is responding.

     Thesis: Your thesis statement should avoid making a persuasive opinionated claim, and instead

    should make an informative claim which represents the ideas you’ve encountered in your

    sources. It should acknowledge agreed-upon components of the academic conversation but also

    make mention of diverging views (when appropriate). You might use one of the following

    templates:

    o Although scholars do not agree upon ______________, they largely agree that

    _______________.

    o Despite widespread agreement among cultural critics about ____________, they cannot

    agree upon ______________ .

    o Scholars widely agree ______________________ and all point to research which

    supports the belief that ________________________________________.

    o Experts tend to agree that _________________________ impacts ___________ as they

    work together to present a view that _____________.

    o Scholars agree that through _________________________________, the

    _____________ impacts individuals in a ________________ manner.

    Body: This section of your essay should provide any additional background necessary and should lay out

    the major claims in support of your thesis. Your goal here is NOT to merely summarize each of your

    sources. Instead, you need to have topic sentences which put forward a point and then use information

    from multiple sources to help explain and support that point. That is, your topic sentences will put

    forward overarching areas of agreement or contention you’ve seen across multiple sources (or

    conclusions about the issue you’ve come to through reading all of your sources), and your paragraph

    content should explain the topic sentence through providing your own discussion as well as information

    synthesized from your sources.

    ENG 105: Composition I Essay Assignment

    Page 4 of 4

    Conclusion: Your conclusion should bring appropriate closure to your essay, tying together the claims

    made in the body, reinforcing the thesis, and perhaps even commenting on the potential further-

    reaching implications of this issue for culture.

    Additional Content: Either in the body or as part of the conclusion, you might choose to briefly explore

    issues, counterarguments, or implications the sources failed to address or overlooked.

    Source Requirements: Refer to the “Topic Choices and Reading Assignments” handout.

    Documentation: Your essay should follow MLA documentation guidelines, including source integration

    methods, in-text citations, and a Works Cited page.

    Formatting: Please use twelve-point Times New Roman font, one-inch margins, and MLA formatting.

    Length: 5-7 pages, double-spaced (not including the Works Cited page)

    © Kameo Cragoe and Indian Hills Community College

    **lu09_topics_new3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu09-topics-new3-pdf)

    **lu09_topics_new3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu09-topics-new3-pdf)

    **## lu11_checklist_new2.docx**

    | | |
    | — | — |
    | ENG 105: Composition I | Assignment Checklist |

    ## Checklist for Synthesis Essay

    Use this checklist to evaluate your essay before submitting it to the submission area for a final grade. This checklist is for your use only–do not submit this document, as you will not receive a grade for completing this.

    1.
    **Write the thesis statement here:** ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    _____ My thesis is specific and clear.

    _____ My thesis addresses the connections among the sources.

    2.
    **I formatted the essay correctly.**

    _____ I placed a header on each page (upper right hand corner) with my last name and the page number.

    _____ I placed the identifying information (student name, instructor name, class, etc.) in the upper left hand corner, and I double spaced this information.

    _____ I double spaced the entire essay, including the Works Cited.

    _____ I centered my title at the beginning of my essay.

    _____ I indented each paragraph.

    3.
    **I included a Works Cited page.**

    _____ I formatted the Works Cited page following proper MLA style format.

    _____ I cited each source following proper MLA style format.

    _____ I cited all of the essays (at least five) that I integrated into my essay.

    4.
    **I included textual examples within my essay.**

    _____ I included in-text citations for all quotes, paraphrases, and summaries.

    _____ All quotes appear within quotation marks.

    _____ I have changed the words and the sentence structures in all of my paraphrases and summaries.

    _____ I have used textual examples (quotes, paraphrases, and/or summaries) to help me write a developed discussion.

    _____ I have integrated at least five of the assigned essays into my essay.

    5.
    **I have met the page requirement of the assignment.**

    _____ My essay is at least five full pages in length.

    6.
    **I have supported my thesis.**

    _____ Each discussion within the essay works to support my thesis.

    7.
    **I have avoided redundancy.**

    _____ I worked to avoid overusing words, phrases, and sentence structures.

    8.
    **I have edited my essay for tense and P.O.V. shifts.**

    _____ I am consistent with my tense and P.O.V. I avoid using 2nd person P.O.V. (you, your).

    9.
    **I have edited my essay for dangling and misplaced modifiers.**

    _____ I effectively modify the intended word or phrase in the sentence.

    © Kameo Cragoe and Indian Hills Community College

    Page 2 of 2

    **## lu09_assignment_new3.pdf**

    ENG 105: Composition I Essay Assignment

    Page 1 of 4

    Synthesis Essay Assignment

    Purpose: By this point in the term, you have read several essays about various topics related to our

    experiences in contemporary culture. In this final paper, then, you will write an essay which brings

    together ideas and data from multiple sources to inform the audience about a specific topic (listed

    below).

    Writing this essay will require you to 1) look for connections among the ideas in five assigned essays

    from Inquiry; 2) develop a thesis statement and main points which make an informative claim (based on

    the assigned essays’ content) in response to your research question; and 3) synthesize information from

    your sources to support and explain your main points. Your goal will be to effectively and accurately

    synthesize the source material in order to inform your audience. A secondary goal will be to integrate

    and document sources correctly.

    Topics: Choose one of the following writing prompts:

     Conversations about gender: What messages do we receive about gender, and from where do

    they come? How do these messages shape our experiences, identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of gender as well as our experiences. You might consider the perceptions that our

    society has regarding gender and how these perceptions compare and/or contrast with the

    individual experience. You could investigate the various gender roles that are often cultivated by

    society and perpetuated by the media and/or the range of definitions of femininity and

    masculinity (including definitions of beauty, strength, power, and weaknesses) found in our

    society. Once you have considered these various concerns, you might decide to narrow your

    topic to one of these research areas, or you might decide to cover multiple areas.

     Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences,

    identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of race and ethnicity as well as our experiences. You might consider the perceptions

    that our society has regarding race and ethnicity and how these perceptions compare and/or

    contrast with the individual experience. You could investigate various definitions and

    stereotypes involving race and ethnicity as well as the way these might shape an individual’s

    experience in America. In addition, you may consider how race and ethnicity might influence the

    ways in which individuals navigate and interact with various American institutions and networks

    (places of employment, educational institutions, social media platforms, etc.). Once you have

    considered these various concerns, you might decide to narrow your topic to one of these

    research areas, or you might decide to cover multiple areas.

    ENG 105: Composition I Essay Assignment

    Page 2 of 4

     Conversations about class: What messages do we receive about economic class, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of class as well as our experiences. You might consider the perceptions that our

    society has regarding class and how these perceptions compare and/or contrast with the

    individual experience. You could investigate various definitions and stereotypes involving class

    as well as the way these might shape an individual’s experience in America. In addition, you may

    consider how class influences the ways in which individuals navigate and interact with various

    American institutions and networks (places of employment, educational institutions, social

    media platforms, etc.). Once you have considered these various concerns, you might decide to

    narrow your topic to one of these research areas, or you might decide to cover multiple areas.

     Conversations about social responsibility: In what ways might we engage in or avoid civic

    action, and how might these actions shape our experiences, identity, and world?

    If you select this topic, you will consider the extent of our social responsibilities as individuals.

    You may consider the ways in which our behaviors and attitudes might contribute to the health

    of our planet, the health of humankind, the empowerment and/or oppression of individuals, the

    strengthening and/or weakening of communities, etc. You could investigate how business and

    marketing practices as well as the practices of established institutions influence our decisions as

    consumers and citizens as well as impact the fate of our planet, our health, and our identity.

    Once you have considered these various concerns, you might decide to narrow your topic to one

    of these research areas, or you might decide to cover multiple areas.

     Conversations about technology: How does technology shape our experiences, identity, and

    world?

    If you select this topic, you will investigate various technological advances as well as their

    influences upon our lives. You might consider how technology impacts and/or shapes education,

    personal relationships, individual identities, communication practices, perceptions of reality,

    consumption practices, news and information, entertainment, etc. Once you have considered

    these various ideas, you might decide to narrow your topic to focus on one research area, or you

    might decide to cover multiple areas regarding technology.

     Conversations about education: What does it mean to be educated, and how does education

    shape our experiences, identity, and world?

    If you select this topic, you might consider the qualities that contribute to a “good” education as

    well as the purpose of an education. You could investigate who does and does not have access

    to education as well as what and how we learn about ourselves and the world when we become

    ENG 105: Composition I Essay Assignment

    Page 3 of 4

    “educated.” How does being “educated” influence the ways in which individuals navigate and

    interact with various American institutions and networks (places of employment, educational

    institutions, social media platforms, etc.)? Once you have considered these various concerns,

    you might decide to narrow your topic to one of these research areas, or you might decide to

    cover multiple areas concerning education.

    Content:

     Introduction: Your introduction should follow the inverted triangle model in your textbook and

    should provide a context for the rest of your essay by providing some background of the cultural

    situation which has precipitated the “conversation” regarding the issue about which you’re

    writing. That is, it should lead us into the topic as well as provide a context for the topic by

    explaining the cultural problem to which the academic “conversation” is responding.

     Thesis: Your thesis statement should avoid making a persuasive opinionated claim, and instead

    should make an informative claim which represents the ideas you’ve encountered in your

    sources. It should acknowledge agreed-upon components of the academic conversation but also

    make mention of diverging views (when appropriate). You might use one of the following

    templates:

    o Although scholars do not agree upon ______________, they largely agree that

    _______________.

    o Despite widespread agreement among cultural critics about ____________, they cannot

    agree upon ______________ .

    o Scholars widely agree ______________________ and all point to research which

    supports the belief that ________________________________________.

    o Experts tend to agree that _________________________ impacts ___________ as they

    work together to present a view that _____________.

    o Scholars agree that through _________________________________, the

    _____________ impacts individuals in a ________________ manner.

    Body: This section of your essay should provide any additional background necessary and should lay out

    the major claims in support of your thesis. Your goal here is NOT to merely summarize each of your

    sources. Instead, you need to have topic sentences which put forward a point and then use information

    from multiple sources to help explain and support that point. That is, your topic sentences will put

    forward overarching areas of agreement or contention you’ve seen across multiple sources (or

    conclusions about the issue you’ve come to through reading all of your sources), and your paragraph

    content should explain the topic sentence through providing your own discussion as well as information

    synthesized from your sources.

    ENG 105: Composition I Essay Assignment

    Page 4 of 4

    Conclusion: Your conclusion should bring appropriate closure to your essay, tying together the claims

    made in the body, reinforcing the thesis, and perhaps even commenting on the potential further-

    reaching implications of this issue for culture.

    Additional Content: Either in the body or as part of the conclusion, you might choose to briefly explore

    issues, counterarguments, or implications the sources failed to address or overlooked.

    Source Requirements: Refer to the “Topic Choices and Reading Assignments” handout.

    Documentation: Your essay should follow MLA documentation guidelines, including source integration

    methods, in-text citations, and a Works Cited page.

    Formatting: Please use twelve-point Times New Roman font, one-inch margins, and MLA formatting.

    Length: 5-7 pages, double-spaced (not including the Works Cited page)

    © Kameo Cragoe and Indian Hills Community College

    **lu09_topics_new3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu09-topics-new3-pdf)

    **## lu11_checklist_new2.docx**

    | | |
    | — | — |
    | ENG 105: Composition I | Assignment Checklist |

    ## Checklist for Synthesis Essay

    Use this checklist to evaluate your essay before submitting it to the submission area for a final grade. This checklist is for your use only–do not submit this document, as you will not receive a grade for completing this.

    1.
    **Write the thesis statement here:** ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    _____ My thesis is specific and clear.

    _____ My thesis addresses the connections among the sources.

    2.
    **I formatted the essay correctly.**

    _____ I placed a header on each page (upper right hand corner) with my last name and the page number.

    _____ I placed the identifying information (student name, instructor name, class, etc.) in the upper left hand corner, and I double spaced this information.

    _____ I double spaced the entire essay, including the Works Cited.

    _____ I centered my title at the beginning of my essay.

    _____ I indented each paragraph.

    3.
    **I included a Works Cited page.**

    _____ I formatted the Works Cited page following proper MLA style format.

    _____ I cited each source following proper MLA style format.

    _____ I cited all of the essays (at least five) that I integrated into my essay.

    4.
    **I included textual examples within my essay.**

    _____ I included in-text citations for all quotes, paraphrases, and summaries.

    _____ All quotes appear within quotation marks.

    _____ I have changed the words and the sentence structures in all of my paraphrases and summaries.

    _____ I have used textual examples (quotes, paraphrases, and/or summaries) to help me write a developed discussion.

    _____ I have integrated at least five of the assigned essays into my essay.

    5.
    **I have met the page requirement of the assignment.**

    _____ My essay is at least five full pages in length.

    6.
    **I have supported my thesis.**

    _____ Each discussion within the essay works to support my thesis.

    7.
    **I have avoided redundancy.**

    _____ I worked to avoid overusing words, phrases, and sentence structures.

    8.
    **I have edited my essay for tense and P.O.V. shifts.**

    _____ I am consistent with my tense and P.O.V. I avoid using 2nd person P.O.V. (you, your).

    9.
    **I have edited my essay for dangling and misplaced modifiers.**

    _____ I effectively modify the intended word or phrase in the sentence.

    © Kameo Cragoe and Indian Hills Community College

    Page 2 of 2

    **## lu09_assignment_new3.pdf**

    ENG 105: Composition I Essay Assignment

    Page 1 of 4

    Synthesis Essay Assignment

    Purpose: By this point in the term, you have read several essays about various topics related to our

    experiences in contemporary culture. In this final paper, then, you will write an essay which brings

    together ideas and data from multiple sources to inform the audience about a specific topic (listed

    below).

    Writing this essay will require you to 1) look for connections among the ideas in five assigned essays

    from Inquiry; 2) develop a thesis statement and main points which make an informative claim (based on

    the assigned essays’ content) in response to your research question; and 3) synthesize information from

    your sources to support and explain your main points. Your goal will be to effectively and accurately

    synthesize the source material in order to inform your audience. A secondary goal will be to integrate

    and document sources correctly.

    Topics: Choose one of the following writing prompts:

     Conversations about gender: What messages do we receive about gender, and from where do

    they come? How do these messages shape our experiences, identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of gender as well as our experiences. You might consider the perceptions that our

    society has regarding gender and how these perceptions compare and/or contrast with the

    individual experience. You could investigate the various gender roles that are often cultivated by

    society and perpetuated by the media and/or the range of definitions of femininity and

    masculinity (including definitions of beauty, strength, power, and weaknesses) found in our

    society. Once you have considered these various concerns, you might decide to narrow your

    topic to one of these research areas, or you might decide to cover multiple areas.

     Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences,

    identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of race and ethnicity as well as our experiences. You might consider the perceptions

    that our society has regarding race and ethnicity and how these perceptions compare and/or

    contrast with the individual experience. You could investigate various definitions and

    stereotypes involving race and ethnicity as well as the way these might shape an individual’s

    experience in America. In addition, you may consider how race and ethnicity might influence the

    ways in which individuals navigate and interact with various American institutions and networks

    (places of employment, educational institutions, social media platforms, etc.). Once you have

    considered these various concerns, you might decide to narrow your topic to one of these

    research areas, or you might decide to cover multiple areas.

    ENG 105: Composition I Essay Assignment

    Page 2 of 4

     Conversations about class: What messages do we receive about economic class, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    If you decide on this topic, you will want to consider how our environment impacts our

    perceptions of class as well as our experiences. You might consider the perceptions that our

    society has regarding class and how these perceptions compare and/or contrast with the

    individual experience. You could investigate various definitions and stereotypes involving class

    as well as the way these might shape an individual’s experience in America. In addition, you may

    consider how class influences the ways in which individuals navigate and interact with various

    American institutions and networks (places of employment, educational institutions, social

    media platforms, etc.). Once you have considered these various concerns, you might decide to

    narrow your topic to one of these research areas, or you might decide to cover multiple areas.

     Conversations about social responsibility: In what ways might we engage in or avoid civic

    action, and how might these actions shape our experiences, identity, and world?

    If you select this topic, you will consider the extent of our social responsibilities as individuals.

    You may consider the ways in which our behaviors and attitudes might contribute to the health

    of our planet, the health of humankind, the empowerment and/or oppression of individuals, the

    strengthening and/or weakening of communities, etc. You could investigate how business and

    marketing practices as well as the practices of established institutions influence our decisions as

    consumers and citizens as well as impact the fate of our planet, our health, and our identity.

    Once you have considered these various concerns, you might decide to narrow your topic to one

    of these research areas, or you might decide to cover multiple areas.

     Conversations about technology: How does technology shape our experiences, identity, and

    world?

    If you select this topic, you will investigate various technological advances as well as their

    influences upon our lives. You might consider how technology impacts and/or shapes education,

    personal relationships, individual identities, communication practices, perceptions of reality,

    consumption practices, news and information, entertainment, etc. Once you have considered

    these various ideas, you might decide to narrow your topic to focus on one research area, or you

    might decide to cover multiple areas regarding technology.

     Conversations about education: What does it mean to be educated, and how does education

    shape our experiences, identity, and world?

    If you select this topic, you might consider the qualities that contribute to a “good” education as

    well as the purpose of an education. You could investigate who does and does not have access

    to education as well as what and how we learn about ourselves and the world when we become

    ENG 105: Composition I Essay Assignment

    Page 3 of 4

    “educated.” How does being “educated” influence the ways in which individuals navigate and

    interact with various American institutions and networks (places of employment, educational

    institutions, social media platforms, etc.)? Once you have considered these various concerns,

    you might decide to narrow your topic to one of these research areas, or you might decide to

    cover multiple areas concerning education.

    Content:

     Introduction: Your introduction should follow the inverted triangle model in your textbook and

    should provide a context for the rest of your essay by providing some background of the cultural

    situation which has precipitated the “conversation” regarding the issue about which you’re

    writing. That is, it should lead us into the topic as well as provide a context for the topic by

    explaining the cultural problem to which the academic “conversation” is responding.

     Thesis: Your thesis statement should avoid making a persuasive opinionated claim, and instead

    should make an informative claim which represents the ideas you’ve encountered in your

    sources. It should acknowledge agreed-upon components of the academic conversation but also

    make mention of diverging views (when appropriate). You might use one of the following

    templates:

    o Although scholars do not agree upon ______________, they largely agree that

    _______________.

    o Despite widespread agreement among cultural critics about ____________, they cannot

    agree upon ______________ .

    o Scholars widely agree ______________________ and all point to research which

    supports the belief that ________________________________________.

    o Experts tend to agree that _________________________ impacts ___________ as they

    work together to present a view that _____________.

    o Scholars agree that through _________________________________, the

    _____________ impacts individuals in a ________________ manner.

    Body: This section of your essay should provide any additional background necessary and should lay out

    the major claims in support of your thesis. Your goal here is NOT to merely summarize each of your

    sources. Instead, you need to have topic sentences which put forward a point and then use information

    from multiple sources to help explain and support that point. That is, your topic sentences will put

    forward overarching areas of agreement or contention you’ve seen across multiple sources (or

    conclusions about the issue you’ve come to through reading all of your sources), and your paragraph

    content should explain the topic sentence through providing your own discussion as well as information

    synthesized from your sources.

    ENG 105: Composition I Essay Assignment

    Page 4 of 4

    Conclusion: Your conclusion should bring appropriate closure to your essay, tying together the claims

    made in the body, reinforcing the thesis, and perhaps even commenting on the potential further-

    reaching implications of this issue for culture.

    Additional Content: Either in the body or as part of the conclusion, you might choose to briefly explore

    issues, counterarguments, or implications the sources failed to address or overlooked.

    Source Requirements: Refer to the “Topic Choices and Reading Assignments” handout.

    Documentation: Your essay should follow MLA documentation guidelines, including source integration

    methods, in-text citations, and a Works Cited page.

    Formatting: Please use twelve-point Times New Roman font, one-inch margins, and MLA formatting.

    Length: 5-7 pages, double-spaced (not including the Works Cited page)

    © Kameo Cragoe and Indian Hills Community College

    **lu09_topics_new3.pdf**

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    Based on the video below, create a PowerPoint presentation about mental health services in rural America. Discuss some ideas on how to address the mental health crisis. Include speaker notes that expand upon and clarify the content on the slides.

    – The Atlantic. _The hidden crisis in rural America_[Video]. YouTube. https://www.youtube.com/watch?v=EIkqx-sAHpw

    [The Hidden Crisis in Rural America (13:58)](https://www.youtube.com/watch?v=EIkqx-sAHpw)

    **Submission Instructions:**

    – The presentation is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
    – The presentation should be formatted per current APA and 8-10 slides in length. Incorporate a minimum of 3 current (published within last five years) _scholarly journal articles_ or _primary legal sources_(statutes, court opinions) within your work.
    – Speaker notes should expand upon and clarify content on the slides.
    – Your submission will be reviewed for plagiarism with Turnitin.

    – 2 years ago

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    please see attachments – 2 years ago **files (3)** – ## lu10_assignment_sheet_sample_new1.docx – ## lu10_assignment_sheet_new1.pdf – ## lu09_topics_new2.pdf **## lu10_assignment_sheet_sample_new1.docx** Susan Becker Kameo Cragoe Composition I 1 November 2014 Synthesis Outline **Working …

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    – ## lu10_assignment_sheet_new1.pdf

    – ## lu09_topics_new2.pdf

    **## lu10_assignment_sheet_sample_new1.docx**

    Susan Becker

    Kameo Cragoe

    Composition I

    1 November 2014

    Synthesis Outline

    **Working thesis**: Though some scholars do not agree on the degree of influence that media has on children, many of them do agree that media impacts children in a negative way.

    I.
    **Main idea #1:** The media can affect children’s education by focusing on entertainment.

    a.
    **Postman:** Postman explains that education is no longer education but more so simple, non-complex, entertainment. Postman describes this by stating: “The name we may properly give to an education without prerequisites, perplexity, and exposition is entertainment” (425).

    b.
    **Hade:** The books were intended to motivated children, specifically girls, to learn about their history, however, due to the nonfactual content, the books are more for entertainment than learning. According to Hade, there are several instances in which the books could have better explained history. She talks about misspelled names, misleading statements, and inaccurate maps, all of which would have been great learning points for the children but were simply overlooked to ensure simplicity (567).

    **Transition:** Along with educational items for children, there is a huge market for children’s, well, everything.

    II.
    **Main idea #2:** Companies target children with their marketing

    a.
    **Buckingham:** According to David Buckingham, corporations work together to ensure the crazes are advertised on all forms of media from television shows, to computer games, to trading cards, to clothing lines and toys. This type of marketing is known as horizontal integration (595).

    b.
    **Schlosser:** As said by Schlosser, television takes up the majority of children’s advertisement. An average child in the United States currently spends about twenty-one hours each week viewing television (523).

    **Transition:** Not only does the market rely heavily on television promotions, but clubs are often very popular.

    III.
    **Main idea #3: Companies target children through clubs**

    a.
    **Hade:** Hade describes that “American Girl clubs meet regularly across the country, usually in bookstores, where scores of girls, each clutching her own American Girl doll meet to hear stories, make crafts, and learn about new products the Pleasant Company is developing.” (565).

    b.
    **Schlosser:** Eric Schlosser agrees that clubs fuel the market and also create a sense of belonging for children. Schlosser, in his essay “Kid Kustomers,” discusses “Children’s clubs have for years been considered an effective means of targeting ads and collecting demographic information; the clubs appeal to a child’s fundamental need for status and belonging” (522).

    **Transition:** Exposing children to media not only keeps the market growing, but it also shows children some of the unfortunate truths of American society. In children’s books and movies racial and sexual inequalities are depicted.

    IV.
    **Main idea #4:** Media often portrays inequities.

    a.
    **Hade:** American Girls books are supposed to be aimed at young girls who can relate to the girls in the books. But who is really an American Girl? Hade brings up this point in her essay, she states “[a]ccording the Pleasant Company, the few privileged girls such as Samantha are American Girls, but the poor, such as Nellie, are not.” (571).

    b.
    **Sturgeon:** She states that “[o]ne of the best illustrations of this figure is the character Scar, the evil uncle in
    _The Lion King,_ voiced by Jeremy Irons, who depends on his past history of playing sexually perverse, socially dangerous characters to animate his depiction of Scar” (580). This, along with many other examples, such as the evil man in
    _Pocahontas_“who is more concerned about the state of his hair than the people he callously orders to kill as ‘savages,’” shows that children are truly exposed to sexual inequalities and discriminations (581).

    **## lu10_assignment_sheet_new1.pdf**

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 1 of 4

    Pre-Writing Activity/Outline Assignment Sheet

    As we undergo the process of writing, we tend to spend time reading our sources, taking notes, and

    generating ideas by brainstorming and asking questions. At some point in the writing process, though,

    we will need to move from the exploring stage to the planning and drafting stages.

    Often, writers use an outline to create a tentative plan for their essays and to organize their ideas. An

    outline gives us the opportunity to form a clear and specific working thesis and then to identify those

    ideas that will effectively work to support our thesis. In addition, we can create smooth transitions to

    connect the main ideas within our essay. An outline can prove especially useful to us when we are

    writing a source-based essay, such as the Synthesis Essay, because it helps us to “try out” our ideas and

    plan the use of our sources before we begin writing the rough draft.

    For this assignment, then, please follow the structure provided below. Submit your outline to the Drop

    Box for your instructor to review.

    NOTE: This template offers four main ideas and two subordinate points for each main idea. However,

    your outline may vary from this template; you may find that you have fewer or more main

    ideas/subordinate points. You may want to review the Sample Student Synthesis Outline in LU10.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 2 of 4

    INTRODUCTION

    Type a rough draft of your complete introduction. Remember to use the inverted triangle model. (See

    your text for a review of this model).

    THESIS

    (Include your thesis at the end of your introduction. Be sure to clearly identify your thesis in the outline.

    See the “Synthesis Essay Assignment Sheet” to review sample templates for the thesis. While you are not

    required to use any of these templates, they may help you to structure your thesis.)

    I. First Main

    Idea:

    (Support for first main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    II. Second Main

    Idea:

    (Support for second main idea. Include any textual examples and page numbers that you will use.)

    A.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 3 of 4

    1.

    2.

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    III. Third Main

    Idea:

    (Support for third main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    IV. Fourth Main Idea:

    (Support for fourth main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 4 of 4

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    CONCLUSION

    (Briefly note any concluding remarks/ideas you might use.)

    © Kameo Cragoe and Indian Hills Community College

    **## lu09_topics_new2.pdf**

    ENG 105: Composition I Essay Assignment

    Synthesis Essay Topic Choices and Reading Assignments

    Instructions: Choose one of the two topics below and decide on the sources you would like to read and

    integrate into your Synthesis Essay. You will be required to use five of the essays listed.

    Topic Choice 1: Conversations about gender: What messages do we receive about gender, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “ ‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse” (535) by C.J. Pascoe

    o “From Educated” (34) by Tara Westover

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The I in the Internet” (658) by Jia Tolentino

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    Topic Choice 2: Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences, identities,

    and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Cultural Baggage” (394) by Barbara Ehrenreich

    o “Definitions” (529) by Ibram X. Kendi

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “From ‘Reinventing “America”: Call for a New National Identity’ “ (375) by Elizabeth Martínez

    o “From ‘Teaching Toward Possibility: Building Cultural Supports for Robust Learning’ ” (177) by

    Kris Gutierrez

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “The Perception of Race” (519) by Robin DiAngelo

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    ENG 105: Composition I Essay Assignment

    o “Whither History Textbooks?” (68) by David Tyack

    Topic Choice 3: Conversations about class: What messages do we receive about economic class, and

    from where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan Cottom

    o “From Educated” (34) by Tara Westover

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    o “How the One Percent Is Pulling America’s Cities and Regions Apart” (342) by Richard Florida

    o “The Land of Opportunity” (280) by James Loewen

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    Topic Choice 4: Conversations about social responsibility: In what ways might we engage in or avoid

    civic action, and how might these actions shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “The Climate Crisis at the End of Our Fork” (750) by Anna Lappé

    o “Definitions” (529) by Ibram X. Kendi

    o “The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and

    Adaption” (686) by Robert Gifford

    o “The Fate of the Forests” (787) by Dahr Jamail

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “The Full Scope” (741) by Andrew J. Hoffman

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    ENG 105: Composition I Essay Assignment

    o “Making Our Lives Count” (215) by Paul Rogat Loeb

    o “The Perception of Race” (519) by Robin DiAngelo

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    o “Why Bother” (764) by Michael Pollan

    Topic Choice 5: Conversations about technology: How does technology shape our experiences,

    identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “Dashed Hopes: Why Aren’t Social Media Delivering Democracy?” (105) by Dana Radcliffe

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “The Flight from Conversation” (75) by Sherry Turkle

    o “Growing Up Tethered” (582) by Sherry Turkle

    o “History Retweets Itself” (97) by Tom Standage

    o “The I in the Internet” (658) by Jia Tolentino

    o “On the New Literacy” (86) by Clive Thompson

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    Topic Choice 6: Conversations about education: What does it mean to be educated, and how does

    education shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Bringing Sanctuary to School” (301) by Lisa V. Blitz

    ENG 105: Composition I Essay Assignment

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “Doesn’t Anybody Get a C Anymore?” (133) by Phil Primack

    o “Doing Nothing Is Something” (146) by Anna Quindlen

    o “Dude, You’re a Fag” (535) by C.J. Pascoe

    o “Education Isn’t Enough” (63) by Nick Hanauer

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan

    o “From Educated” (34) by Tara Westover

    o “From Mindset: The New Psychology of Success” (668) by Carol Dweck

    o “From Teaching Toward Possibility: Building Cultural Supports for Robust Learning” (177) by Kris

    Gutiérrez

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni, Yves Gingras, and Blaise Cronin

    o “Grade Inflation Gone Wild” (132) by Stuart Rojstaczer

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The Land of Opportunity” (280) by James W. Loewen

    o “On the New Literacy” (86) by Clive Thompson

    o “Preface to Cultural Literacy” (54) by E.D. Hirsch Jr.

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “Whither History Textbooks?” (68) by David Tyack

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    o “Why Can’t Everyone Get A’s?” (481) by Alfie Kohn

    © Kameo Cragoe and Indian Hills Community College

    **## lu09_topics_new2.pdf**

    ENG 105: Composition I Essay Assignment

    Synthesis Essay Topic Choices and Reading Assignments

    Instructions: Choose one of the two topics below and decide on the sources you would like to read and

    integrate into your Synthesis Essay. You will be required to use five of the essays listed.

    Topic Choice 1: Conversations about gender: What messages do we receive about gender, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “ ‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse” (535) by C.J. Pascoe

    o “From Educated” (34) by Tara Westover

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The I in the Internet” (658) by Jia Tolentino

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    Topic Choice 2: Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences, identities,

    and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Cultural Baggage” (394) by Barbara Ehrenreich

    o “Definitions” (529) by Ibram X. Kendi

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “From ‘Reinventing “America”: Call for a New National Identity’ “ (375) by Elizabeth Martínez

    o “From ‘Teaching Toward Possibility: Building Cultural Supports for Robust Learning’ ” (177) by

    Kris Gutierrez

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “The Perception of Race” (519) by Robin DiAngelo

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    ENG 105: Composition I Essay Assignment

    o “Whither History Textbooks?” (68) by David Tyack

    Topic Choice 3: Conversations about class: What messages do we receive about economic class, and

    from where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan Cottom

    o “From Educated” (34) by Tara Westover

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    o “How the One Percent Is Pulling America’s Cities and Regions Apart” (342) by Richard Florida

    o “The Land of Opportunity” (280) by James Loewen

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    Topic Choice 4: Conversations about social responsibility: In what ways might we engage in or avoid

    civic action, and how might these actions shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “The Climate Crisis at the End of Our Fork” (750) by Anna Lappé

    o “Definitions” (529) by Ibram X. Kendi

    o “The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and

    Adaption” (686) by Robert Gifford

    o “The Fate of the Forests” (787) by Dahr Jamail

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “The Full Scope” (741) by Andrew J. Hoffman

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    ENG 105: Composition I Essay Assignment

    o “Making Our Lives Count” (215) by Paul Rogat Loeb

    o “The Perception of Race” (519) by Robin DiAngelo

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    o “Why Bother” (764) by Michael Pollan

    Topic Choice 5: Conversations about technology: How does technology shape our experiences,

    identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “Dashed Hopes: Why Aren’t Social Media Delivering Democracy?” (105) by Dana Radcliffe

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “The Flight from Conversation” (75) by Sherry Turkle

    o “Growing Up Tethered” (582) by Sherry Turkle

    o “History Retweets Itself” (97) by Tom Standage

    o “The I in the Internet” (658) by Jia Tolentino

    o “On the New Literacy” (86) by Clive Thompson

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    Topic Choice 6: Conversations about education: What does it mean to be educated, and how does

    education shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Bringing Sanctuary to School” (301) by Lisa V. Blitz

    ENG 105: Composition I Essay Assignment

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “Doesn’t Anybody Get a C Anymore?” (133) by Phil Primack

    o “Doing Nothing Is Something” (146) by Anna Quindlen

    o “Dude, You’re a Fag” (535) by C.J. Pascoe

    o “Education Isn’t Enough” (63) by Nick Hanauer

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan

    o “From Educated” (34) by Tara Westover

    o “From Mindset: The New Psychology of Success” (668) by Carol Dweck

    o “From Teaching Toward Possibility: Building Cultural Supports for Robust Learning” (177) by Kris

    Gutiérrez

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni, Yves Gingras, and Blaise Cronin

    o “Grade Inflation Gone Wild” (132) by Stuart Rojstaczer

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The Land of Opportunity” (280) by James W. Loewen

    o “On the New Literacy” (86) by Clive Thompson

    o “Preface to Cultural Literacy” (54) by E.D. Hirsch Jr.

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “Whither History Textbooks?” (68) by David Tyack

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    o “Why Can’t Everyone Get A’s?” (481) by Alfie Kohn

    © Kameo Cragoe and Indian Hills Community College

    **## lu10_assignment_sheet_sample_new1.docx**

    Susan Becker

    Kameo Cragoe

    Composition I

    1 November 2014

    Synthesis Outline

    **Working thesis**: Though some scholars do not agree on the degree of influence that media has on children, many of them do agree that media impacts children in a negative way.

    I.
    **Main idea #1:** The media can affect children’s education by focusing on entertainment.

    a.
    **Postman:** Postman explains that education is no longer education but more so simple, non-complex, entertainment. Postman describes this by stating: “The name we may properly give to an education without prerequisites, perplexity, and exposition is entertainment” (425).

    b.
    **Hade:** The books were intended to motivated children, specifically girls, to learn about their history, however, due to the nonfactual content, the books are more for entertainment than learning. According to Hade, there are several instances in which the books could have better explained history. She talks about misspelled names, misleading statements, and inaccurate maps, all of which would have been great learning points for the children but were simply overlooked to ensure simplicity (567).

    **Transition:** Along with educational items for children, there is a huge market for children’s, well, everything.

    II.
    **Main idea #2:** Companies target children with their marketing

    a.
    **Buckingham:** According to David Buckingham, corporations work together to ensure the crazes are advertised on all forms of media from television shows, to computer games, to trading cards, to clothing lines and toys. This type of marketing is known as horizontal integration (595).

    b.
    **Schlosser:** As said by Schlosser, television takes up the majority of children’s advertisement. An average child in the United States currently spends about twenty-one hours each week viewing television (523).

    **Transition:** Not only does the market rely heavily on television promotions, but clubs are often very popular.

    III.
    **Main idea #3: Companies target children through clubs**

    a.
    **Hade:** Hade describes that “American Girl clubs meet regularly across the country, usually in bookstores, where scores of girls, each clutching her own American Girl doll meet to hear stories, make crafts, and learn about new products the Pleasant Company is developing.” (565).

    b.
    **Schlosser:** Eric Schlosser agrees that clubs fuel the market and also create a sense of belonging for children. Schlosser, in his essay “Kid Kustomers,” discusses “Children’s clubs have for years been considered an effective means of targeting ads and collecting demographic information; the clubs appeal to a child’s fundamental need for status and belonging” (522).

    **Transition:** Exposing children to media not only keeps the market growing, but it also shows children some of the unfortunate truths of American society. In children’s books and movies racial and sexual inequalities are depicted.

    IV.
    **Main idea #4:** Media often portrays inequities.

    a.
    **Hade:** American Girls books are supposed to be aimed at young girls who can relate to the girls in the books. But who is really an American Girl? Hade brings up this point in her essay, she states “[a]ccording the Pleasant Company, the few privileged girls such as Samantha are American Girls, but the poor, such as Nellie, are not.” (571).

    b.
    **Sturgeon:** She states that “[o]ne of the best illustrations of this figure is the character Scar, the evil uncle in
    _The Lion King,_ voiced by Jeremy Irons, who depends on his past history of playing sexually perverse, socially dangerous characters to animate his depiction of Scar” (580). This, along with many other examples, such as the evil man in
    _Pocahontas_“who is more concerned about the state of his hair than the people he callously orders to kill as ‘savages,’” shows that children are truly exposed to sexual inequalities and discriminations (581).

    **## lu10_assignment_sheet_new1.pdf**

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 1 of 4

    Pre-Writing Activity/Outline Assignment Sheet

    As we undergo the process of writing, we tend to spend time reading our sources, taking notes, and

    generating ideas by brainstorming and asking questions. At some point in the writing process, though,

    we will need to move from the exploring stage to the planning and drafting stages.

    Often, writers use an outline to create a tentative plan for their essays and to organize their ideas. An

    outline gives us the opportunity to form a clear and specific working thesis and then to identify those

    ideas that will effectively work to support our thesis. In addition, we can create smooth transitions to

    connect the main ideas within our essay. An outline can prove especially useful to us when we are

    writing a source-based essay, such as the Synthesis Essay, because it helps us to “try out” our ideas and

    plan the use of our sources before we begin writing the rough draft.

    For this assignment, then, please follow the structure provided below. Submit your outline to the Drop

    Box for your instructor to review.

    NOTE: This template offers four main ideas and two subordinate points for each main idea. However,

    your outline may vary from this template; you may find that you have fewer or more main

    ideas/subordinate points. You may want to review the Sample Student Synthesis Outline in LU10.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 2 of 4

    INTRODUCTION

    Type a rough draft of your complete introduction. Remember to use the inverted triangle model. (See

    your text for a review of this model).

    THESIS

    (Include your thesis at the end of your introduction. Be sure to clearly identify your thesis in the outline.

    See the “Synthesis Essay Assignment Sheet” to review sample templates for the thesis. While you are not

    required to use any of these templates, they may help you to structure your thesis.)

    I. First Main

    Idea:

    (Support for first main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    II. Second Main

    Idea:

    (Support for second main idea. Include any textual examples and page numbers that you will use.)

    A.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 3 of 4

    1.

    2.

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    III. Third Main

    Idea:

    (Support for third main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    IV. Fourth Main Idea:

    (Support for fourth main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 4 of 4

    B.

    1.

    2.

    C.

    1.

    2.

    TRANSITION:

    CONCLUSION

    (Briefly note any concluding remarks/ideas you might use.)

    © Kameo Cragoe and Indian Hills Community College

    **## lu09_topics_new2.pdf**

    ENG 105: Composition I Essay Assignment

    Synthesis Essay Topic Choices and Reading Assignments

    Instructions: Choose one of the two topics below and decide on the sources you would like to read and

    integrate into your Synthesis Essay. You will be required to use five of the essays listed.

    Topic Choice 1: Conversations about gender: What messages do we receive about gender, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “ ‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse” (535) by C.J. Pascoe

    o “From Educated” (34) by Tara Westover

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The I in the Internet” (658) by Jia Tolentino

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    Topic Choice 2: Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences, identities,

    and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Cultural Baggage” (394) by Barbara Ehrenreich

    o “Definitions” (529) by Ibram X. Kendi

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “From ‘Reinventing “America”: Call for a New National Identity’ “ (375) by Elizabeth Martínez

    o “From ‘Teaching Toward Possibility: Building Cultural Supports for Robust Learning’ ” (177) by

    Kris Gutierrez

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “The Perception of Race” (519) by Robin DiAngelo

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    ENG 105: Composition I Essay Assignment

    o “Whither History Textbooks?” (68) by David Tyack

    Topic Choice 3: Conversations about class: What messages do we receive about economic class, and

    from where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan Cottom

    o “From Educated” (34) by Tara Westover

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    o “How the One Percent Is Pulling America’s Cities and Regions Apart” (342) by Richard Florida

    o “The Land of Opportunity” (280) by James Loewen

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    Topic Choice 4: Conversations about social responsibility: In what ways might we engage in or avoid

    civic action, and how might these actions shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “The Climate Crisis at the End of Our Fork” (750) by Anna Lappé

    o “Definitions” (529) by Ibram X. Kendi

    o “The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and

    Adaption” (686) by Robert Gifford

    o “The Fate of the Forests” (787) by Dahr Jamail

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “The Full Scope” (741) by Andrew J. Hoffman

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    ENG 105: Composition I Essay Assignment

    o “Making Our Lives Count” (215) by Paul Rogat Loeb

    o “The Perception of Race” (519) by Robin DiAngelo

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    o “Why Bother” (764) by Michael Pollan

    Topic Choice 5: Conversations about technology: How does technology shape our experiences,

    identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “Dashed Hopes: Why Aren’t Social Media Delivering Democracy?” (105) by Dana Radcliffe

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “The Flight from Conversation” (75) by Sherry Turkle

    o “Growing Up Tethered” (582) by Sherry Turkle

    o “History Retweets Itself” (97) by Tom Standage

    o “The I in the Internet” (658) by Jia Tolentino

    o “On the New Literacy” (86) by Clive Thompson

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    Topic Choice 6: Conversations about education: What does it mean to be educated, and how does

    education shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Bringing Sanctuary to School” (301) by Lisa V. Blitz

    ENG 105: Composition I Essay Assignment

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “Doesn’t Anybody Get a C Anymore?” (133) by Phil Primack

    o “Doing Nothing Is Something” (146) by Anna Quindlen

    o “Dude, You’re a Fag” (535) by C.J. Pascoe

    o “Education Isn’t Enough” (63) by Nick Hanauer

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan

    o “From Educated” (34) by Tara Westover

    o “From Mindset: The New Psychology of Success” (668) by Carol Dweck

    o “From Teaching Toward Possibility: Building Cultural Supports for Robust Learning” (177) by Kris

    Gutiérrez

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni, Yves Gingras, and Blaise Cronin

    o “Grade Inflation Gone Wild” (132) by Stuart Rojstaczer

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The Land of Opportunity” (280) by James W. Loewen

    o “On the New Literacy” (86) by Clive Thompson

    o “Preface to Cultural Literacy” (54) by E.D. Hirsch Jr.

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “Whither History Textbooks?” (68) by David Tyack

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    o “Why Can’t Everyone Get A’s?” (481) by Alfie Kohn

    © Kameo Cragoe and Indian Hills Community College

    **## lu10_assignment_sheet_sample_new1.docx**

    Susan Becker

    Kameo Cragoe

    Composition I

    1 November 2014

    Synthesis Outline

    **Working thesis**: Though some scholars do not agree on the degree of influence that media has on children, many of them do agree that media impacts children in a negative way.

    I.
    **Main idea #1:** The media can affect children’s education by focusing on entertainment.

    a.
    **Postman:** Postman explains that education is no longer education but more so simple, non-complex, entertainment. Postman describes this by stating: “The name we may properly give to an education without prerequisites, perplexity, and exposition is entertainment” (425).

    b.
    **Hade:** The books were intended to motivated children, specifically girls, to learn about their history, however, due to the nonfactual content, the books are more for entertainment than learning. According to Hade, there are several instances in which the books could have better explained history. She talks about misspelled names, misleading statements, and inaccurate maps, all of which would have been great learning points for the children but were simply overlooked to ensure simplicity (567).

    **Transition:** Along with educational items for children, there is a huge market for children’s, well, everything.

    II.
    **Main idea #2:** Companies target children with their marketing

    a.
    **Buckingham:** According to David Buckingham, corporations work together to ensure the crazes are advertised on all forms of media from television shows, to computer games, to trading cards, to clothing lines and toys. This type of marketing is known as horizontal integration (595).

    b.
    **Schlosser:** As said by Schlosser, television takes up the majority of children’s advertisement. An average child in the United States currently spends about twenty-one hours each week viewing television (523).

    **Transition:** Not only does the market rely heavily on television promotions, but clubs are often very popular.

    III.
    **Main idea #3: Companies target children through clubs**

    a.
    **Hade:** Hade describes that “American Girl clubs meet regularly across the country, usually in bookstores, where scores of girls, each clutching her own American Girl doll meet to hear stories, make crafts, and learn about new products the Pleasant Company is developing.” (565).

    b.
    **Schlosser:** Eric Schlosser agrees that clubs fuel the market and also create a sense of belonging for children. Schlosser, in his essay “Kid Kustomers,” discusses “Children’s clubs have for years been considered an effective means of targeting ads and collecting demographic information; the clubs appeal to a child’s fundamental need for status and belonging” (522).

    **Transition:** Exposing children to media not only keeps the market growing, but it also shows children some of the unfortunate truths of American society. In children’s books and movies racial and sexual inequalities are depicted.

    IV.
    **Main idea #4:** Media often portrays inequities.

    a.
    **Hade:** American Girls books are supposed to be aimed at young girls who can relate to the girls in the books. But who is really an American Girl? Hade brings up this point in her essay, she states “[a]ccording the Pleasant Company, the few privileged girls such as Samantha are American Girls, but the poor, such as Nellie, are not.” (571).

    b.
    **Sturgeon:** She states that “[o]ne of the best illustrations of this figure is the character Scar, the evil uncle in
    _The Lion King,_ voiced by Jeremy Irons, who depends on his past history of playing sexually perverse, socially dangerous characters to animate his depiction of Scar” (580). This, along with many other examples, such as the evil man in
    _Pocahontas_“who is more concerned about the state of his hair than the people he callously orders to kill as ‘savages,’” shows that children are truly exposed to sexual inequalities and discriminations (581).

    **## lu10_assignment_sheet_new1.pdf**

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 1 of 4

    Pre-Writing Activity/Outline Assignment Sheet

    As we undergo the process of writing, we tend to spend time reading our sources, taking notes, and

    generating ideas by brainstorming and asking questions. At some point in the writing process, though,

    we will need to move from the exploring stage to the planning and drafting stages.

    Often, writers use an outline to create a tentative plan for their essays and to organize their ideas. An

    outline gives us the opportunity to form a clear and specific working thesis and then to identify those

    ideas that will effectively work to support our thesis. In addition, we can create smooth transitions to

    connect the main ideas within our essay. An outline can prove especially useful to us when we are

    writing a source-based essay, such as the Synthesis Essay, because it helps us to “try out” our ideas and

    plan the use of our sources before we begin writing the rough draft.

    For this assignment, then, please follow the structure provided below. Submit your outline to the Drop

    Box for your instructor to review.

    NOTE: This template offers four main ideas and two subordinate points for each main idea. However,

    your outline may vary from this template; you may find that you have fewer or more main

    ideas/subordinate points. You may want to review the Sample Student Synthesis Outline in LU10.

    ENG 105: Composition I Learning Unit 10: Assignment

    Page 2 of 4

    INTRODUCTION

    Type a rough draft of your complete introduction. Remember to use the inverted triangle model. (See

    your text for a review of this model).

    THESIS

    (Include your thesis at the end of your introduction. Be sure to clearly identify your thesis in the outline.

    See the “Synthesis Essay Assignment Sheet” to review sample templates for the thesis. While you are not

    required to use any of these templates, they may help you to structure your thesis.)

    I. First Main

    Idea:

    (Support for first main idea. Include any textual examples and page numbers that you will use.)

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    1.

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    B.

    1.

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    C.

    1.

    2.

    TRANSITION:

    II. Second Main

    Idea:

    (Support for second main idea. Include any textual examples and page numbers that you will use.)

    A.

    ENG 105: Composition I Learning Unit 10: Assignment

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    1.

    2.

    B.

    1.

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    C.

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    TRANSITION:

    III. Third Main

    Idea:

    (Support for third main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

    2.

    B.

    1.

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    1.

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    TRANSITION:

    IV. Fourth Main Idea:

    (Support for fourth main idea. Include any textual examples and page numbers that you will use.)

    A.

    1.

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    ENG 105: Composition I Learning Unit 10: Assignment

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    B.

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    TRANSITION:

    CONCLUSION

    (Briefly note any concluding remarks/ideas you might use.)

    © Kameo Cragoe and Indian Hills Community College

    **## lu09_topics_new2.pdf**

    ENG 105: Composition I Essay Assignment

    Synthesis Essay Topic Choices and Reading Assignments

    Instructions: Choose one of the two topics below and decide on the sources you would like to read and

    integrate into your Synthesis Essay. You will be required to use five of the essays listed.

    Topic Choice 1: Conversations about gender: What messages do we receive about gender, and from

    where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “ ‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse” (535) by C.J. Pascoe

    o “From Educated” (34) by Tara Westover

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The I in the Internet” (658) by Jia Tolentino

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    Topic Choice 2: Conversations about race and ethnicity: What messages do we receive about race and

    ethnicity, and from where do they come? How do these messages shape our experiences, identities,

    and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Cultural Baggage” (394) by Barbara Ehrenreich

    o “Definitions” (529) by Ibram X. Kendi

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “From ‘Reinventing “America”: Call for a New National Identity’ “ (375) by Elizabeth Martínez

    o “From ‘Teaching Toward Possibility: Building Cultural Supports for Robust Learning’ ” (177) by

    Kris Gutierrez

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “The Perception of Race” (519) by Robin DiAngelo

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    ENG 105: Composition I Essay Assignment

    o “Whither History Textbooks?” (68) by David Tyack

    Topic Choice 3: Conversations about class: What messages do we receive about economic class, and

    from where do they come? How do these messages shape our experiences, identities, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan Cottom

    o “From Educated” (34) by Tara Westover

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    o “How the One Percent Is Pulling America’s Cities and Regions Apart” (342) by Richard Florida

    o “The Land of Opportunity” (280) by James Loewen

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    Topic Choice 4: Conversations about social responsibility: In what ways might we engage in or avoid

    civic action, and how might these actions shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “The Climate Crisis at the End of Our Fork” (750) by Anna Lappé

    o “Definitions” (529) by Ibram X. Kendi

    o “The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and

    Adaption” (686) by Robert Gifford

    o “The Fate of the Forests” (787) by Dahr Jamail

    o “Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice” (770) by

    Leda Cooks

    o “From Between the World and Me” (23) by Ta-Nehisi Coates

    o “From ‘The Myth of Race’ “ (719) by Agustín Fuentes

    o “The Full Scope” (741) by Andrew J. Hoffman

    o “Gender Identification” (566) by Aliya Saperstein

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni Yves Gingras, and Blaise Cronin

    o “How I Discovered the Truth about Poverty” (561) by Barbara Ehrenreich

    ENG 105: Composition I Essay Assignment

    o “Making Our Lives Count” (215) by Paul Rogat Loeb

    o “The Perception of Race” (519) by Robin DiAngelo

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    o “Why Bother” (764) by Michael Pollan

    Topic Choice 5: Conversations about technology: How does technology shape our experiences,

    identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Beyoncé and Social Media: Authenticity and the Presentation of Self” (597) by Melissa Avdeeff

    o “Citizen Brand: ABC and the Do Good Turn in US Television” (226) by Laurie Ouellette

    o “Dashed Hopes: Why Aren’t Social Media Delivering Democracy?” (105) by Dana Radcliffe

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “The Flight from Conversation” (75) by Sherry Turkle

    o “Growing Up Tethered” (582) by Sherry Turkle

    o “History Retweets Itself” (97) by Tom Standage

    o “The I in the Internet” (658) by Jia Tolentino

    o “On the New Literacy” (86) by Clive Thompson

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “ ‘We Are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer

    Media Literacy” (608) by Mark Hain

    o “What Does a Gamer Look Like? Video Games, Advertising, and Diversity” (636) by Shira Chess,

    Nathaniel J. Evans, and Joyya Jadawn Baines

    o “What Mindfulness Revolution?” (626) by Ronald E. Purser

    Topic Choice 6: Conversations about education: What does it mean to be educated, and how does

    education shape our experiences, identity, and world?

    Essays (choose at least five to integrate into your Synthesis Essay):

    o “Bringing Sanctuary to School” (301) by Lisa V. Blitz

    ENG 105: Composition I Essay Assignment

    o “Do Students Lose Depth in Digital Reading?” (253) by Naomi Baron

    o “Do We Read Differently on Paper Than on a Screen?” (249) by Maria Gilje Torheim

    o “Doesn’t Anybody Get a C Anymore?” (133) by Phil Primack

    o “Doing Nothing Is Something” (146) by Anna Quindlen

    o “Dude, You’re a Fag” (535) by C.J. Pascoe

    o “Education Isn’t Enough” (63) by Nick Hanauer

    o “Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy” (492) by

    Tressie McMillan

    o “From Educated” (34) by Tara Westover

    o “From Mindset: The New Psychology of Success” (668) by Carol Dweck

    o “From Teaching Toward Possibility: Building Cultural Supports for Robust Learning” (177) by Kris

    Gutiérrez

    o “Global Gender Disparities in Science” (712) by Cassidy R. Sugimoto, Vincent Larivière, Chaoqun

    Ni, Yves Gingras, and Blaise Cronin

    o “Grade Inflation Gone Wild” (132) by Stuart Rojstaczer

    o “History Class and the Fictions about Race in America” (484) by Alia Wong

    o “How Big-Time Sports Ate College Life” (470) by Laura Pappano

    o “The Land of Opportunity” (280) by James W. Loewen

    o “On the New Literacy” (86) by Clive Thompson

    o “Preface to Cultural Literacy” (54) by E.D. Hirsch Jr.

    o “The Rise of the Working Poor” (552) by Robert B. Reich

    o “Scholarship Boy” (27) by Richard Rodriguez

    o “School Segregation, the Continuing Tragedy of Ferguson” (499) by Nikole Hannah-Jones

    o “Seeing and Making Culture: Representing the Poor” (573) by bell hooks

    o “Skim Reading Is the New Normal” (246) by Maryanne Wolf

    o “Stories of Multiracial Experiences in Literature for Children, Ages 9-14” (346) by Amina

    Chaudhri and William H. Teale

    o “Undergraduate Education and the Development of Moral and Civic Responsibility” (222) by

    Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens

    o “The United States of (Non)Reading: The End of Civilization or a New Era?” (124) by Susan D.

    Blum

    o “Whither History Textbooks?” (68) by David Tyack

    o “Who Are You and What Are You Doing Here? A Word to the Incoming Class” (459) by Mark

    Edmundson

    o “Why Can’t Everyone Get A’s?” (481) by Alfie Kohn

    © Kameo Cragoe and Indian Hills Community College

  • [Solved] Plan 2

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    – 2 years ago **files (2)** – ## Plan2.pdf – ## DraftProjectManagementPlan114.docx **## Plan2.pdf** You will write a Project Management Plan with at least 3 sources in APA format that builds off of the draft plan that you developed in the formative assessment leading to this Project. For this delive…

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    – 2 years ago

    **files (2)**

    – ## Plan2.pdf

    – ## DraftProjectManagementPlan114.docx

    **## Plan2.pdf**

    You will write a Project Management Plan with at least 3 sources in APA format that
    builds off of the draft plan that you developed in the formative assessment leading to
    this Project. For this deliverable, imagine that you are an organizational leader in a
    higher education or corporate environment, and you have been tasked with applying
    contemporary leadership models or theories to enhance the effectiveness of your
    organization, while considering a global context. You realize that the current model may
    not be effective and you understand that there is also a need for the organization to be
    more adaptable and open to change from both an internal and external perspective.

    Your Project Management Plan will include:

    Your Project Management Plan will address how you will apply contemporary models to
    develop a change embracing culture in your organization of one you would like to work
    with in the future. This Project Management Plan will include the following sections:

    ● Introduction
    ● Project Management Approach
    ● Project Scope
    ● Schedule Management Plan
    ● Cost Management Plan
    ● Communication and Change Management Plan
    ● Resource/Procurement Plan
    ● Risk Management Plan
    ● References – at least 3 sources

    **## DraftProjectManagementPlan114.docx**

    **Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture**

    Darlene Grayson

    South University

    EDU 7040

    Dr. Tarae Terry

    02/08/2025

    Table of Contents

    Introduction 3
    Project Management Approach 3
    Key Project Management Frameworks 4
    Project Scope 5
    Schedule Management Plan 6
    Cost Management Plan 6
    Communication and Change Management Plan 7
    Resource/Procurement Plan 8
    Risk Management Plan 10
    Conclusion 11

    Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture

    ### **Introduction**

    Today’s fast changing corporate and higher education landscapes require organizations to continuously adapt in order to remain competitive and effective. The role of organizational culture in determining how well an institution embraces change is crucial as it reflects shared values, norms and behaviors. A rigid and resistant culture can be an obstacle to progress, while a flexible and change oriented culture favors innovation and sustainable success (Naveed et al., 2022). Consequently, organizational leaders should adopt leadership models that not only contribute to organizational effectiveness but also foster a culture of change. The focus of this project management plan is to apply modern leadership models in order to establish a flexible, efficient working environment that corresponds to global trends and standards. Transformational and authentic leadership will be the foundational models in inspiring vision, fostering open communication, and creating trust in teams (Murari & Mukherjee, 2021). The plan also includes strategies for change management to support employees through the transition and empower them to help the organization succeed.

    Given the complexities involved in shifting organizational culture, a structured project management approach is necessary. Key elements of this plan include project scope, schedule and cost management, communication strategies, risk management and resource allocation. The plan uses a methodical and adaptable approach to ensure that leadership models are implemented effectively while fostering a culture that embraces change.

    ### **Project Management Approach**

    A structured project management approach is required to successfully implement leadership models that support a change embracing culture. The adopted project management methodology for this plan is a hybrid approach that integrates some of the characteristics of the Agile and Waterfall methodologies.

    #### **Key Project Management Frameworks**

    ##### 1. **Agile, Waterfall Kotter’s 8-Step Change Models**

    The leadership principles of the project will be integrated with agile leadership principles to ensure that during implementation the transformational and authentic leadership models remain adaptive. Feedback loops, team retrospectives, and iterative adjustments based on these principles will lead to continuous stakeholder engagement (Bushuyeva et al., 2019). In contrast, the waterfall methodology will offer structured planning elements, major project milestones and leadership models that are well defined in phases with measurable outcomes. A balanced approach like this provides flexibility while maintaining long term strategic alignment (Thesing et al., 2021). The project will also implement Kotter’s 8 Step Change Model as a guiding framework to facilitate the cultural shift toward change acceptance. This model focuses on the critical steps of establishing a sense of urgency, building a guiding coalition and anchoring new approaches into the culture to ensure a smooth and sustainable transformation (Graves et al., 2023). This model will systematically address employee concerns, minimize resistance and encourage a proactive approach to change.

    ##### 2. **Implementation Phases**

    The project would be carried out in three main phases. The first phase will be initiation and planning, during which organizational assessments will be done, leadership model integration strategies will be defined and key performance indicators (KPIs) will be set to measure progress. The second phase is where leadership training is applied, cultural changes are introduced, and continuous feedback is obtained through engagement surveys and team discussions. In the final phase, leadership principles will be embedded in organizational policy, the outcomes of those changes will be assessed over time, and a foundation for future cultural improvement will be established.

    ### **Project Scope**

    The project aims to integrate leadership models that encourage openness, collaboration, ethical decision making, employee focused motivational strategies and a structured framework for sustainability change. The project will concentrate on three key areas: leadership development, employee engagement, and cultural reinforcement. Training and mentorship programs will be involved in leadership development to prepare leaders with transformational and authentic leadership skills. Leadership workshops, executive coaching, and ongoing performance evaluations will be a part of this process. Leaders will be empowered to inspire and lead their teams effectively by incorporating motivational strategies like professional development opportunities.

    This project will focus on employee engagement because a fundamental ingredient of sustained cultural change requires buy-in from all levels of the organization. The project will use recognition and rewards programs, employee led change initiatives and open communication channels. Performance based incentives, career growth opportunities and peer recognition programs will be given to those employees who actively participate in shaping the new culture. This will reinforce behaviors that will complement a change embracing mindset and encourage employees to own the transition (Widarko & Anwarodin, 2022).

    The new leadership models will be culturally reinforced to become deeply embedded within the identity of the organization. Part of that will involve ensuring human resource policies, performance management systems and company values align with the principles of transformational and authentic leadership. The structured approach of Kotter’s 8 Step Change Model will assist in identifying resistance and incorporate proactive solutions. Leadership teams will be trained to identify the early signs of disengagement, and to address concerns promptly and effectively.

    ### **Schedule Management Plan**

    For a structured and efficient implementation, this project will follow a phased approach with clearly defined timelines and milestones. Leadership models, employee training, and culture reinforcement will be progressively integrated into the schedule with Agile principles of continuous feedback and adaptation. In the first phase of the project, Initiation and Planning (Months 1-3), the organization will conduct an organizational culture assessment, set leadership development goals, and secure executive support. The second part of the project, Leadership Training and Initial Implementation (Months 4–7), will include the creation of transformational and authentic leadership workshops designed for various levels of management. Leaders will receive one on one coaching, attend leadership retreats, and be mentored.

    The third phase, Employee Engagement and Culture Integration (Months 8–12), will include further leadership training and companywide cultural transformation efforts. Active engagement of employees in creating new culture will be through collaborative innovation forums, peer led initiatives and continuous feedback loops. This phase will introduce participative leadership elements where employees will be involved in changing policies and the establishing new workplace dynamics. The final phase is Sustainability and Reinforcement (Months 13 to 18) where the long-term impact of the leadership transformation will be assessed and adjustments will be made as needed.

    ### **Cost Management Plan**

    The successful implementation of leadership models and the development of a change embracing culture requires effective cost management. The cost management plan should be well structured such that the financial investments are in line with the organization’s strategic objectives and the resources are optimized while unnecessary expenses are minimized. The main cost elements of this project are leadership development, employee recognition programs, communication infrastructure and sustainability efforts. Workshops, executive coaching sessions, leadership retreats and external consultancy services to facilitate transformational and authentic leadership training will be covered by leadership development costs. Investing in professional development programs will help leadership drive cultural change. Given that motivation is a key factor in engagement, the budget will include monetary and non-monetary incentives such as performance-based bonuses, career advancement opportunities and recognition programs for employees that are actively participating in the transition. Investment will also be needed in communication infrastructure, as clear and transparent messaging is key to reducing resistance to change. This component’s cost allocation includes digital collaboration platforms, virtual town halls, internal newsletters, and engagement surveys.

    To cover unforeseen challenges such as resistance to change, additional training needs, or shifts in organizational priorities, a contingency budget will be set aside. Financial adjustments will be made to optimize spending efficiency, and the budget allocation will be regularly reviewed.

    ### **Communication and Change Management Plan**

    A solid communication and change management plan are necessary to ensure that leadership transformation efforts are well understood, accepted, and adopted by all stakeholders. Cultural shifts are a common challenge and a well-structured communication strategy will help minimize uncertainty, increase employee participation, and create an environment where change is an opportunity rather than a disruption (Kim, 2021). The project will adopt a multi-channel communication strategy to ensure that key messages reach all the levels of the organization. Regular updates, success stories, and transparent discussions on progress of leadership transformation will be provided through leadership town halls, internal newsletters, email campaigns, and digital collaboration platforms (Lewis, 2019). To ensure engagement and inclusivity, two-way communication will be put in place to allow employees to voice their concerns, give feedback and actively contribute to the cultural shift.

    Kotter’s 8-Step Change Model will guide change management efforts, thereby establishing a structured transition process. The first step will be to create a sense of urgency, where leadership will communicate the need for cultural transformation and the benefits of adopting transformational and authentic leadership models. A guiding coalition of influential leaders, department heads and employee representatives will be established to encourage employee engagement and act as role models for the new leadership culture.

    Training and development initiatives will be a core component of change management. Workshops, coaching sessions, and e-learning programs will be implemented to ensure that employees at all levels understand the principles of transformational leadership, authentic leadership, and participative leadership (Noe, 2020). Since motivation is key to ensuring that employees embrace change, the communication strategy will include recognition programs, peer appreciation platforms, and storytelling initiatives to highlight individuals who exemplify the desired cultural behaviors. Employees who actively participate in shaping the new culture will be publicly recognized, reinforcing the idea that change is an opportunity for personal and professional growth.

    ### **Resource/Procurement Plan**

    This project is dependent on the availability and proper allocation of resources such as human resources, technology, training materials and external expertise in order to be successful. A well-structured procurement strategy will help the organization acquire the necessary tools and services in an efficient manner and maintain cost control as well as project sustainability.

    #### 1. **Human Resources Allocation**

    The leadership transformation initiative will involve a variety of stakeholders such as executive leaders, mid-level managers, department heads and employee representatives. Executive leaders will set strategic direction to align the organizational goals with transformational and authentic leadership principles. Mid-level managers will be change-facilitators who will train employees and help them adjust to the cultural changes. There will be employee representatives to ensure feedback from the workforce is taken into account in the implementation process.

    #### 2. **Technology and Training Materials**

    Technology plays a big role in communication, training delivery and engagement tracking. The organization will procure a Learning Management System (LMS) to host leadership development modules, training materials and progress assessments. Virtual collaboration tools, such as Microsoft Teams, Slack, or Zoom will facilitate communication between employees and leadership. The training materials will be developed in partnership with external leadership consultants and industry experts to ensure that the materials are high quality and aligned with best practices.

    #### 3. **Procurement Strategy and Vendor Selection**

    In the procurement process, high quality resources will be procured at minimum cost by following a competitive bidding strategy. Leadership training providers, technology vendors, and external consultants will be evaluated on the basis of their experience, expertise, cost effectiveness and alignment with the organizational values. Expectations will include proven expertise in leadership development, the ability to customize training programs and the willingness to provide long term support for continuing improvement.

    ### **Risk Management Plan**

    #### 1. **Identified Risks and Mitigation Strategies**

    Employee resistance to change is one of the primary risks. There may be some employees that are uncertain or skeptical of the transition to transformational and authentic leadership models as they may be accustomed to hierarchical leadership structures (Lewis, 2019). To reduce this risk, the organization will undertake comprehensive change management initiatives, such as employee town halls, leadership Q&A sessions, and interactive training workshops. Resistance can be minimized through fostering open dialogue and addressing concerns proactively. Furthermore, motivational strategies like peer recognition and success storytelling will spotlight employees who have successfully adopted the new leadership culture and inspire others to embrace change.

    A second major risk is leadership buy-in, where senior managers and executives may not be able to incorporate new leadership approaches into the everyday interactions. If leaders do not demonstrate the characteristics of transformational and authentic leadership, employees may believe that the initiative is superficial. To handle this, performance evaluations, leadership coaching sessions, and peer feedback assessments will be implemented as leadership accountability mechanisms. Career advancement opportunities and executive level incentives will be given to leaders aligning with cultural transformation goals.

    Another risk that could hamper project success is the misalignment between leadership training and the existing organizational goals. Leadership training programs that are not tailored to the organization’s mission, vision and operational needs may not produce tangible outcomes. Customized training modules will be developed with the direct input of key stakeholders, department heads, and employee representatives to prevent this. Feedback loops will be established regularly to refine and readjust content based on real time organizational needs. Financial risk also exists, especially where there are cost overruns due to unforeseen training expenses, technology procurement problems or additional support services. There will be a contingency fund for unexpected financial needs that could derail progress.

    #### 2. **Monitoring and Continuous Improvement**

    A risk monitoring committee will be set up to monitor for potential problems and make sure mitigation strategies remain effective through the project. Regular risk assessment meetings will be held to present progress reports to senior leadership and key stakeholders. As these risks emerge, they will be evaluated and corrective actions will be taken immediately. Aligning risk management with motivational strategies allows the organization to be proactive in addressing challenges, and creates a culture of collaboration, accountability and resilience.

    ### **Conclusion**

    A structured project management approach that combines motivational strategies, effective communication and risk mitigation is necessary for the successful implementation of transformational and authentic leadership models. This plan lays out a phased implementation strategy that will align leadership development, employee engagement and cultural transformation efforts with the organization’s long-term objectives. The use of recognition and rewards, professional development opportunities, and participative leadership principles will enable employees to feel that they are valued, empowered, and motivated to embrace change rather than resist it. Proactive risk management, along with a clear procurement plan, will also guarantee that resources will be allocated effectively and minimize the potential financial and operational disruption. Transparency will be facilitated through clear communication strategies, which will help create an environment where employees can actively participate in shaping the organization’s dynamic culture.

    **References**

    Bushuyeva, N., Bushuiev, D., & Bushuieva, V. (2019). Agile leadership of managing innovation projects.
    _Сучасний стан наукових досліджень та технологій в промисловості_, (4 (10)), 77-84.

    Graves, L., Dalgarno, N., Van Hoorn, R., Hastings-Truelove, A., Mulder, J., Kolomitro, K., … & van Wylick, R. (2023). Creating change: Kotter’s change management model in action.
    _Canadian Medical Education Journal_,
    _14_(3), 136.

    Kim, Y. (2021). Building organizational resilience through strategic internal communication and organization–employee relationships.
    _Journal of Applied Communication Research_,
    _49_(5), 589-608.

    Lewis, L. (2019). Organizational change. In
    _Origins and traditions of organizational communication_ (pp. 406-423). Routledge.

    Naveed, R. T., Alhaidan, H., Al Halbusi, H., & Al-Swidi, A. K. (2022). Do organizations really evolve? The critical link between organizational culture and organizational innovation toward organizational effectiveness: Pivotal role of organizational resistance.
    _Journal of Innovation & Knowledge_,
    _7_(2), 100178.

    Murari, K., & Mukherjee, U. (2021). Role of authentic transformational leadership for managerial excellence and sustainability.
    _Psychology and Education_,
    _58_(4), 3612-3628.

    Noe, R. A. (2020).
    _Employee training and development_. McGraw-Hill.

    Rahman, M., Daud, M. Y., & Ensimau, N. K. (2019). Learning Management System (LMS) in teaching and learning.
    _International Journal of Academic Research in Business and Social Sciences_,
    _9_(11), 1529-1535.

    Thesing, T., Feldmann, C., & Burchardt, M. (2021). Agile versus waterfall project management: decision model for selecting the appropriate approach to a project.
    _Procedia Computer Science_,
    _181_, 746-756.

    **## DraftProjectManagementPlan114.docx**

    **Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture**

    Darlene Grayson

    South University

    EDU 7040

    Dr. Tarae Terry

    02/08/2025

    Table of Contents

    Introduction 3
    Project Management Approach 3
    Key Project Management Frameworks 4
    Project Scope 5
    Schedule Management Plan 6
    Cost Management Plan 6
    Communication and Change Management Plan 7
    Resource/Procurement Plan 8
    Risk Management Plan 10
    Conclusion 11

    Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture

    ### **Introduction**

    Today’s fast changing corporate and higher education landscapes require organizations to continuously adapt in order to remain competitive and effective. The role of organizational culture in determining how well an institution embraces change is crucial as it reflects shared values, norms and behaviors. A rigid and resistant culture can be an obstacle to progress, while a flexible and change oriented culture favors innovation and sustainable success (Naveed et al., 2022). Consequently, organizational leaders should adopt leadership models that not only contribute to organizational effectiveness but also foster a culture of change. The focus of this project management plan is to apply modern leadership models in order to establish a flexible, efficient working environment that corresponds to global trends and standards. Transformational and authentic leadership will be the foundational models in inspiring vision, fostering open communication, and creating trust in teams (Murari & Mukherjee, 2021). The plan also includes strategies for change management to support employees through the transition and empower them to help the organization succeed.

    Given the complexities involved in shifting organizational culture, a structured project management approach is necessary. Key elements of this plan include project scope, schedule and cost management, communication strategies, risk management and resource allocation. The plan uses a methodical and adaptable approach to ensure that leadership models are implemented effectively while fostering a culture that embraces change.

    ### **Project Management Approach**

    A structured project management approach is required to successfully implement leadership models that support a change embracing culture. The adopted project management methodology for this plan is a hybrid approach that integrates some of the characteristics of the Agile and Waterfall methodologies.

    #### **Key Project Management Frameworks**

    ##### 1. **Agile, Waterfall Kotter’s 8-Step Change Models**

    The leadership principles of the project will be integrated with agile leadership principles to ensure that during implementation the transformational and authentic leadership models remain adaptive. Feedback loops, team retrospectives, and iterative adjustments based on these principles will lead to continuous stakeholder engagement (Bushuyeva et al., 2019). In contrast, the waterfall methodology will offer structured planning elements, major project milestones and leadership models that are well defined in phases with measurable outcomes. A balanced approach like this provides flexibility while maintaining long term strategic alignment (Thesing et al., 2021). The project will also implement Kotter’s 8 Step Change Model as a guiding framework to facilitate the cultural shift toward change acceptance. This model focuses on the critical steps of establishing a sense of urgency, building a guiding coalition and anchoring new approaches into the culture to ensure a smooth and sustainable transformation (Graves et al., 2023). This model will systematically address employee concerns, minimize resistance and encourage a proactive approach to change.

    ##### 2. **Implementation Phases**

    The project would be carried out in three main phases. The first phase will be initiation and planning, during which organizational assessments will be done, leadership model integration strategies will be defined and key performance indicators (KPIs) will be set to measure progress. The second phase is where leadership training is applied, cultural changes are introduced, and continuous feedback is obtained through engagement surveys and team discussions. In the final phase, leadership principles will be embedded in organizational policy, the outcomes of those changes will be assessed over time, and a foundation for future cultural improvement will be established.

    ### **Project Scope**

    The project aims to integrate leadership models that encourage openness, collaboration, ethical decision making, employee focused motivational strategies and a structured framework for sustainability change. The project will concentrate on three key areas: leadership development, employee engagement, and cultural reinforcement. Training and mentorship programs will be involved in leadership development to prepare leaders with transformational and authentic leadership skills. Leadership workshops, executive coaching, and ongoing performance evaluations will be a part of this process. Leaders will be empowered to inspire and lead their teams effectively by incorporating motivational strategies like professional development opportunities.

    This project will focus on employee engagement because a fundamental ingredient of sustained cultural change requires buy-in from all levels of the organization. The project will use recognition and rewards programs, employee led change initiatives and open communication channels. Performance based incentives, career growth opportunities and peer recognition programs will be given to those employees who actively participate in shaping the new culture. This will reinforce behaviors that will complement a change embracing mindset and encourage employees to own the transition (Widarko & Anwarodin, 2022).

    The new leadership models will be culturally reinforced to become deeply embedded within the identity of the organization. Part of that will involve ensuring human resource policies, performance management systems and company values align with the principles of transformational and authentic leadership. The structured approach of Kotter’s 8 Step Change Model will assist in identifying resistance and incorporate proactive solutions. Leadership teams will be trained to identify the early signs of disengagement, and to address concerns promptly and effectively.

    ### **Schedule Management Plan**

    For a structured and efficient implementation, this project will follow a phased approach with clearly defined timelines and milestones. Leadership models, employee training, and culture reinforcement will be progressively integrated into the schedule with Agile principles of continuous feedback and adaptation. In the first phase of the project, Initiation and Planning (Months 1-3), the organization will conduct an organizational culture assessment, set leadership development goals, and secure executive support. The second part of the project, Leadership Training and Initial Implementation (Months 4–7), will include the creation of transformational and authentic leadership workshops designed for various levels of management. Leaders will receive one on one coaching, attend leadership retreats, and be mentored.

    The third phase, Employee Engagement and Culture Integration (Months 8–12), will include further leadership training and companywide cultural transformation efforts. Active engagement of employees in creating new culture will be through collaborative innovation forums, peer led initiatives and continuous feedback loops. This phase will introduce participative leadership elements where employees will be involved in changing policies and the establishing new workplace dynamics. The final phase is Sustainability and Reinforcement (Months 13 to 18) where the long-term impact of the leadership transformation will be assessed and adjustments will be made as needed.

    ### **Cost Management Plan**

    The successful implementation of leadership models and the development of a change embracing culture requires effective cost management. The cost management plan should be well structured such that the financial investments are in line with the organization’s strategic objectives and the resources are optimized while unnecessary expenses are minimized. The main cost elements of this project are leadership development, employee recognition programs, communication infrastructure and sustainability efforts. Workshops, executive coaching sessions, leadership retreats and external consultancy services to facilitate transformational and authentic leadership training will be covered by leadership development costs. Investing in professional development programs will help leadership drive cultural change. Given that motivation is a key factor in engagement, the budget will include monetary and non-monetary incentives such as performance-based bonuses, career advancement opportunities and recognition programs for employees that are actively participating in the transition. Investment will also be needed in communication infrastructure, as clear and transparent messaging is key to reducing resistance to change. This component’s cost allocation includes digital collaboration platforms, virtual town halls, internal newsletters, and engagement surveys.

    To cover unforeseen challenges such as resistance to change, additional training needs, or shifts in organizational priorities, a contingency budget will be set aside. Financial adjustments will be made to optimize spending efficiency, and the budget allocation will be regularly reviewed.

    ### **Communication and Change Management Plan**

    A solid communication and change management plan are necessary to ensure that leadership transformation efforts are well understood, accepted, and adopted by all stakeholders. Cultural shifts are a common challenge and a well-structured communication strategy will help minimize uncertainty, increase employee participation, and create an environment where change is an opportunity rather than a disruption (Kim, 2021). The project will adopt a multi-channel communication strategy to ensure that key messages reach all the levels of the organization. Regular updates, success stories, and transparent discussions on progress of leadership transformation will be provided through leadership town halls, internal newsletters, email campaigns, and digital collaboration platforms (Lewis, 2019). To ensure engagement and inclusivity, two-way communication will be put in place to allow employees to voice their concerns, give feedback and actively contribute to the cultural shift.

    Kotter’s 8-Step Change Model will guide change management efforts, thereby establishing a structured transition process. The first step will be to create a sense of urgency, where leadership will communicate the need for cultural transformation and the benefits of adopting transformational and authentic leadership models. A guiding coalition of influential leaders, department heads and employee representatives will be established to encourage employee engagement and act as role models for the new leadership culture.

    Training and development initiatives will be a core component of change management. Workshops, coaching sessions, and e-learning programs will be implemented to ensure that employees at all levels understand the principles of transformational leadership, authentic leadership, and participative leadership (Noe, 2020). Since motivation is key to ensuring that employees embrace change, the communication strategy will include recognition programs, peer appreciation platforms, and storytelling initiatives to highlight individuals who exemplify the desired cultural behaviors. Employees who actively participate in shaping the new culture will be publicly recognized, reinforcing the idea that change is an opportunity for personal and professional growth.

    ### **Resource/Procurement Plan**

    This project is dependent on the availability and proper allocation of resources such as human resources, technology, training materials and external expertise in order to be successful. A well-structured procurement strategy will help the organization acquire the necessary tools and services in an efficient manner and maintain cost control as well as project sustainability.

    #### 1. **Human Resources Allocation**

    The leadership transformation initiative will involve a variety of stakeholders such as executive leaders, mid-level managers, department heads and employee representatives. Executive leaders will set strategic direction to align the organizational goals with transformational and authentic leadership principles. Mid-level managers will be change-facilitators who will train employees and help them adjust to the cultural changes. There will be employee representatives to ensure feedback from the workforce is taken into account in the implementation process.

    #### 2. **Technology and Training Materials**

    Technology plays a big role in communication, training delivery and engagement tracking. The organization will procure a Learning Management System (LMS) to host leadership development modules, training materials and progress assessments. Virtual collaboration tools, such as Microsoft Teams, Slack, or Zoom will facilitate communication between employees and leadership. The training materials will be developed in partnership with external leadership consultants and industry experts to ensure that the materials are high quality and aligned with best practices.

    #### 3. **Procurement Strategy and Vendor Selection**

    In the procurement process, high quality resources will be procured at minimum cost by following a competitive bidding strategy. Leadership training providers, technology vendors, and external consultants will be evaluated on the basis of their experience, expertise, cost effectiveness and alignment with the organizational values. Expectations will include proven expertise in leadership development, the ability to customize training programs and the willingness to provide long term support for continuing improvement.

    ### **Risk Management Plan**

    #### 1. **Identified Risks and Mitigation Strategies**

    Employee resistance to change is one of the primary risks. There may be some employees that are uncertain or skeptical of the transition to transformational and authentic leadership models as they may be accustomed to hierarchical leadership structures (Lewis, 2019). To reduce this risk, the organization will undertake comprehensive change management initiatives, such as employee town halls, leadership Q&A sessions, and interactive training workshops. Resistance can be minimized through fostering open dialogue and addressing concerns proactively. Furthermore, motivational strategies like peer recognition and success storytelling will spotlight employees who have successfully adopted the new leadership culture and inspire others to embrace change.

    A second major risk is leadership buy-in, where senior managers and executives may not be able to incorporate new leadership approaches into the everyday interactions. If leaders do not demonstrate the characteristics of transformational and authentic leadership, employees may believe that the initiative is superficial. To handle this, performance evaluations, leadership coaching sessions, and peer feedback assessments will be implemented as leadership accountability mechanisms. Career advancement opportunities and executive level incentives will be given to leaders aligning with cultural transformation goals.

    Another risk that could hamper project success is the misalignment between leadership training and the existing organizational goals. Leadership training programs that are not tailored to the organization’s mission, vision and operational needs may not produce tangible outcomes. Customized training modules will be developed with the direct input of key stakeholders, department heads, and employee representatives to prevent this. Feedback loops will be established regularly to refine and readjust content based on real time organizational needs. Financial risk also exists, especially where there are cost overruns due to unforeseen training expenses, technology procurement problems or additional support services. There will be a contingency fund for unexpected financial needs that could derail progress.

    #### 2. **Monitoring and Continuous Improvement**

    A risk monitoring committee will be set up to monitor for potential problems and make sure mitigation strategies remain effective through the project. Regular risk assessment meetings will be held to present progress reports to senior leadership and key stakeholders. As these risks emerge, they will be evaluated and corrective actions will be taken immediately. Aligning risk management with motivational strategies allows the organization to be proactive in addressing challenges, and creates a culture of collaboration, accountability and resilience.

    ### **Conclusion**

    A structured project management approach that combines motivational strategies, effective communication and risk mitigation is necessary for the successful implementation of transformational and authentic leadership models. This plan lays out a phased implementation strategy that will align leadership development, employee engagement and cultural transformation efforts with the organization’s long-term objectives. The use of recognition and rewards, professional development opportunities, and participative leadership principles will enable employees to feel that they are valued, empowered, and motivated to embrace change rather than resist it. Proactive risk management, along with a clear procurement plan, will also guarantee that resources will be allocated effectively and minimize the potential financial and operational disruption. Transparency will be facilitated through clear communication strategies, which will help create an environment where employees can actively participate in shaping the organization’s dynamic culture.

    **References**

    Bushuyeva, N., Bushuiev, D., & Bushuieva, V. (2019). Agile leadership of managing innovation projects.
    _Сучасний стан наукових досліджень та технологій в промисловості_, (4 (10)), 77-84.

    Graves, L., Dalgarno, N., Van Hoorn, R., Hastings-Truelove, A., Mulder, J., Kolomitro, K., … & van Wylick, R. (2023). Creating change: Kotter’s change management model in action.
    _Canadian Medical Education Journal_,
    _14_(3), 136.

    Kim, Y. (2021). Building organizational resilience through strategic internal communication and organization–employee relationships.
    _Journal of Applied Communication Research_,
    _49_(5), 589-608.

    Lewis, L. (2019). Organizational change. In
    _Origins and traditions of organizational communication_ (pp. 406-423). Routledge.

    Naveed, R. T., Alhaidan, H., Al Halbusi, H., & Al-Swidi, A. K. (2022). Do organizations really evolve? The critical link between organizational culture and organizational innovation toward organizational effectiveness: Pivotal role of organizational resistance.
    _Journal of Innovation & Knowledge_,
    _7_(2), 100178.

    Murari, K., & Mukherjee, U. (2021). Role of authentic transformational leadership for managerial excellence and sustainability.
    _Psychology and Education_,
    _58_(4), 3612-3628.

    Noe, R. A. (2020).
    _Employee training and development_. McGraw-Hill.

    Rahman, M., Daud, M. Y., & Ensimau, N. K. (2019). Learning Management System (LMS) in teaching and learning.
    _International Journal of Academic Research in Business and Social Sciences_,
    _9_(11), 1529-1535.

    Thesing, T., Feldmann, C., & Burchardt, M. (2021). Agile versus waterfall project management: decision model for selecting the appropriate approach to a project.
    _Procedia Computer Science_,
    _181_, 746-756.

    **## Plan2.pdf**

    You will write a Project Management Plan with at least 3 sources in APA format that
    builds off of the draft plan that you developed in the formative assessment leading to
    this Project. For this deliverable, imagine that you are an organizational leader in a
    higher education or corporate environment, and you have been tasked with applying
    contemporary leadership models or theories to enhance the effectiveness of your
    organization, while considering a global context. You realize that the current model may
    not be effective and you understand that there is also a need for the organization to be
    more adaptable and open to change from both an internal and external perspective.

    Your Project Management Plan will include:

    Your Project Management Plan will address how you will apply contemporary models to
    develop a change embracing culture in your organization of one you would like to work
    with in the future. This Project Management Plan will include the following sections:

    ● Introduction
    ● Project Management Approach
    ● Project Scope
    ● Schedule Management Plan
    ● Cost Management Plan
    ● Communication and Change Management Plan
    ● Resource/Procurement Plan
    ● Risk Management Plan
    ● References – at least 3 sources

    **## DraftProjectManagementPlan114.docx**

    **Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture**

    Darlene Grayson

    South University

    EDU 7040

    Dr. Tarae Terry

    02/08/2025

    Table of Contents

    Introduction 3
    Project Management Approach 3
    Key Project Management Frameworks 4
    Project Scope 5
    Schedule Management Plan 6
    Cost Management Plan 6
    Communication and Change Management Plan 7
    Resource/Procurement Plan 8
    Risk Management Plan 10
    Conclusion 11

    Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture

    ### **Introduction**

    Today’s fast changing corporate and higher education landscapes require organizations to continuously adapt in order to remain competitive and effective. The role of organizational culture in determining how well an institution embraces change is crucial as it reflects shared values, norms and behaviors. A rigid and resistant culture can be an obstacle to progress, while a flexible and change oriented culture favors innovation and sustainable success (Naveed et al., 2022). Consequently, organizational leaders should adopt leadership models that not only contribute to organizational effectiveness but also foster a culture of change. The focus of this project management plan is to apply modern leadership models in order to establish a flexible, efficient working environment that corresponds to global trends and standards. Transformational and authentic leadership will be the foundational models in inspiring vision, fostering open communication, and creating trust in teams (Murari & Mukherjee, 2021). The plan also includes strategies for change management to support employees through the transition and empower them to help the organization succeed.

    Given the complexities involved in shifting organizational culture, a structured project management approach is necessary. Key elements of this plan include project scope, schedule and cost management, communication strategies, risk management and resource allocation. The plan uses a methodical and adaptable approach to ensure that leadership models are implemented effectively while fostering a culture that embraces change.

    ### **Project Management Approach**

    A structured project management approach is required to successfully implement leadership models that support a change embracing culture. The adopted project management methodology for this plan is a hybrid approach that integrates some of the characteristics of the Agile and Waterfall methodologies.

    #### **Key Project Management Frameworks**

    ##### 1. **Agile, Waterfall Kotter’s 8-Step Change Models**

    The leadership principles of the project will be integrated with agile leadership principles to ensure that during implementation the transformational and authentic leadership models remain adaptive. Feedback loops, team retrospectives, and iterative adjustments based on these principles will lead to continuous stakeholder engagement (Bushuyeva et al., 2019). In contrast, the waterfall methodology will offer structured planning elements, major project milestones and leadership models that are well defined in phases with measurable outcomes. A balanced approach like this provides flexibility while maintaining long term strategic alignment (Thesing et al., 2021). The project will also implement Kotter’s 8 Step Change Model as a guiding framework to facilitate the cultural shift toward change acceptance. This model focuses on the critical steps of establishing a sense of urgency, building a guiding coalition and anchoring new approaches into the culture to ensure a smooth and sustainable transformation (Graves et al., 2023). This model will systematically address employee concerns, minimize resistance and encourage a proactive approach to change.

    ##### 2. **Implementation Phases**

    The project would be carried out in three main phases. The first phase will be initiation and planning, during which organizational assessments will be done, leadership model integration strategies will be defined and key performance indicators (KPIs) will be set to measure progress. The second phase is where leadership training is applied, cultural changes are introduced, and continuous feedback is obtained through engagement surveys and team discussions. In the final phase, leadership principles will be embedded in organizational policy, the outcomes of those changes will be assessed over time, and a foundation for future cultural improvement will be established.

    ### **Project Scope**

    The project aims to integrate leadership models that encourage openness, collaboration, ethical decision making, employee focused motivational strategies and a structured framework for sustainability change. The project will concentrate on three key areas: leadership development, employee engagement, and cultural reinforcement. Training and mentorship programs will be involved in leadership development to prepare leaders with transformational and authentic leadership skills. Leadership workshops, executive coaching, and ongoing performance evaluations will be a part of this process. Leaders will be empowered to inspire and lead their teams effectively by incorporating motivational strategies like professional development opportunities.

    This project will focus on employee engagement because a fundamental ingredient of sustained cultural change requires buy-in from all levels of the organization. The project will use recognition and rewards programs, employee led change initiatives and open communication channels. Performance based incentives, career growth opportunities and peer recognition programs will be given to those employees who actively participate in shaping the new culture. This will reinforce behaviors that will complement a change embracing mindset and encourage employees to own the transition (Widarko & Anwarodin, 2022).

    The new leadership models will be culturally reinforced to become deeply embedded within the identity of the organization. Part of that will involve ensuring human resource policies, performance management systems and company values align with the principles of transformational and authentic leadership. The structured approach of Kotter’s 8 Step Change Model will assist in identifying resistance and incorporate proactive solutions. Leadership teams will be trained to identify the early signs of disengagement, and to address concerns promptly and effectively.

    ### **Schedule Management Plan**

    For a structured and efficient implementation, this project will follow a phased approach with clearly defined timelines and milestones. Leadership models, employee training, and culture reinforcement will be progressively integrated into the schedule with Agile principles of continuous feedback and adaptation. In the first phase of the project, Initiation and Planning (Months 1-3), the organization will conduct an organizational culture assessment, set leadership development goals, and secure executive support. The second part of the project, Leadership Training and Initial Implementation (Months 4–7), will include the creation of transformational and authentic leadership workshops designed for various levels of management. Leaders will receive one on one coaching, attend leadership retreats, and be mentored.

    The third phase, Employee Engagement and Culture Integration (Months 8–12), will include further leadership training and companywide cultural transformation efforts. Active engagement of employees in creating new culture will be through collaborative innovation forums, peer led initiatives and continuous feedback loops. This phase will introduce participative leadership elements where employees will be involved in changing policies and the establishing new workplace dynamics. The final phase is Sustainability and Reinforcement (Months 13 to 18) where the long-term impact of the leadership transformation will be assessed and adjustments will be made as needed.

    ### **Cost Management Plan**

    The successful implementation of leadership models and the development of a change embracing culture requires effective cost management. The cost management plan should be well structured such that the financial investments are in line with the organization’s strategic objectives and the resources are optimized while unnecessary expenses are minimized. The main cost elements of this project are leadership development, employee recognition programs, communication infrastructure and sustainability efforts. Workshops, executive coaching sessions, leadership retreats and external consultancy services to facilitate transformational and authentic leadership training will be covered by leadership development costs. Investing in professional development programs will help leadership drive cultural change. Given that motivation is a key factor in engagement, the budget will include monetary and non-monetary incentives such as performance-based bonuses, career advancement opportunities and recognition programs for employees that are actively participating in the transition. Investment will also be needed in communication infrastructure, as clear and transparent messaging is key to reducing resistance to change. This component’s cost allocation includes digital collaboration platforms, virtual town halls, internal newsletters, and engagement surveys.

    To cover unforeseen challenges such as resistance to change, additional training needs, or shifts in organizational priorities, a contingency budget will be set aside. Financial adjustments will be made to optimize spending efficiency, and the budget allocation will be regularly reviewed.

    ### **Communication and Change Management Plan**

    A solid communication and change management plan are necessary to ensure that leadership transformation efforts are well understood, accepted, and adopted by all stakeholders. Cultural shifts are a common challenge and a well-structured communication strategy will help minimize uncertainty, increase employee participation, and create an environment where change is an opportunity rather than a disruption (Kim, 2021). The project will adopt a multi-channel communication strategy to ensure that key messages reach all the levels of the organization. Regular updates, success stories, and transparent discussions on progress of leadership transformation will be provided through leadership town halls, internal newsletters, email campaigns, and digital collaboration platforms (Lewis, 2019). To ensure engagement and inclusivity, two-way communication will be put in place to allow employees to voice their concerns, give feedback and actively contribute to the cultural shift.

    Kotter’s 8-Step Change Model will guide change management efforts, thereby establishing a structured transition process. The first step will be to create a sense of urgency, where leadership will communicate the need for cultural transformation and the benefits of adopting transformational and authentic leadership models. A guiding coalition of influential leaders, department heads and employee representatives will be established to encourage employee engagement and act as role models for the new leadership culture.

    Training and development initiatives will be a core component of change management. Workshops, coaching sessions, and e-learning programs will be implemented to ensure that employees at all levels understand the principles of transformational leadership, authentic leadership, and participative leadership (Noe, 2020). Since motivation is key to ensuring that employees embrace change, the communication strategy will include recognition programs, peer appreciation platforms, and storytelling initiatives to highlight individuals who exemplify the desired cultural behaviors. Employees who actively participate in shaping the new culture will be publicly recognized, reinforcing the idea that change is an opportunity for personal and professional growth.

    ### **Resource/Procurement Plan**

    This project is dependent on the availability and proper allocation of resources such as human resources, technology, training materials and external expertise in order to be successful. A well-structured procurement strategy will help the organization acquire the necessary tools and services in an efficient manner and maintain cost control as well as project sustainability.

    #### 1. **Human Resources Allocation**

    The leadership transformation initiative will involve a variety of stakeholders such as executive leaders, mid-level managers, department heads and employee representatives. Executive leaders will set strategic direction to align the organizational goals with transformational and authentic leadership principles. Mid-level managers will be change-facilitators who will train employees and help them adjust to the cultural changes. There will be employee representatives to ensure feedback from the workforce is taken into account in the implementation process.

    #### 2. **Technology and Training Materials**

    Technology plays a big role in communication, training delivery and engagement tracking. The organization will procure a Learning Management System (LMS) to host leadership development modules, training materials and progress assessments. Virtual collaboration tools, such as Microsoft Teams, Slack, or Zoom will facilitate communication between employees and leadership. The training materials will be developed in partnership with external leadership consultants and industry experts to ensure that the materials are high quality and aligned with best practices.

    #### 3. **Procurement Strategy and Vendor Selection**

    In the procurement process, high quality resources will be procured at minimum cost by following a competitive bidding strategy. Leadership training providers, technology vendors, and external consultants will be evaluated on the basis of their experience, expertise, cost effectiveness and alignment with the organizational values. Expectations will include proven expertise in leadership development, the ability to customize training programs and the willingness to provide long term support for continuing improvement.

    ### **Risk Management Plan**

    #### 1. **Identified Risks and Mitigation Strategies**

    Employee resistance to change is one of the primary risks. There may be some employees that are uncertain or skeptical of the transition to transformational and authentic leadership models as they may be accustomed to hierarchical leadership structures (Lewis, 2019). To reduce this risk, the organization will undertake comprehensive change management initiatives, such as employee town halls, leadership Q&A sessions, and interactive training workshops. Resistance can be minimized through fostering open dialogue and addressing concerns proactively. Furthermore, motivational strategies like peer recognition and success storytelling will spotlight employees who have successfully adopted the new leadership culture and inspire others to embrace change.

    A second major risk is leadership buy-in, where senior managers and executives may not be able to incorporate new leadership approaches into the everyday interactions. If leaders do not demonstrate the characteristics of transformational and authentic leadership, employees may believe that the initiative is superficial. To handle this, performance evaluations, leadership coaching sessions, and peer feedback assessments will be implemented as leadership accountability mechanisms. Career advancement opportunities and executive level incentives will be given to leaders aligning with cultural transformation goals.

    Another risk that could hamper project success is the misalignment between leadership training and the existing organizational goals. Leadership training programs that are not tailored to the organization’s mission, vision and operational needs may not produce tangible outcomes. Customized training modules will be developed with the direct input of key stakeholders, department heads, and employee representatives to prevent this. Feedback loops will be established regularly to refine and readjust content based on real time organizational needs. Financial risk also exists, especially where there are cost overruns due to unforeseen training expenses, technology procurement problems or additional support services. There will be a contingency fund for unexpected financial needs that could derail progress.

    #### 2. **Monitoring and Continuous Improvement**

    A risk monitoring committee will be set up to monitor for potential problems and make sure mitigation strategies remain effective through the project. Regular risk assessment meetings will be held to present progress reports to senior leadership and key stakeholders. As these risks emerge, they will be evaluated and corrective actions will be taken immediately. Aligning risk management with motivational strategies allows the organization to be proactive in addressing challenges, and creates a culture of collaboration, accountability and resilience.

    ### **Conclusion**

    A structured project management approach that combines motivational strategies, effective communication and risk mitigation is necessary for the successful implementation of transformational and authentic leadership models. This plan lays out a phased implementation strategy that will align leadership development, employee engagement and cultural transformation efforts with the organization’s long-term objectives. The use of recognition and rewards, professional development opportunities, and participative leadership principles will enable employees to feel that they are valued, empowered, and motivated to embrace change rather than resist it. Proactive risk management, along with a clear procurement plan, will also guarantee that resources will be allocated effectively and minimize the potential financial and operational disruption. Transparency will be facilitated through clear communication strategies, which will help create an environment where employees can actively participate in shaping the organization’s dynamic culture.

    **References**

    Bushuyeva, N., Bushuiev, D., & Bushuieva, V. (2019). Agile leadership of managing innovation projects.
    _Сучасний стан наукових досліджень та технологій в промисловості_, (4 (10)), 77-84.

    Graves, L., Dalgarno, N., Van Hoorn, R., Hastings-Truelove, A., Mulder, J., Kolomitro, K., … & van Wylick, R. (2023). Creating change: Kotter’s change management model in action.
    _Canadian Medical Education Journal_,
    _14_(3), 136.

    Kim, Y. (2021). Building organizational resilience through strategic internal communication and organization–employee relationships.
    _Journal of Applied Communication Research_,
    _49_(5), 589-608.

    Lewis, L. (2019). Organizational change. In
    _Origins and traditions of organizational communication_ (pp. 406-423). Routledge.

    Naveed, R. T., Alhaidan, H., Al Halbusi, H., & Al-Swidi, A. K. (2022). Do organizations really evolve? The critical link between organizational culture and organizational innovation toward organizational effectiveness: Pivotal role of organizational resistance.
    _Journal of Innovation & Knowledge_,
    _7_(2), 100178.

    Murari, K., & Mukherjee, U. (2021). Role of authentic transformational leadership for managerial excellence and sustainability.
    _Psychology and Education_,
    _58_(4), 3612-3628.

    Noe, R. A. (2020).
    _Employee training and development_. McGraw-Hill.

    Rahman, M., Daud, M. Y., & Ensimau, N. K. (2019). Learning Management System (LMS) in teaching and learning.
    _International Journal of Academic Research in Business and Social Sciences_,
    _9_(11), 1529-1535.

    Thesing, T., Feldmann, C., & Burchardt, M. (2021). Agile versus waterfall project management: decision model for selecting the appropriate approach to a project.
    _Procedia Computer Science_,
    _181_, 746-756.

    **## Plan2.pdf**

    You will write a Project Management Plan with at least 3 sources in APA format that
    builds off of the draft plan that you developed in the formative assessment leading to
    this Project. For this deliverable, imagine that you are an organizational leader in a
    higher education or corporate environment, and you have been tasked with applying
    contemporary leadership models or theories to enhance the effectiveness of your
    organization, while considering a global context. You realize that the current model may
    not be effective and you understand that there is also a need for the organization to be
    more adaptable and open to change from both an internal and external perspective.

    Your Project Management Plan will include:

    Your Project Management Plan will address how you will apply contemporary models to
    develop a change embracing culture in your organization of one you would like to work
    with in the future. This Project Management Plan will include the following sections:

    ● Introduction
    ● Project Management Approach
    ● Project Scope
    ● Schedule Management Plan
    ● Cost Management Plan
    ● Communication and Change Management Plan
    ● Resource/Procurement Plan
    ● Risk Management Plan
    ● References – at least 3 sources

    **## DraftProjectManagementPlan114.docx**

    **Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture**

    Darlene Grayson

    South University

    EDU 7040

    Dr. Tarae Terry

    02/08/2025

    Table of Contents

    Introduction 3
    Project Management Approach 3
    Key Project Management Frameworks 4
    Project Scope 5
    Schedule Management Plan 6
    Cost Management Plan 6
    Communication and Change Management Plan 7
    Resource/Procurement Plan 8
    Risk Management Plan 10
    Conclusion 11

    Draft Project Management Plan: Applying Contemporary Models to Develop a Change-Embracing Culture

    ### **Introduction**

    Today’s fast changing corporate and higher education landscapes require organizations to continuously adapt in order to remain competitive and effective. The role of organizational culture in determining how well an institution embraces change is crucial as it reflects shared values, norms and behaviors. A rigid and resistant culture can be an obstacle to progress, while a flexible and change oriented culture favors innovation and sustainable success (Naveed et al., 2022). Consequently, organizational leaders should adopt leadership models that not only contribute to organizational effectiveness but also foster a culture of change. The focus of this project management plan is to apply modern leadership models in order to establish a flexible, efficient working environment that corresponds to global trends and standards. Transformational and authentic leadership will be the foundational models in inspiring vision, fostering open communication, and creating trust in teams (Murari & Mukherjee, 2021). The plan also includes strategies for change management to support employees through the transition and empower them to help the organization succeed.

    Given the complexities involved in shifting organizational culture, a structured project management approach is necessary. Key elements of this plan include project scope, schedule and cost management, communication strategies, risk management and resource allocation. The plan uses a methodical and adaptable approach to ensure that leadership models are implemented effectively while fostering a culture that embraces change.

    ### **Project Management Approach**

    A structured project management approach is required to successfully implement leadership models that support a change embracing culture. The adopted project management methodology for this plan is a hybrid approach that integrates some of the characteristics of the Agile and Waterfall methodologies.

    #### **Key Project Management Frameworks**

    ##### 1. **Agile, Waterfall Kotter’s 8-Step Change Models**

    The leadership principles of the project will be integrated with agile leadership principles to ensure that during implementation the transformational and authentic leadership models remain adaptive. Feedback loops, team retrospectives, and iterative adjustments based on these principles will lead to continuous stakeholder engagement (Bushuyeva et al., 2019). In contrast, the waterfall methodology will offer structured planning elements, major project milestones and leadership models that are well defined in phases with measurable outcomes. A balanced approach like this provides flexibility while maintaining long term strategic alignment (Thesing et al., 2021). The project will also implement Kotter’s 8 Step Change Model as a guiding framework to facilitate the cultural shift toward change acceptance. This model focuses on the critical steps of establishing a sense of urgency, building a guiding coalition and anchoring new approaches into the culture to ensure a smooth and sustainable transformation (Graves et al., 2023). This model will systematically address employee concerns, minimize resistance and encourage a proactive approach to change.

    ##### 2. **Implementation Phases**

    The project would be carried out in three main phases. The first phase will be initiation and planning, during which organizational assessments will be done, leadership model integration strategies will be defined and key performance indicators (KPIs) will be set to measure progress. The second phase is where leadership training is applied, cultural changes are introduced, and continuous feedback is obtained through engagement surveys and team discussions. In the final phase, leadership principles will be embedded in organizational policy, the outcomes of those changes will be assessed over time, and a foundation for future cultural improvement will be established.

    ### **Project Scope**

    The project aims to integrate leadership models that encourage openness, collaboration, ethical decision making, employee focused motivational strategies and a structured framework for sustainability change. The project will concentrate on three key areas: leadership development, employee engagement, and cultural reinforcement. Training and mentorship programs will be involved in leadership development to prepare leaders with transformational and authentic leadership skills. Leadership workshops, executive coaching, and ongoing performance evaluations will be a part of this process. Leaders will be empowered to inspire and lead their teams effectively by incorporating motivational strategies like professional development opportunities.

    This project will focus on employee engagement because a fundamental ingredient of sustained cultural change requires buy-in from all levels of the organization. The project will use recognition and rewards programs, employee led change initiatives and open communication channels. Performance based incentives, career growth opportunities and peer recognition programs will be given to those employees who actively participate in shaping the new culture. This will reinforce behaviors that will complement a change embracing mindset and encourage employees to own the transition (Widarko & Anwarodin, 2022).

    The new leadership models will be culturally reinforced to become deeply embedded within the identity of the organization. Part of that will involve ensuring human resource policies, performance management systems and company values align with the principles of transformational and authentic leadership. The structured approach of Kotter’s 8 Step Change Model will assist in identifying resistance and incorporate proactive solutions. Leadership teams will be trained to identify the early signs of disengagement, and to address concerns promptly and effectively.

    ### **Schedule Management Plan**

    For a structured and efficient implementation, this project will follow a phased approach with clearly defined timelines and milestones. Leadership models, employee training, and culture reinforcement will be progressively integrated into the schedule with Agile principles of continuous feedback and adaptation. In the first phase of the project, Initiation and Planning (Months 1-3), the organization will conduct an organizational culture assessment, set leadership development goals, and secure executive support. The second part of the project, Leadership Training and Initial Implementation (Months 4–7), will include the creation of transformational and authentic leadership workshops designed for various levels of management. Leaders will receive one on one coaching, attend leadership retreats, and be mentored.

    The third phase, Employee Engagement and Culture Integration (Months 8–12), will include further leadership training and companywide cultural transformation efforts. Active engagement of employees in creating new culture will be through collaborative innovation forums, peer led initiatives and continuous feedback loops. This phase will introduce participative leadership elements where employees will be involved in changing policies and the establishing new workplace dynamics. The final phase is Sustainability and Reinforcement (Months 13 to 18) where the long-term impact of the leadership transformation will be assessed and adjustments will be made as needed.

    ### **Cost Management Plan**

    The successful implementation of leadership models and the development of a change embracing culture requires effective cost management. The cost management plan should be well structured such that the financial investments are in line with the organization’s strategic objectives and the resources are optimized while unnecessary expenses are minimized. The main cost elements of this project are leadership development, employee recognition programs, communication infrastructure and sustainability efforts. Workshops, executive coaching sessions, leadership retreats and external consultancy services to facilitate transformational and authentic leadership training will be covered by leadership development costs. Investing in professional development programs will help leadership drive cultural change. Given that motivation is a key factor in engagement, the budget will include monetary and non-monetary incentives such as performance-based bonuses, career advancement opportunities and recognition programs for employees that are actively participating in the transition. Investment will also be needed in communication infrastructure, as clear and transparent messaging is key to reducing resistance to change. This component’s cost allocation includes digital collaboration platforms, virtual town halls, internal newsletters, and engagement surveys.

    To cover unforeseen challenges such as resistance to change, additional training needs, or shifts in organizational priorities, a contingency budget will be set aside. Financial adjustments will be made to optimize spending efficiency, and the budget allocation will be regularly reviewed.

    ### **Communication and Change Management Plan**

    A solid communication and change management plan are necessary to ensure that leadership transformation efforts are well understood, accepted, and adopted by all stakeholders. Cultural shifts are a common challenge and a well-structured communication strategy will help minimize uncertainty, increase employee participation, and create an environment where change is an opportunity rather than a disruption (Kim, 2021). The project will adopt a multi-channel communication strategy to ensure that key messages reach all the levels of the organization. Regular updates, success stories, and transparent discussions on progress of leadership transformation will be provided through leadership town halls, internal newsletters, email campaigns, and digital collaboration platforms (Lewis, 2019). To ensure engagement and inclusivity, two-way communication will be put in place to allow employees to voice their concerns, give feedback and actively contribute to the cultural shift.

    Kotter’s 8-Step Change Model will guide change management efforts, thereby establishing a structured transition process. The first step will be to create a sense of urgency, where leadership will communicate the need for cultural transformation and the benefits of adopting transformational and authentic leadership models. A guiding coalition of influential leaders, department heads and employee representatives will be established to encourage employee engagement and act as role models for the new leadership culture.

    Training and development initiatives will be a core component of change management. Workshops, coaching sessions, and e-learning programs will be implemented to ensure that employees at all levels understand the principles of transformational leadership, authentic leadership, and participative leadership (Noe, 2020). Since motivation is key to ensuring that employees embrace change, the communication strategy will include recognition programs, peer appreciation platforms, and storytelling initiatives to highlight individuals who exemplify the desired cultural behaviors. Employees who actively participate in shaping the new culture will be publicly recognized, reinforcing the idea that change is an opportunity for personal and professional growth.

    ### **Resource/Procurement Plan**

    This project is dependent on the availability and proper allocation of resources such as human resources, technology, training materials and external expertise in order to be successful. A well-structured procurement strategy will help the organization acquire the necessary tools and services in an efficient manner and maintain cost control as well as project sustainability.

    #### 1. **Human Resources Allocation**

    The leadership transformation initiative will involve a variety of stakeholders such as executive leaders, mid-level managers, department heads and employee representatives. Executive leaders will set strategic direction to align the organizational goals with transformational and authentic leadership principles. Mid-level managers will be change-facilitators who will train employees and help them adjust to the cultural changes. There will be employee representatives to ensure feedback from the workforce is taken into account in the implementation process.

    #### 2. **Technology and Training Materials**

    Technology plays a big role in communication, training delivery and engagement tracking. The organization will procure a Learning Management System (LMS) to host leadership development modules, training materials and progress assessments. Virtual collaboration tools, such as Microsoft Teams, Slack, or Zoom will facilitate communication between employees and leadership. The training materials will be developed in partnership with external leadership consultants and industry experts to ensure that the materials are high quality and aligned with best practices.

    #### 3. **Procurement Strategy and Vendor Selection**

    In the procurement process, high quality resources will be procured at minimum cost by following a competitive bidding strategy. Leadership training providers, technology vendors, and external consultants will be evaluated on the basis of their experience, expertise, cost effectiveness and alignment with the organizational values. Expectations will include proven expertise in leadership development, the ability to customize training programs and the willingness to provide long term support for continuing improvement.

    ### **Risk Management Plan**

    #### 1. **Identified Risks and Mitigation Strategies**

    Employee resistance to change is one of the primary risks. There may be some employees that are uncertain or skeptical of the transition to transformational and authentic leadership models as they may be accustomed to hierarchical leadership structures (Lewis, 2019). To reduce this risk, the organization will undertake comprehensive change management initiatives, such as employee town halls, leadership Q&A sessions, and interactive training workshops. Resistance can be minimized through fostering open dialogue and addressing concerns proactively. Furthermore, motivational strategies like peer recognition and success storytelling will spotlight employees who have successfully adopted the new leadership culture and inspire others to embrace change.

    A second major risk is leadership buy-in, where senior managers and executives may not be able to incorporate new leadership approaches into the everyday interactions. If leaders do not demonstrate the characteristics of transformational and authentic leadership, employees may believe that the initiative is superficial. To handle this, performance evaluations, leadership coaching sessions, and peer feedback assessments will be implemented as leadership accountability mechanisms. Career advancement opportunities and executive level incentives will be given to leaders aligning with cultural transformation goals.

    Another risk that could hamper project success is the misalignment between leadership training and the existing organizational goals. Leadership training programs that are not tailored to the organization’s mission, vision and operational needs may not produce tangible outcomes. Customized training modules will be developed with the direct input of key stakeholders, department heads, and employee representatives to prevent this. Feedback loops will be established regularly to refine and readjust content based on real time organizational needs. Financial risk also exists, especially where there are cost overruns due to unforeseen training expenses, technology procurement problems or additional support services. There will be a contingency fund for unexpected financial needs that could derail progress.

    #### 2. **Monitoring and Continuous Improvement**

    A risk monitoring committee will be set up to monitor for potential problems and make sure mitigation strategies remain effective through the project. Regular risk assessment meetings will be held to present progress reports to senior leadership and key stakeholders. As these risks emerge, they will be evaluated and corrective actions will be taken immediately. Aligning risk management with motivational strategies allows the organization to be proactive in addressing challenges, and creates a culture of collaboration, accountability and resilience.

    ### **Conclusion**

    A structured project management approach that combines motivational strategies, effective communication and risk mitigation is necessary for the successful implementation of transformational and authentic leadership models. This plan lays out a phased implementation strategy that will align leadership development, employee engagement and cultural transformation efforts with the organization’s long-term objectives. The use of recognition and rewards, professional development opportunities, and participative leadership principles will enable employees to feel that they are valued, empowered, and motivated to embrace change rather than resist it. Proactive risk management, along with a clear procurement plan, will also guarantee that resources will be allocated effectively and minimize the potential financial and operational disruption. Transparency will be facilitated through clear communication strategies, which will help create an environment where employees can actively participate in shaping the organization’s dynamic culture.

    **References**

    Bushuyeva, N., Bushuiev, D., & Bushuieva, V. (2019). Agile leadership of managing innovation projects.
    _Сучасний стан наукових досліджень та технологій в промисловості_, (4 (10)), 77-84.

    Graves, L., Dalgarno, N., Van Hoorn, R., Hastings-Truelove, A., Mulder, J., Kolomitro, K., … & van Wylick, R. (2023). Creating change: Kotter’s change management model in action.
    _Canadian Medical Education Journal_,
    _14_(3), 136.

    Kim, Y. (2021). Building organizational resilience through strategic internal communication and organization–employee relationships.
    _Journal of Applied Communication Research_,
    _49_(5), 589-608.

    Lewis, L. (2019). Organizational change. In
    _Origins and traditions of organizational communication_ (pp. 406-423). Routledge.

    Naveed, R. T., Alhaidan, H., Al Halbusi, H., & Al-Swidi, A. K. (2022). Do organizations really evolve? The critical link between organizational culture and organizational innovation toward organizational effectiveness: Pivotal role of organizational resistance.
    _Journal of Innovation & Knowledge_,
    _7_(2), 100178.

    Murari, K., & Mukherjee, U. (2021). Role of authentic transformational leadership for managerial excellence and sustainability.
    _Psychology and Education_,
    _58_(4), 3612-3628.

    Noe, R. A. (2020).
    _Employee training and development_. McGraw-Hill.

    Rahman, M., Daud, M. Y., & Ensimau, N. K. (2019). Learning Management System (LMS) in teaching and learning.
    _International Journal of Academic Research in Business and Social Sciences_,
    _9_(11), 1529-1535.

    Thesing, T., Feldmann, C., & Burchardt, M. (2021). Agile versus waterfall project management: decision model for selecting the appropriate approach to a project.
    _Procedia Computer Science_,
    _181_, 746-756.

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    – 2 years ago **files (1)** – ## discussion10.docx **## discussion10.docx** Here are the course learning objectives for your review: **MN668-1:** Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in t…

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    **files (1)**

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    **## discussion10.docx**

    Here are the course learning objectives for your review:

    **MN668-1:** Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in the acute and/or primary care setting.

    **MN668-2:** Design a professional approach to transition to clinical practice in the PMHNP role.

    Provide evidence (citations and references) to support your statements and opinions.

    **Can you read what others have written and rewrite it. It does not have to be lengthy.**

    First response:

    **MN668-1: Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in the acute and/or primary care setting**

    **How the Objective Was Met**: This objective was met through various course materials and assignments that emphasized a consistent approach to the evaluation and management of mental health disorders. The course provided numerous resources to enhance our understanding and application of a standardized approach for evaluating and managing mental health disorders across various healthcare settings and throughout the lifespan (Dawood et al., 2024). For example, it utilized contemporary textbooks such as the "Diagnostic and Statistical Manual of Mental Disorders" and "Kaplan & Sadock's Synopsis of Psychiatry" to build a solid foundation of knowledge. Additionally, we were able to translate theoretical knowledge into practical applications through case studies and interactive discussions in the live seminars. By analyzing and discussing these cases in group settings, we developed a systematic and consistent approach to managing mental health disorders. The forum discussions and peer feedback enhanced our evaluation and management techniques and nurtured our critical thinking skills. Moreover, tasks such as creating treatment plans and conducting simulated examinations further reinforced the consistent approach we aimed to establish. Utilizing evidence-based protocols and validated assessment tools, we gained proficiency in assessing mental health disorders and tailoring appropriate interventions (Connors et al., 2020).

    **Examples**:

    1.
    **Weekly Live Seminars**: The live seminars provided an interactive platform to discuss case studies and review new learning content. These seminars encouraged engagement with the instructor and peers, fostering a deeper understanding of how to construct a consistent approach to evaluation and management.

    2.
    **Weekly SOAP Notes**: These assignments required students to document patient encounters, broadening their mindset to investigate differentials and treatment options. This practice was crucial in developing a systematic approach to patient care.

    3.
    **Case Studies**: The case studies during seminars allowed us to develop comprehensive treatment plans for patients. This exercise emphasized the importance of a detailed patient history, accurate diagnosis, and individualized treatment plans.

    Along with lectures, the course materials included case studies and clinical scenarios that required students to apply their knowledge of mental health evaluation and management. These practical exercises allowed students to create individualized treatment plans for clients with different mental health disorders, considering their unique needs and symptoms. Additionally, the course provided evidence-based guidelines and best practices in mental health management, ensuring that students developed a strong foundation for clinical decision-making.

    **MN668-2: Design a professional approach to transition to clinical practice in the PMHNP role**

    **How the Objective Was Met**: The course facilitated the creation of a professional transition plan into the PMHNP role and provided a consistent approach to evaluating and managing mental health disorders across the lifespan in various healthcare settings. By incorporating a variety of engaging assignments, activities, and learning resources, the MN668 course effectively met the majority of its learning objectives. This was achieved through focused weekly topics, practical assignments, and in-person clinical encounters. The course offered opportunities for self-reflection through the weekly reflective videos and soap notes that allowed us to assess our strengths and areas for growth as future PMHNPs. This process enabled us to identify specific learning needs for our transition to clinical practice and develop individualized professional development plans (Owen et al., 2020).

    **Examples**:

    1.
    **Reflective Video Journals**: These assignments encouraged self-reflection on clinical experiences, allowing students to critically evaluate their strengths and areas for improvement. This practice was instrumental in designing a professional approach to clinical practice.

    2.
    **Professional Portfolio**: Creating a professional portfolio helped students outline their steps for entering the clinical practice, including identifying potential employers, networking strategies, and continuing education plans. This structured approach was crucial for a smooth transition into the PMHNP role.

    3.
    **In-Person Clinical Hours**: The 130 hours of clinical encounters provided real-life exposure to a variety of patients, enhancing critical thinking and decision-making skills. This hands-on experience was invaluable in developing confidence and competence in clinical practice.

    In conclusion, the course effectively met the learning objectives by providing a robust framework for evaluating and managing mental health disorders and facilitating a smooth transition to clinical practice. The combination of theoretical knowledge, practical assignments, and reflective exercises equipped students with the necessary skills and confidence to excel as PMHNPs (Cardoso et al., 2021). The integration of diverse course materials allowed for a well-rounded understanding of mental health management across different settings, and I feel equipped to tackle the challenges I will face as a future PMHNP. . However, additional hands-on training in acute and primary care environments could further enhance the achievement of certain learning goals. Overall, the course offered prospective PMHNPs a solid foundation for success in their future clinical practice.

    **Second Response**

    **MN668-1: Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in the acute and/or primary care setting.**

    **I feel that I have met this objective, as I can now approach evaluations of mental health disorders systematically, integrate evidence-based interventions, and adapt my approach based on the patient’s needs. The course provided various case studies, and through these, I practiced how to perform comprehensive evaluations of clients presenting with mental health concerns. For example, in an assignment focused on the assessment of a patient with anxiety and depression, I was tasked with completing a full psychiatric evaluation. I used evidence-based tools, such as the PHQ-9 and GAD-7, to assess the severity of the patient’s symptoms, and based on the results, I developed an individualized treatment plan that included pharmacological and non-pharmacological interventions.  (Ford, 2020). This helped me refine my approach to creating a treatment plan that is both systematic and personalized to the patient's needs. Through these experiences, I gained a solid understanding of the importance of comprehensive assessments and the need to consider each patient’s unique context, including age, co-occurring conditions, and social determinants of health.**

    **MN668-2: Design a professional approach to transition to clinical practice in the PMHNP role.**

    **This objective focused on preparing for the transition into clinical practice as a Psychiatric-Mental Health Nurse Practitioner (PMHNP). I believe I made significant strides in meeting this objective through self-reflection, feedback from preceptors, and actively engaging in clinical practice. One of the assignments that helped me with this transition was the professional development plan, which required me to outline goals for my clinical practice, identify strengths, and address areas for growth. (Ruzafa, 2024). This exercise was crucial in helping me assess my current skill set and set a roadmap for further development. The readings and videos on the PMHNP role were particularly helpful in understanding what is expected in clinical practice. For example, the course material prepared me for the complexities of clinical decision-making, confidentiality, and patient advocacy, all of which are crucial in the transition to clinical practice. These materials allowed me to integrate theory with the reality of patient care, especially in the context of the mental health field.**

    **References:**

    **Ford, J., Thomas, F., Byng, R., & McCabe, R. (2020). Use of the Patient Health Questionnaire (PHQ-9) in Practice: Interactions between patients and physicians.**
    **_Qualitative health research_,**
    **_30_(13), 2146–2159.** [**https://doi.org/10.1177/1049732320924625**](https://doi.org/10.1177/1049732320924625)

    **Ruzafa-Martínez, M., Pérez-Muñoz, V., Conesa-Ferrer, M. B., Ramos-Morcillo, A. J., & Molina-Rodríguez, A. (2024). Effectiveness of Training in Evidence-Based Practice on the Development of Communicative Skills in Nursing Students: A Quasi-Experimental Design.**
    **_Healthcare (Basel, Switzerland)_,**
    **_12_(18), 1895.** [**https://doi.org/10.3390/healthcare12181895**](https://doi.org/10.3390/healthcare12181895)

    **THIRD POST**

    **MN668-1**

    **I do believe that the course objectives were met. Throughout this semester, we discussed numerous psychiatric disorders such as somatic disorders and personality disorders while also discussing how to perform an assessment on psychiatric patients. The assessment of psychiatric patients can be tedious as some patients are void of trust and are not always in agreeance with a psychological evaluation. According to Srinath et al., (2019), some patients evade unveiling information as they may feel as if the information disclosed maybe uncomfortable or shameful. Given the avoidance of certain information, it requires careful questioning from numerous sources such as family members or other healthcare providers. The psychiatric interview process was also discussed, including topics on proper documentation of the mental status exam and its significance. According to Rocha Neto et al., (2019), within the domain of mental health practice, the mental status examination serves as a counterpart to the physical exam routinely employed in clinical setting. The mental status exam provides a standardized method for gathering objective data pertaining to the patient’s mental state. Nevertheless, the documentation of the mental status exam should be concise to assist providers in monitoring patient’s behavior and facilitating communication among healthcare professionals. For instance, documenting details such as tattoos or scars is essential especially in patients with a history of self-harm. Scars can serve as a narrative of past significant injuries, resulting from either accidental trauma, inflicted harm by another individual, or self-mutilation (Voss & Das, 2024). Common manifestations of self-inflicted injuries include superficial lacerations, injection sites from intravenous substance use, or remnants of past suicidal attempts (Voss & Das, 2024). This is particularly important in psychiatric emergencies such as suicidal crisis or violent aggressive behaviors which was discussed this semester.**

    **MN 668-2**

    **I do believe that these course objectives were met as I believe that this course provided a professional approach to transitioning into clinical practice as a PMHNP. One of the key elements that was utilized during the coursework was scenario-based questions which allowed students to appropriately diagnose patients. The information that was provided during the seminar not only prepared students for clinical practice but also prepared students for certification boards. Students were also provided with board style questions which allowed critical thinking to appropriately conclude the correct answer.  Throughout this semester we designed age-appropriate treatment plans which allowed us to depict the proper maintenance screening plans for patients. The utilization of tools like the GAD-7 and PHQ-9 is valuable information in clinical practice in aiding with the assessment and therapeutic treatment response of anxiety and depression (Vallath et al., 2024). Comprehensive and continuous management is essential for optimal outcomes in patients with mental health disorders. Measurement-based care, which involves regular assessment of symptom severity and treatment response, is a cornerstone of modern care. Accurate and efficient monitoring tools are crucial for guiding treatment decisions and facilitating early detection of treatment non-response or relapse.**

    **References**

    **Rocha Neto, H. G., Estellita-Lins, C. E., Lessa, J. L. M., & Cavalcanti, M. T. (2019). Mental**

    **State Examination and Its Procedures-Narrative Review of Brazilian Descriptive**

    **Psychopathology.**
    **_Frontiers in psychiatry_,**
    **_10_, 77. https://doi.org/10.3389**

    **/fpsyt.2019.00077**

    **Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical Practice Guidelines for**

    **Assessment of Children and Adolescents.**
    **_Indian journal of psychiatry_,**
    **_61_(Suppl 2), 158–**

    **175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18**

    **Vallath, A. L., Sivasubramanian, B. P., Ravikumar, D. B., Lalendran, A., Krishnan, S., Samanta,**

    **S., Banerjee, S., Das, T., Kundu, R., Richharia, V., More, R., Khithani, M., Nazimudeen,**

    **S., Gunturu, S., & Dasgupta, I. (2024). The importance of rapid assessment tools in**

    **evaluating mental health in emergency departments among patients with chronic**

    **diseases.**
    **_Frontiers in public health_,**
    **_12_, 1258749. https://doi.org/10.3389**

    **/fpubh.2024.1258749**

    **Voss, M. R., Das, M. J. (2024). Mental Status Examination.**
    **_StatPearls._ https://www.ncbi.nlm**

    **.nih.gov/books/NBK546682/**

    **## discussion10.docx**

    Here are the course learning objectives for your review:

    **MN668-1:** Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in the acute and/or primary care setting.

    **MN668-2:** Design a professional approach to transition to clinical practice in the PMHNP role.

    Provide evidence (citations and references) to support your statements and opinions.

    **Can you read what others have written and rewrite it. It does not have to be lengthy.**

    First response:

    **MN668-1: Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in the acute and/or primary care setting**

    **How the Objective Was Met**: This objective was met through various course materials and assignments that emphasized a consistent approach to the evaluation and management of mental health disorders. The course provided numerous resources to enhance our understanding and application of a standardized approach for evaluating and managing mental health disorders across various healthcare settings and throughout the lifespan (Dawood et al., 2024). For example, it utilized contemporary textbooks such as the "Diagnostic and Statistical Manual of Mental Disorders" and "Kaplan & Sadock's Synopsis of Psychiatry" to build a solid foundation of knowledge. Additionally, we were able to translate theoretical knowledge into practical applications through case studies and interactive discussions in the live seminars. By analyzing and discussing these cases in group settings, we developed a systematic and consistent approach to managing mental health disorders. The forum discussions and peer feedback enhanced our evaluation and management techniques and nurtured our critical thinking skills. Moreover, tasks such as creating treatment plans and conducting simulated examinations further reinforced the consistent approach we aimed to establish. Utilizing evidence-based protocols and validated assessment tools, we gained proficiency in assessing mental health disorders and tailoring appropriate interventions (Connors et al., 2020).

    **Examples**:

    1.
    **Weekly Live Seminars**: The live seminars provided an interactive platform to discuss case studies and review new learning content. These seminars encouraged engagement with the instructor and peers, fostering a deeper understanding of how to construct a consistent approach to evaluation and management.

    2.
    **Weekly SOAP Notes**: These assignments required students to document patient encounters, broadening their mindset to investigate differentials and treatment options. This practice was crucial in developing a systematic approach to patient care.

    3.
    **Case Studies**: The case studies during seminars allowed us to develop comprehensive treatment plans for patients. This exercise emphasized the importance of a detailed patient history, accurate diagnosis, and individualized treatment plans.

    Along with lectures, the course materials included case studies and clinical scenarios that required students to apply their knowledge of mental health evaluation and management. These practical exercises allowed students to create individualized treatment plans for clients with different mental health disorders, considering their unique needs and symptoms. Additionally, the course provided evidence-based guidelines and best practices in mental health management, ensuring that students developed a strong foundation for clinical decision-making.

    **MN668-2: Design a professional approach to transition to clinical practice in the PMHNP role**

    **How the Objective Was Met**: The course facilitated the creation of a professional transition plan into the PMHNP role and provided a consistent approach to evaluating and managing mental health disorders across the lifespan in various healthcare settings. By incorporating a variety of engaging assignments, activities, and learning resources, the MN668 course effectively met the majority of its learning objectives. This was achieved through focused weekly topics, practical assignments, and in-person clinical encounters. The course offered opportunities for self-reflection through the weekly reflective videos and soap notes that allowed us to assess our strengths and areas for growth as future PMHNPs. This process enabled us to identify specific learning needs for our transition to clinical practice and develop individualized professional development plans (Owen et al., 2020).

    **Examples**:

    1.
    **Reflective Video Journals**: These assignments encouraged self-reflection on clinical experiences, allowing students to critically evaluate their strengths and areas for improvement. This practice was instrumental in designing a professional approach to clinical practice.

    2.
    **Professional Portfolio**: Creating a professional portfolio helped students outline their steps for entering the clinical practice, including identifying potential employers, networking strategies, and continuing education plans. This structured approach was crucial for a smooth transition into the PMHNP role.

    3.
    **In-Person Clinical Hours**: The 130 hours of clinical encounters provided real-life exposure to a variety of patients, enhancing critical thinking and decision-making skills. This hands-on experience was invaluable in developing confidence and competence in clinical practice.

    In conclusion, the course effectively met the learning objectives by providing a robust framework for evaluating and managing mental health disorders and facilitating a smooth transition to clinical practice. The combination of theoretical knowledge, practical assignments, and reflective exercises equipped students with the necessary skills and confidence to excel as PMHNPs (Cardoso et al., 2021). The integration of diverse course materials allowed for a well-rounded understanding of mental health management across different settings, and I feel equipped to tackle the challenges I will face as a future PMHNP. . However, additional hands-on training in acute and primary care environments could further enhance the achievement of certain learning goals. Overall, the course offered prospective PMHNPs a solid foundation for success in their future clinical practice.

    **Second Response**

    **MN668-1: Construct a consistent approach to the evaluation and management of mental health disorders and conditions for clients across the lifespan presenting in the acute and/or primary care setting.**

    **I feel that I have met this objective, as I can now approach evaluations of mental health disorders systematically, integrate evidence-based interventions, and adapt my approach based on the patient’s needs. The course provided various case studies, and through these, I practiced how to perform comprehensive evaluations of clients presenting with mental health concerns. For example, in an assignment focused on the assessment of a patient with anxiety and depression, I was tasked with completing a full psychiatric evaluation. I used evidence-based tools, such as the PHQ-9 and GAD-7, to assess the severity of the patient’s symptoms, and based on the results, I developed an individualized treatment plan that included pharmacological and non-pharmacological interventions.  (Ford, 2020). This helped me refine my approach to creating a treatment plan that is both systematic and personalized to the patient's needs. Through these experiences, I gained a solid understanding of the importance of comprehensive assessments and the need to consider each patient’s unique context, including age, co-occurring conditions, and social determinants of health.**

    **MN668-2: Design a professional approach to transition to clinical practice in the PMHNP role.**

    **This objective focused on preparing for the transition into clinical practice as a Psychiatric-Mental Health Nurse Practitioner (PMHNP). I believe I made significant strides in meeting this objective through self-reflection, feedback from preceptors, and actively engaging in clinical practice. One of the assignments that helped me with this transition was the professional development plan, which required me to outline goals for my clinical practice, identify strengths, and address areas for growth. (Ruzafa, 2024). This exercise was crucial in helping me assess my current skill set and set a roadmap for further development. The readings and videos on the PMHNP role were particularly helpful in understanding what is expected in clinical practice. For example, the course material prepared me for the complexities of clinical decision-making, confidentiality, and patient advocacy, all of which are crucial in the transition to clinical practice. These materials allowed me to integrate theory with the reality of patient care, especially in the context of the mental health field.**

    **References:**

    **Ford, J., Thomas, F., Byng, R., & McCabe, R. (2020). Use of the Patient Health Questionnaire (PHQ-9) in Practice: Interactions between patients and physicians.**
    **_Qualitative health research_,**
    **_30_(13), 2146–2159.** [**https://doi.org/10.1177/1049732320924625**](https://doi.org/10.1177/1049732320924625)

    **Ruzafa-Martínez, M., Pérez-Muñoz, V., Conesa-Ferrer, M. B., Ramos-Morcillo, A. J., & Molina-Rodríguez, A. (2024). Effectiveness of Training in Evidence-Based Practice on the Development of Communicative Skills in Nursing Students: A Quasi-Experimental Design.**
    **_Healthcare (Basel, Switzerland)_,**
    **_12_(18), 1895.** [**https://doi.org/10.3390/healthcare12181895**](https://doi.org/10.3390/healthcare12181895)

    **THIRD POST**

    **MN668-1**

    **I do believe that the course objectives were met. Throughout this semester, we discussed numerous psychiatric disorders such as somatic disorders and personality disorders while also discussing how to perform an assessment on psychiatric patients. The assessment of psychiatric patients can be tedious as some patients are void of trust and are not always in agreeance with a psychological evaluation. According to Srinath et al., (2019), some patients evade unveiling information as they may feel as if the information disclosed maybe uncomfortable or shameful. Given the avoidance of certain information, it requires careful questioning from numerous sources such as family members or other healthcare providers. The psychiatric interview process was also discussed, including topics on proper documentation of the mental status exam and its significance. According to Rocha Neto et al., (2019), within the domain of mental health practice, the mental status examination serves as a counterpart to the physical exam routinely employed in clinical setting. The mental status exam provides a standardized method for gathering objective data pertaining to the patient’s mental state. Nevertheless, the documentation of the mental status exam should be concise to assist providers in monitoring patient’s behavior and facilitating communication among healthcare professionals. For instance, documenting details such as tattoos or scars is essential especially in patients with a history of self-harm. Scars can serve as a narrative of past significant injuries, resulting from either accidental trauma, inflicted harm by another individual, or self-mutilation (Voss & Das, 2024). Common manifestations of self-inflicted injuries include superficial lacerations, injection sites from intravenous substance use, or remnants of past suicidal attempts (Voss & Das, 2024). This is particularly important in psychiatric emergencies such as suicidal crisis or violent aggressive behaviors which was discussed this semester.**

    **MN 668-2**

    **I do believe that these course objectives were met as I believe that this course provided a professional approach to transitioning into clinical practice as a PMHNP. One of the key elements that was utilized during the coursework was scenario-based questions which allowed students to appropriately diagnose patients. The information that was provided during the seminar not only prepared students for clinical practice but also prepared students for certification boards. Students were also provided with board style questions which allowed critical thinking to appropriately conclude the correct answer.  Throughout this semester we designed age-appropriate treatment plans which allowed us to depict the proper maintenance screening plans for patients. The utilization of tools like the GAD-7 and PHQ-9 is valuable information in clinical practice in aiding with the assessment and therapeutic treatment response of anxiety and depression (Vallath et al., 2024). Comprehensive and continuous management is essential for optimal outcomes in patients with mental health disorders. Measurement-based care, which involves regular assessment of symptom severity and treatment response, is a cornerstone of modern care. Accurate and efficient monitoring tools are crucial for guiding treatment decisions and facilitating early detection of treatment non-response or relapse.**

    **References**

    **Rocha Neto, H. G., Estellita-Lins, C. E., Lessa, J. L. M., & Cavalcanti, M. T. (2019). Mental**

    **State Examination and Its Procedures-Narrative Review of Brazilian Descriptive**

    **Psychopathology.**
    **_Frontiers in psychiatry_,**
    **_10_, 77. https://doi.org/10.3389**

    **/fpsyt.2019.00077**

    **Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical Practice Guidelines for**

    **Assessment of Children and Adolescents.**
    **_Indian journal of psychiatry_,**
    **_61_(Suppl 2), 158–**

    **175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18**

    **Vallath, A. L., Sivasubramanian, B. P., Ravikumar, D. B., Lalendran, A., Krishnan, S., Samanta,**

    **S., Banerjee, S., Das, T., Kundu, R., Richharia, V., More, R., Khithani, M., Nazimudeen,**

    **S., Gunturu, S., & Dasgupta, I. (2024). The importance of rapid assessment tools in**

    **evaluating mental health in emergency departments among patients with chronic**

    **diseases.**
    **_Frontiers in public health_,**
    **_12_, 1258749. https://doi.org/10.3389**

    **/fpubh.2024.1258749**

    **Voss, M. R., Das, M. J. (2024). Mental Status Examination.**
    **_StatPearls._ https://www.ncbi.nlm**

    **.nih.gov/books/NBK546682/**

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    – 2 years ago **files (2)** – ## DiscussionBoard.docx – CULTPSY3_Ch08_Motivation.pptx **## DiscussionBoard.docx** **Discussion Board** You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate …

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    **files (2)**

    – ## DiscussionBoard.docx

    – CULTPSY3_Ch08_Motivation.pptx

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1- Ariana and Misha looked at the music charts. Ariana compared herself to Adelle (Ariana thinks she is worse than Adelle), while Misha compared herself to Mariah (Misha thinks she is better than Mariah). Name and define the processes in which Ariana and Misha engaged, respectively. Then, draw a graph that shows Ariana’s and Misha’s self-esteem before and after they make their comparisons. Assume that Ariana and Misha start out with the same level of self-esteem.

    2- In a political pamphlet being handed out to students on campus, the writer is suggesting that capitalism is a product of the trades and activities of Islamic merchants. According to Weber’s thesis that capitalism grew out of a belief system rooted in cultural ideas of the sixteenth and seventeenth centuries, do you agree or disagree with the pamphlet? Why or why not?

    3- Jessica and Jonathan are best friends. Jessica is very individualistic, while Jonathan is very collectivistic. Based on research regarding primary and secondary control, draw a graph for each person that shows the relationship between the amount of anxiety they would feel based on how much personal control they have in any given situation.

    4- Your school’s counseling department emphasizes the importance of convincing people to gain control by asserting themselves in their environment. Regardless of one’s cultural background, everyone feels a greater sense of power when changing the environment to suit himself or herself. Based on empirical research, do you agree with your counseling department’s perspective? Why or why not?

    5- Xiao Mao is an interdependent Chinese American child in elementary school, and Kitty is an independent Canadian child. They are in the mall with their fathers picking out board games as presents. How would their motivations to play board games compare if they chose the games themselves versus if their fathers chose the games for them?

    **CULTPSY3_Ch08_Motivation.pptx**

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    **CULTPSY3_Ch08_Motivation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-ch08-motivation-pptx)

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1- Ariana and Misha looked at the music charts. Ariana compared herself to Adelle (Ariana thinks she is worse than Adelle), while Misha compared herself to Mariah (Misha thinks she is better than Mariah). Name and define the processes in which Ariana and Misha engaged, respectively. Then, draw a graph that shows Ariana’s and Misha’s self-esteem before and after they make their comparisons. Assume that Ariana and Misha start out with the same level of self-esteem.

    2- In a political pamphlet being handed out to students on campus, the writer is suggesting that capitalism is a product of the trades and activities of Islamic merchants. According to Weber’s thesis that capitalism grew out of a belief system rooted in cultural ideas of the sixteenth and seventeenth centuries, do you agree or disagree with the pamphlet? Why or why not?

    3- Jessica and Jonathan are best friends. Jessica is very individualistic, while Jonathan is very collectivistic. Based on research regarding primary and secondary control, draw a graph for each person that shows the relationship between the amount of anxiety they would feel based on how much personal control they have in any given situation.

    4- Your school’s counseling department emphasizes the importance of convincing people to gain control by asserting themselves in their environment. Regardless of one’s cultural background, everyone feels a greater sense of power when changing the environment to suit himself or herself. Based on empirical research, do you agree with your counseling department’s perspective? Why or why not?

    5- Xiao Mao is an interdependent Chinese American child in elementary school, and Kitty is an independent Canadian child. They are in the mall with their fathers picking out board games as presents. How would their motivations to play board games compare if they chose the games themselves versus if their fathers chose the games for them?

    **CULTPSY3_Ch08_Motivation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-ch08-motivation-pptx)

    **## DiscussionBoard.docx**

    **Discussion Board**

    You will be required to participate in the eight discussion prompts posted on the Canvas Discussion Board throughout the course of the semester. These will relate to assigned course materials. Your responses should incorporate course content assigned during that week and should be approximately 250 words (total, for both prompts).

    Please select and reply to two of the prompts below

    1- Ariana and Misha looked at the music charts. Ariana compared herself to Adelle (Ariana thinks she is worse than Adelle), while Misha compared herself to Mariah (Misha thinks she is better than Mariah). Name and define the processes in which Ariana and Misha engaged, respectively. Then, draw a graph that shows Ariana’s and Misha’s self-esteem before and after they make their comparisons. Assume that Ariana and Misha start out with the same level of self-esteem.

    2- In a political pamphlet being handed out to students on campus, the writer is suggesting that capitalism is a product of the trades and activities of Islamic merchants. According to Weber’s thesis that capitalism grew out of a belief system rooted in cultural ideas of the sixteenth and seventeenth centuries, do you agree or disagree with the pamphlet? Why or why not?

    3- Jessica and Jonathan are best friends. Jessica is very individualistic, while Jonathan is very collectivistic. Based on research regarding primary and secondary control, draw a graph for each person that shows the relationship between the amount of anxiety they would feel based on how much personal control they have in any given situation.

    4- Your school’s counseling department emphasizes the importance of convincing people to gain control by asserting themselves in their environment. Regardless of one’s cultural background, everyone feels a greater sense of power when changing the environment to suit himself or herself. Based on empirical research, do you agree with your counseling department’s perspective? Why or why not?

    5- Xiao Mao is an interdependent Chinese American child in elementary school, and Kitty is an independent Canadian child. They are in the mall with their fathers picking out board games as presents. How would their motivations to play board games compare if they chose the games themselves versus if their fathers chose the games for them?

    **CULTPSY3_Ch08_Motivation.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cultpsy3-ch08-motivation-pptx)

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    – 2 years ago **files (1)** – ## U-6soap.docx **## U-6soap.docx** Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25. Instructions Each week students will choose one patient encounter to submit a Follow-up SOAP note for review. The focus is on your ability to integrate your subjectiv…

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    **## U-6soap.docx**

    Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to
    **TurnItIn plagiarism checker** for grade submission.

    **Subjective**

    **Patient Verification**

    **Name:** M. D.

    **DOB**: 12/2/2004

    **Demographics:** 20-year-old

    **Gender Identifier Note**: Male

    **Chief Complaint (CC)**: "I’m struggling to stay focused at work and college, and I’m behind on assignments."

    **HPI:** M. D. is a 20-year old male, college student diagnosed with ADHD, predominantly inattentive type at age 18. Two months ago, he was started on methylphenidate (Ritalin) at an initial dose of 10 mg once daily. According to him, he experienced a mild improvement in his focus during the first few weeks of treatment but his distractibility, procrastination and completing assignments remain problematic. He often forgets normal instructions at his part time job as a retail assistant. M. D. has no major side effects from his medication, with stable sleep and appetite.

    **Pertinent History**: M. D. occasionally feels overwhelmed and experiences low energy, impacting his productivity. He denies depressive episodes or irritability.

    **Sleep and Appetite**: Sleep and appetite are stable.

    **Energy and Concentration**: Decreased energy and concentration

    **Psychiatric Symptoms**: Denies hallucinations, delusions, or panic attacks but describes chronic difficulty maintaining focus and staying organized.

    **SI/HI/AV**: Denies suicidal ideation, homicidal ideation, or auditory/visual hallucinations.

    **Allergies**: No known drug or food allergies (NKDFA).

    **Past Medical History:** History of seasonal allergies, managed with loratadine PRN. No significant psychiatric or medical history.

    **Substance Use History**: Occasional social alcohol use; denies tobacco or recreational drug use.

    **Family History:** Father diagnosed with ADHD. Mother has mild anxiety disorder. No history of substance abuse in the family.

    **Social History:** Lives in a dorm with roommates while pursuing a business degree. Works part-time at a retail store and is actively involved in his college’s entrepreneurship club
    **.**

    **Review of Systems (ROS)**

    ·
    **Constitutional:** No fever, fatigue, or significant weight changes.

    ·
    **Eyes:** No vision changes.

    ·
    **ENT: No hearing loss or throat pain.**

    ·
    **Cardiac:** Denies chest pain, palpitations, or dizziness.

    ·
    **Respiratory:** Denies shortness of breath, wheezing, or chronic cough.

    ·
    **GI:** No nausea, vomiting, or changes in bowel habits
    **.**

    ·
    **GU:** No dysuria or hematuria. Normal urinary habits.

    ·
    **Musculoskeletal:** Denies joint pain or stiffness.

    ·
    **Skin:** No rashes or lesions.

    ·
    **Neurologic:** Denies headaches or seizures. No tremors noted.

    ·
    **Endocrine:** No reports of excessive thirst or urination.

    ·
    **Hematologic:** No history of easy bruising or bleeding.

    **Objective**

    **Vital Signs and Measurements**

    ·
    **Temp:** 97.6°F

    ·
    **BP:** 131/86 mmHg

    ·
    **HR:** 78 bpm

    ·
    **R (Respiratory Rate):** 14 breaths/min

    ·
    **O2 Saturation:** 99% on room air

    ·
    **Ht (Height):** 188 cm

    ·
    **Wt (Weight):** 75.6 kg

    ·
    **BMI:** 20.8

    **Laboratory Findings**

    ·
    **LABS:**

    · Lab findings within normal limits (WNL).

    · Toxicology Screen: Negative for all substances.

    · Alcohol Screen: Negative.

    · HCG: Not applicable (N/A).

    **Physical Exam:**

    ·
    **General Appearance:** Patient is well-groomed, cooperative, and appears comfortable with no signs of acute distress.

    ·
    **Skin:** Skin is warm, dry, and free from rashes or lesions.

    ·
    **HEENT:** Eyes are clear with no conjunctival injection. No signs of nasal congestion or throat abnormalities.

    ·
    **Cardiovascular:** Heart rate and rhythm are regular with no murmurs or edema detected.

    ·
    **Respiratory:** Lungs are clear to auscultation on both sides with no wheezes, rales, or rhonchi present.

    ·
    **GI:** Abdomen is non-tender, no distension observed, and bowel sounds are normal.

    ·
    **Musculoskeletal:** Full range of motion with no joint swelling or tenderness noted.

    ·
    **Neurologic:** Patient is alert and oriented to person, place, time, and situation with no focal neurological deficits.

    ·
    **Psychiatric:** Cooperative with an appropriate affect, normal speech, and a linear thought process.

    ·
    **Endocrine:** No notable abnormalities observed.

    **MSE (Mental Status Exam):**

    ·
    **Appearance:** Patient well-groomed, no acute distress.

    ·
    **Behavior:** Cooperative.

    ·
    **Mood/Affect:** Mildly anxious but appropriate for the situation.

    ·
    **Speech:** Normal rate and tone.

    ·
    **Thought Process:** Linear and goal-directed.

    ·
    **Cognition:** Intact but struggles with sustained attention during the session.

    ·
    **Insight/Judgment:** Fair.

    **Assessment**

    **Diagnosis (DSM-5 and ICD-10 Codes):**

    ADHD, predominantly inattentive type

    · DSM-5 Code: 314.00

    · ICD-10 Code: F90.0

    **Differential Diagnoses:**

    **Generalized Anxiety Disorder (GAD)**

    · Sometimes the symptoms of excessive worry and difficulty concentrating may blend with those of ADHD. However, while the differences between GAD and ADHD are significant, GAD is pervasive anxiety and restlessness whereas ADHD is chronic in attention with no appreciable anxiety (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F41.1

    **Learning Disorder**

    · Poor academic performance can be a learning disabilities symptom that's similar to ADHD. But, unlike ADHD, learning disorders only pertain to academic tasks and do not affect other attention-related difficulties (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F81.9

    **Treatment Options**

    **Pharmacotherapy:**

    · Initiate stimulant medication (e.g., methylphenidate or amphetamines) for ADHD management, starting with a low dose and adjusting as needed. Concerta 18 mg/day Increase does as indicated.

    **Psychotherapy:**

    · Cognitive-behavioral therapy (CBT) for ADHD to enhance organizational skills, reduce procrastination, and improve focus (Beyer et al., 2024).

    · Psychoeducation and behavioral interventions to help with time management and emotional regulation.

    **Plan**

    1.
    **Pharmacologic Interventions**:

    · Increase methylphenidate dosage from 10 mg to 15 mg once daily (Beyer et al., 2024). Educate the patient on potential side effects, including appetite suppression and insomnia.

    2.
    **Non-Pharmacologic Interventions**:

    · Recommend cognitive-behavioral therapy (CBT) to address procrastination and improve organizational skills (Beyer et al., 2024).

    3.
    **Patient Education**:

    · Emphasize the importance of medication adherence and attending therapy sessions. Discuss lifestyle strategies, such as setting routines and breaking tasks into manageable steps

    **Safety Planning**:

    · Review signs of worsening symptoms (e.g., increased distractibility, restlessness) and when to seek further care..

    4.
    **Follow-Up**:

    · Return to clinic in 2 weeks for medication and progress review.

    **Referrals:**

    · Referral to a therapist specializing in ADHD for CBT sessions.

    **Time spent counseling and coordinating care: 55** minutes

    **Total visit time:** 80 minutes

    **Date:** 1/29/2025
    **Time:** 1:00 PM

    **References**

    Beyer, A. K., Beck, L., Pfeifer, S., Kuhnert, R., Hölling, H., Jans, T., … & Schlack, R. (2024). The consortium project INTEGRATE-ADHD-Comparison and integration of administrative and epidemiological ADHD diagnostic data by clinical assessment: study description and sample characteristics..

    Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: what has changed and what has not.
    _Frontiers in psychiatry_,
    _13_, 1064141.

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    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

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    **## U-6soap.docx**

    Unit 6-Clinical SOAP Note on schizoaffective disorder. Due 2-15-25.

    Instructions

    Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.

    The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    All work should be original and submitted as a Word document unless otherwise indicated in the assignment instructions. ALL assignments need to be APA 7 format and accompanied title page in APA 7th edition format in order that the work would be properly identified for the student, the course, and the assignment. Work submitted without a title page will receive a grade of 0.

    Upload note to
    **TurnItIn plagiarism checker** for grade submission.

    **Subjective**

    **Patient Verification**

    **Name:** M. D.

    **DOB**: 12/2/2004

    **Demographics:** 20-year-old

    **Gender Identifier Note**: Male

    **Chief Complaint (CC)**: "I’m struggling to stay focused at work and college, and I’m behind on assignments."

    **HPI:** M. D. is a 20-year old male, college student diagnosed with ADHD, predominantly inattentive type at age 18. Two months ago, he was started on methylphenidate (Ritalin) at an initial dose of 10 mg once daily. According to him, he experienced a mild improvement in his focus during the first few weeks of treatment but his distractibility, procrastination and completing assignments remain problematic. He often forgets normal instructions at his part time job as a retail assistant. M. D. has no major side effects from his medication, with stable sleep and appetite.

    **Pertinent History**: M. D. occasionally feels overwhelmed and experiences low energy, impacting his productivity. He denies depressive episodes or irritability.

    **Sleep and Appetite**: Sleep and appetite are stable.

    **Energy and Concentration**: Decreased energy and concentration

    **Psychiatric Symptoms**: Denies hallucinations, delusions, or panic attacks but describes chronic difficulty maintaining focus and staying organized.

    **SI/HI/AV**: Denies suicidal ideation, homicidal ideation, or auditory/visual hallucinations.

    **Allergies**: No known drug or food allergies (NKDFA).

    **Past Medical History:** History of seasonal allergies, managed with loratadine PRN. No significant psychiatric or medical history.

    **Substance Use History**: Occasional social alcohol use; denies tobacco or recreational drug use.

    **Family History:** Father diagnosed with ADHD. Mother has mild anxiety disorder. No history of substance abuse in the family.

    **Social History:** Lives in a dorm with roommates while pursuing a business degree. Works part-time at a retail store and is actively involved in his college’s entrepreneurship club
    **.**

    **Review of Systems (ROS)**

    ·
    **Constitutional:** No fever, fatigue, or significant weight changes.

    ·
    **Eyes:** No vision changes.

    ·
    **ENT: No hearing loss or throat pain.**

    ·
    **Cardiac:** Denies chest pain, palpitations, or dizziness.

    ·
    **Respiratory:** Denies shortness of breath, wheezing, or chronic cough.

    ·
    **GI:** No nausea, vomiting, or changes in bowel habits
    **.**

    ·
    **GU:** No dysuria or hematuria. Normal urinary habits.

    ·
    **Musculoskeletal:** Denies joint pain or stiffness.

    ·
    **Skin:** No rashes or lesions.

    ·
    **Neurologic:** Denies headaches or seizures. No tremors noted.

    ·
    **Endocrine:** No reports of excessive thirst or urination.

    ·
    **Hematologic:** No history of easy bruising or bleeding.

    **Objective**

    **Vital Signs and Measurements**

    ·
    **Temp:** 97.6°F

    ·
    **BP:** 131/86 mmHg

    ·
    **HR:** 78 bpm

    ·
    **R (Respiratory Rate):** 14 breaths/min

    ·
    **O2 Saturation:** 99% on room air

    ·
    **Ht (Height):** 188 cm

    ·
    **Wt (Weight):** 75.6 kg

    ·
    **BMI:** 20.8

    **Laboratory Findings**

    ·
    **LABS:**

    · Lab findings within normal limits (WNL).

    · Toxicology Screen: Negative for all substances.

    · Alcohol Screen: Negative.

    · HCG: Not applicable (N/A).

    **Physical Exam:**

    ·
    **General Appearance:** Patient is well-groomed, cooperative, and appears comfortable with no signs of acute distress.

    ·
    **Skin:** Skin is warm, dry, and free from rashes or lesions.

    ·
    **HEENT:** Eyes are clear with no conjunctival injection. No signs of nasal congestion or throat abnormalities.

    ·
    **Cardiovascular:** Heart rate and rhythm are regular with no murmurs or edema detected.

    ·
    **Respiratory:** Lungs are clear to auscultation on both sides with no wheezes, rales, or rhonchi present.

    ·
    **GI:** Abdomen is non-tender, no distension observed, and bowel sounds are normal.

    ·
    **Musculoskeletal:** Full range of motion with no joint swelling or tenderness noted.

    ·
    **Neurologic:** Patient is alert and oriented to person, place, time, and situation with no focal neurological deficits.

    ·
    **Psychiatric:** Cooperative with an appropriate affect, normal speech, and a linear thought process.

    ·
    **Endocrine:** No notable abnormalities observed.

    **MSE (Mental Status Exam):**

    ·
    **Appearance:** Patient well-groomed, no acute distress.

    ·
    **Behavior:** Cooperative.

    ·
    **Mood/Affect:** Mildly anxious but appropriate for the situation.

    ·
    **Speech:** Normal rate and tone.

    ·
    **Thought Process:** Linear and goal-directed.

    ·
    **Cognition:** Intact but struggles with sustained attention during the session.

    ·
    **Insight/Judgment:** Fair.

    **Assessment**

    **Diagnosis (DSM-5 and ICD-10 Codes):**

    ADHD, predominantly inattentive type

    · DSM-5 Code: 314.00

    · ICD-10 Code: F90.0

    **Differential Diagnoses:**

    **Generalized Anxiety Disorder (GAD)**

    · Sometimes the symptoms of excessive worry and difficulty concentrating may blend with those of ADHD. However, while the differences between GAD and ADHD are significant, GAD is pervasive anxiety and restlessness whereas ADHD is chronic in attention with no appreciable anxiety (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F41.1

    **Learning Disorder**

    · Poor academic performance can be a learning disabilities symptom that's similar to ADHD. But, unlike ADHD, learning disorders only pertain to academic tasks and do not affect other attention-related difficulties (Koutsoklenis & Honkasilta, 2023).

    · ICD-10 Code: F81.9

    **Treatment Options**

    **Pharmacotherapy:**

    · Initiate stimulant medication (e.g., methylphenidate or amphetamines) for ADHD management, starting with a low dose and adjusting as needed. Concerta 18 mg/day Increase does as indicated.

    **Psychotherapy:**

    · Cognitive-behavioral therapy (CBT) for ADHD to enhance organizational skills, reduce procrastination, and improve focus (Beyer et al., 2024).

    · Psychoeducation and behavioral interventions to help with time management and emotional regulation.

    **Plan**

    1.
    **Pharmacologic Interventions**:

    · Increase methylphenidate dosage from 10 mg to 15 mg once daily (Beyer et al., 2024). Educate the patient on potential side effects, including appetite suppression and insomnia.

    2.
    **Non-Pharmacologic Interventions**:

    · Recommend cognitive-behavioral therapy (CBT) to address procrastination and improve organizational skills (Beyer et al., 2024).

    3.
    **Patient Education**:

    · Emphasize the importance of medication adherence and attending therapy sessions. Discuss lifestyle strategies, such as setting routines and breaking tasks into manageable steps

    **Safety Planning**:

    · Review signs of worsening symptoms (e.g., increased distractibility, restlessness) and when to seek further care..

    4.
    **Follow-Up**:

    · Return to clinic in 2 weeks for medication and progress review.

    **Referrals:**

    · Referral to a therapist specializing in ADHD for CBT sessions.

    **Time spent counseling and coordinating care: 55** minutes

    **Total visit time:** 80 minutes

    **Date:** 1/29/2025
    **Time:** 1:00 PM

    **References**

    Beyer, A. K., Beck, L., Pfeifer, S., Kuhnert, R., Hölling, H., Jans, T., … & Schlack, R. (2024). The consortium project INTEGRATE-ADHD-Comparison and integration of administrative and epidemiological ADHD diagnostic data by clinical assessment: study description and sample characteristics..

    Koutsoklenis, A., & Honkasilta, J. (2023). ADHD in the DSM-5-TR: what has changed and what has not.
    _Frontiers in psychiatry_,
    _13_, 1064141.

    ![A screenshot of a white sheet Description automatically generated](https://www.sweetstudy.com/questions/see-attached-20883945)

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    Program Outcomes

    1. Demonstrate critical thinking and holistic caring as an advanced practice

    2. Analyze scientific literature for application to selected diagnoses and treatment plans.

    3. Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings.

    4. Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the psychiatric mental health nurse practitioner.

    5. Implement the role of the psychiatric mental health nurse practitioner in selected clinical settings.

    Course Learning Objectives

    By the end of this course, you will be able to:

    1. Independently with mentor supervision, apply knowledge of chronic and acute psychiatric mental health disorders using the current edition of the Diagnostic and Statistical Manual for Mental Disorders diagnostic criteria to assess, diagnose and manage the patient populations across the lifespan including a focus on vulnerable populations at risk for mental health disorders.

    2. Independently with mentor supervision, integrate complete mental health assessment, interview, history, and physical exam data collection with the knowledge of pathophysiology and psychopathology of psychiatric mental health disorders across the life span to form differential diagnoses and implement therapeutic, patient-centered treatment plans and interventions for patient populations across the lifespan.

    3. Independently with mentor supervision, merge traditional and complementary pharmacological/non-pharmaceutical interventions into the treatment and management of psychiatric mental health disorders for patient populations across the lifespan.

    4. Independently with mentor supervision, examine, evaluate, and demonstrate professional development in the role of the nurse practitioner in the diagnosis and management of health and wellness as well as acute and chronic psychiatric mental health disorders illnesses for patient populations across the lifespan as a member of an interprofessional team.

    5. Independently with mentor supervision, integrate cultural, spiritual, and social competencies into therapeutic patient-centered treatment plans in connection with evidence-based findings to the diagnosis and management of individuals, groups, and families across the lifespan with acute, complex, and chronic psychiatric mental health disorders.

    6. Independently with mentor supervision, analyze professional values and core ethical/legal standards into the practice of the Psychiatric Mental Health Nurse Practitioner role with relation to patient/staff safety, quality indicators, and health outcome improvement in the delivery of quality psychiatric mental health care to patients.

    7. Identifies with mentor supervision, the highest level of professionalism and accountability for the PMHNP role for transition into clinical practice.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

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  • [Solved] Nursing Clinical Assignment: Quality Improvement Project Part 2

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    Executive Solution Overview

    – To assess a clinical issue that is the focus of the Quality Improvement Project. – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. 1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified. 2. Analyz…

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    Assignment Prompt & Instructions

    – To assess a clinical issue that is the focus of the Quality Improvement Project.
    – Create a SWOT (strengths, weaknesses, opportunities, threats) analysis for the project.

    1. Identify strengths, weakness, opportunities, and threats for improvement related to the clinical issue identified.
    2. Analyze the SWOT data to provide the foundation for an action plan for quality improvement.

    – The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
    – The paper is to be 2 – 3 pages in length, excluding the title, abstract and references page.
    – Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
    – Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
    – Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

    – 2 years ago