Tag: Homework Solution

  • [Solved] okan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## LabReport1.pdf – 278.pdf **## LabReport1.pdf** PROCEDURE FOR WRITING A FORMAL LAB REPORT Sundeep Talwar COMPONENTS ¢ Title Page ¢ Introduction ¢ Materials & Method ¢ Results ¢ Discussion ¢ Conclusion ¢ Acknowledgements ¢ Reference/work cited page TITLE PAGE ¢ Name of the experiment ¢ Your Name …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## LabReport1.pdf

    – 278.pdf

    **## LabReport1.pdf**

    PROCEDURE FOR WRITING A
    FORMAL LAB REPORT
    Sundeep Talwar

    COMPONENTS

    ¢ Title Page
    ¢ Introduction
    ¢ Materials & Method
    ¢ Results
    ¢ Discussion
    ¢ Conclusion
    ¢ Acknowledgements
    ¢ Reference/work cited page

    TITLE PAGE

    ¢ Name of the experiment
    ¢ Your Name
    ¢ Class Name, Number, and Section
    ¢ Date

    INTRODUCTION

    ¢ State the purpose of the lab.
    � What is being investigated and how.

    ¢ Also state the hypothesize for all the
    experiments/tests conducted.

    ¢ Explain the principles behind PCR, gel
    electrophoresis and restriction enzyme.

    MATERIALS & METHODS

    ¢ Describe how the unknown lab was performed.
    � What tests were conducted and why.

    ¢ One can also reference the page numbers from
    Edvotek for this section.

    ¢ Note: This section should be composed in a
    manner were it can be repeated, by any
    interested investigator.

    RESULTS
    ¢ Summarize the results for all the experiments

    performed.
    � For example: the results on the gel.

    ¢ The results can be presented in a table format.
    � There is no limit to how many tables. One large table which

    includes all the appropriate results would suffice.
    � Each table or figure must have a number and a heading

    stating what the table or figure are illustrating.
    � Underneath the table or figure, must have a general

    summary of table or figure.

    DISCUSSION

    ¢ Analyze and interpret the results.
    � Don’t simply restate the results.

    ¢ State any discrepancies that might have occurred
    while performing the experiments.
    � For example: If the gel wasn’t appropriately run, why?

    ¢ Also state if certain factors might have effected the
    outcome of certain experiments.

    CONCLUSION

    ¢ Identify which phenotype you are and what it
    means.

    ACKNOWLEDGEMENTS

    ¢ Recognize assistance achieved while performing
    the experiments.

    ¢ In other words, the names of colleagues who
    might have given advice or shared information
    while performing the experiment.

    REFERENCE

    ¢ Cite labs/literature used to perform the
    experiment and/or to write the lab report

    ¢ Also any other resources (i.e. websites) used in
    writing the lab report or conducting the
    experiment.

    ¢ Don’t plagiarize – please cite your sources in
    APA, on the work cited page.

    THINGS TO CONSIDER

    ¢ Please write only in the third person.
    ¢ Use proper grammar and spelling.
    ¢ Use a 12 size font – Times Roman. Can be single

    spaced or double, without a page limit.
    ¢ Make sure the lab report has all the sections, as

    stated in slide #2. Make sure to address the
    requirements for each section.
    � Failure to address any section completely (or if its

    missing) will result in deduction of points per section.

    THINGS TO CONSIDER

    ¢ Please cite properly and don’t plagiarize. If you
    need help citing ask!
    � If any part of the lab report is plagiarized, it will

    result in a zero for the grade.

    GRADING SCALE

    ¢ The introduction is worth 20 points. The title
    page, M & M page and result section are each
    worth 10 points.
    � Refer to slide # 2
    � Each of the components must be addressed

    completely as stated in the appropriate slides.
    � If any section is incompletely addressed half the

    possible points will be awarded.

    GRADING SCALE

    ¢ The discussion is worth 20 points:
    � It must illustrate the student’s thought process as

    what results were expected and what was achieved.
    ¢ The conclusion is worth 10 points:

    � State Phenotype and what it means

    GRADING SCALE

    ¢ The acknowledgements and the work cited page
    are each worth 10 points:
    � If the groups members are not acknowledged the

    student will receive a zero for the section.
    � If the work cited page is not in the appropriate

    format a zero will be given for the section grade, but
    if all the sources cited on the page are not cited in the
    report 50 points will be deducted for the whole lab
    report, as that is considered in complete citation.

    **278.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/278-pdf)

    **278.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/278-pdf)

    **## LabReport1.pdf**

    PROCEDURE FOR WRITING A
    FORMAL LAB REPORT
    Sundeep Talwar

    COMPONENTS

    ¢ Title Page
    ¢ Introduction
    ¢ Materials & Method
    ¢ Results
    ¢ Discussion
    ¢ Conclusion
    ¢ Acknowledgements
    ¢ Reference/work cited page

    TITLE PAGE

    ¢ Name of the experiment
    ¢ Your Name
    ¢ Class Name, Number, and Section
    ¢ Date

    INTRODUCTION

    ¢ State the purpose of the lab.
    � What is being investigated and how.

    ¢ Also state the hypothesize for all the
    experiments/tests conducted.

    ¢ Explain the principles behind PCR, gel
    electrophoresis and restriction enzyme.

    MATERIALS & METHODS

    ¢ Describe how the unknown lab was performed.
    � What tests were conducted and why.

    ¢ One can also reference the page numbers from
    Edvotek for this section.

    ¢ Note: This section should be composed in a
    manner were it can be repeated, by any
    interested investigator.

    RESULTS
    ¢ Summarize the results for all the experiments

    performed.
    � For example: the results on the gel.

    ¢ The results can be presented in a table format.
    � There is no limit to how many tables. One large table which

    includes all the appropriate results would suffice.
    � Each table or figure must have a number and a heading

    stating what the table or figure are illustrating.
    � Underneath the table or figure, must have a general

    summary of table or figure.

    DISCUSSION

    ¢ Analyze and interpret the results.
    � Don’t simply restate the results.

    ¢ State any discrepancies that might have occurred
    while performing the experiments.
    � For example: If the gel wasn’t appropriately run, why?

    ¢ Also state if certain factors might have effected the
    outcome of certain experiments.

    CONCLUSION

    ¢ Identify which phenotype you are and what it
    means.

    ACKNOWLEDGEMENTS

    ¢ Recognize assistance achieved while performing
    the experiments.

    ¢ In other words, the names of colleagues who
    might have given advice or shared information
    while performing the experiment.

    REFERENCE

    ¢ Cite labs/literature used to perform the
    experiment and/or to write the lab report

    ¢ Also any other resources (i.e. websites) used in
    writing the lab report or conducting the
    experiment.

    ¢ Don’t plagiarize – please cite your sources in
    APA, on the work cited page.

    THINGS TO CONSIDER

    ¢ Please write only in the third person.
    ¢ Use proper grammar and spelling.
    ¢ Use a 12 size font – Times Roman. Can be single

    spaced or double, without a page limit.
    ¢ Make sure the lab report has all the sections, as

    stated in slide #2. Make sure to address the
    requirements for each section.
    � Failure to address any section completely (or if its

    missing) will result in deduction of points per section.

    THINGS TO CONSIDER

    ¢ Please cite properly and don’t plagiarize. If you
    need help citing ask!
    � If any part of the lab report is plagiarized, it will

    result in a zero for the grade.

    GRADING SCALE

    ¢ The introduction is worth 20 points. The title
    page, M & M page and result section are each
    worth 10 points.
    � Refer to slide # 2
    � Each of the components must be addressed

    completely as stated in the appropriate slides.
    � If any section is incompletely addressed half the

    possible points will be awarded.

    GRADING SCALE

    ¢ The discussion is worth 20 points:
    � It must illustrate the student’s thought process as

    what results were expected and what was achieved.
    ¢ The conclusion is worth 10 points:

    � State Phenotype and what it means

    GRADING SCALE

    ¢ The acknowledgements and the work cited page
    are each worth 10 points:
    � If the groups members are not acknowledged the

    student will receive a zero for the section.
    � If the work cited page is not in the appropriate

    format a zero will be given for the section grade, but
    if all the sources cited on the page are not cited in the
    report 50 points will be deducted for the whole lab
    report, as that is considered in complete citation.

    **278.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/278-pdf)

    **## LabReport1.pdf**

    PROCEDURE FOR WRITING A
    FORMAL LAB REPORT
    Sundeep Talwar

    COMPONENTS

    ¢ Title Page
    ¢ Introduction
    ¢ Materials & Method
    ¢ Results
    ¢ Discussion
    ¢ Conclusion
    ¢ Acknowledgements
    ¢ Reference/work cited page

    TITLE PAGE

    ¢ Name of the experiment
    ¢ Your Name
    ¢ Class Name, Number, and Section
    ¢ Date

    INTRODUCTION

    ¢ State the purpose of the lab.
    � What is being investigated and how.

    ¢ Also state the hypothesize for all the
    experiments/tests conducted.

    ¢ Explain the principles behind PCR, gel
    electrophoresis and restriction enzyme.

    MATERIALS & METHODS

    ¢ Describe how the unknown lab was performed.
    � What tests were conducted and why.

    ¢ One can also reference the page numbers from
    Edvotek for this section.

    ¢ Note: This section should be composed in a
    manner were it can be repeated, by any
    interested investigator.

    RESULTS
    ¢ Summarize the results for all the experiments

    performed.
    � For example: the results on the gel.

    ¢ The results can be presented in a table format.
    � There is no limit to how many tables. One large table which

    includes all the appropriate results would suffice.
    � Each table or figure must have a number and a heading

    stating what the table or figure are illustrating.
    � Underneath the table or figure, must have a general

    summary of table or figure.

    DISCUSSION

    ¢ Analyze and interpret the results.
    � Don’t simply restate the results.

    ¢ State any discrepancies that might have occurred
    while performing the experiments.
    � For example: If the gel wasn’t appropriately run, why?

    ¢ Also state if certain factors might have effected the
    outcome of certain experiments.

    CONCLUSION

    ¢ Identify which phenotype you are and what it
    means.

    ACKNOWLEDGEMENTS

    ¢ Recognize assistance achieved while performing
    the experiments.

    ¢ In other words, the names of colleagues who
    might have given advice or shared information
    while performing the experiment.

    REFERENCE

    ¢ Cite labs/literature used to perform the
    experiment and/or to write the lab report

    ¢ Also any other resources (i.e. websites) used in
    writing the lab report or conducting the
    experiment.

    ¢ Don’t plagiarize – please cite your sources in
    APA, on the work cited page.

    THINGS TO CONSIDER

    ¢ Please write only in the third person.
    ¢ Use proper grammar and spelling.
    ¢ Use a 12 size font – Times Roman. Can be single

    spaced or double, without a page limit.
    ¢ Make sure the lab report has all the sections, as

    stated in slide #2. Make sure to address the
    requirements for each section.
    � Failure to address any section completely (or if its

    missing) will result in deduction of points per section.

    THINGS TO CONSIDER

    ¢ Please cite properly and don’t plagiarize. If you
    need help citing ask!
    � If any part of the lab report is plagiarized, it will

    result in a zero for the grade.

    GRADING SCALE

    ¢ The introduction is worth 20 points. The title
    page, M & M page and result section are each
    worth 10 points.
    � Refer to slide # 2
    � Each of the components must be addressed

    completely as stated in the appropriate slides.
    � If any section is incompletely addressed half the

    possible points will be awarded.

    GRADING SCALE

    ¢ The discussion is worth 20 points:
    � It must illustrate the student’s thought process as

    what results were expected and what was achieved.
    ¢ The conclusion is worth 10 points:

    � State Phenotype and what it means

    GRADING SCALE

    ¢ The acknowledgements and the work cited page
    are each worth 10 points:
    � If the groups members are not acknowledged the

    student will receive a zero for the section.
    � If the work cited page is not in the appropriate

    format a zero will be given for the section grade, but
    if all the sources cited on the page are not cited in the
    report 50 points will be deducted for the whole lab
    report, as that is considered in complete citation.

    **278.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/278-pdf)

    – 1
    – 2

  • [Solved] discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering discussion.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] ES1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    READ THE ATTACHMENT!!!! – ## Introduction.docx – ## Rubric.docx **## Introduction.docx** Introduction An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective interventi…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    READ THE ATTACHMENT!!!!

    – ## Introduction.docx

    – ## Rubric.docx

    **## Introduction.docx**

    Introduction

    An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective intervention.

    For this assessment, you will outline a change strategy for an organization of your choice. Your chosen organization must be one that you have experience with and one that has opportunities for you to develop a strategic plan. Your strategic planning should help the organization address its fundamental problems and help create sustained organizational change.

    _Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to the University. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for a client, or an employer is their property and should not be used without written permission._

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Create a business report, including a multimedia presentation, for the leadership of your chosen organization that clearly outlines a change strategy by completing the following steps:

    A.  Analyze the current state of the chosen organization by doing the following:

    1.  Describe the mission statement of the chosen organization.

    a.  Describe the goals for the organization over the next
    **three** years.

    2.  Identify the key external and internal stakeholders of the organization (e.g., board members, employees, the community, shareholders).

    3.  Discuss the current leadership (e.g., structure, policies, procedures, organizational systems) in the chosen organization.

    4.  Analyze
    _at least_ **two** fundamental problems in the chosen organization.

    5.  Explain why fundamental change is necessary for the chosen organization to meet its mission and goals.

    B.  Create a strategic plan that addresses the organization’s fundamental problems by doing the following:

    1.  Propose a strategy to address the organization’s fundamental problems.

    a.  Explain how your strategy will benefit the organization and its stakeholders.

    2.  Explain how you will implement your strategic plan by doing the following:

    a.  Explain
    _at least_ **three** steps key stakeholders need to take to prepare the organization for change implementation.

    b.  Identify the resources needed for
    _each_ step in your implementation plan.

    c.  Outline an implementation timeline for
    _each_ step within your plan.

    3.  Explain how you will evaluate your strategic plan by doing the following:

    a.  Describe
    _at least_ **two** success metrics that will be used to evaluate the plan.

    b.  Explain how you will sustain the changes suggested in your plan.

    c.  Discuss
    _at least_ **three** challenges that might negatively affect the implementation of your plan.

    i.  Discuss a contingency plan for
    _each_ anticipated challenge discussed in part B3c.

    4.  Explain how you will communicate your strategic plan to the internal and external stakeholders identified in A2.

    C.  Create a multimedia presentation (
    _length 24-26 slides_) for the leadership of your chosen organization that clearly outlines the key points of your business report.

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    **## Rubric.docx**

    Rubric

    **A1:MISSION DESCRIPTION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.

    **A1A:VISION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.

    **A2:STAKEHOLDERS**

    **Competent**

    The submission identifies the key external and internal stakeholders of the organization.

    **A3:LEADERSHIP**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization

    **A4:FUNDAMENTAL PROBLEMS**

    **Competent**

    The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.

    **A5:NEED FOR FUNDAMENTAL CHANGE**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.

    **B1:PROPOSAL**

    **Competent**

    The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.

    **B1A:BENEFITS OF THE PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.

    **B2A:KEY STAKEHOLDERS**

    **Competent**

    The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.

    **B2B:RESOURCES NEEDED**

    **Competent**

    The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.

    **B2C:TIMELINE**

    **Competent**

    The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.

    **B3A:SUCCESS METRICS**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.

    **B3B:SUSTAINING CHANGES**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.

    **B3C:CHALLENGES**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.

    **B3CI:CONTINGENCY PLAN**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.

    **B4:COMMUNICATION OF STRATEGIC PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.

    **C:MULTIMEDIA PRESENTATION**

    **Competent**

    The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.

    **D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## Rubric.docx**

    Rubric

    **A1:MISSION DESCRIPTION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.

    **A1A:VISION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.

    **A2:STAKEHOLDERS**

    **Competent**

    The submission identifies the key external and internal stakeholders of the organization.

    **A3:LEADERSHIP**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization

    **A4:FUNDAMENTAL PROBLEMS**

    **Competent**

    The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.

    **A5:NEED FOR FUNDAMENTAL CHANGE**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.

    **B1:PROPOSAL**

    **Competent**

    The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.

    **B1A:BENEFITS OF THE PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.

    **B2A:KEY STAKEHOLDERS**

    **Competent**

    The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.

    **B2B:RESOURCES NEEDED**

    **Competent**

    The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.

    **B2C:TIMELINE**

    **Competent**

    The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.

    **B3A:SUCCESS METRICS**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.

    **B3B:SUSTAINING CHANGES**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.

    **B3C:CHALLENGES**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.

    **B3CI:CONTINGENCY PLAN**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.

    **B4:COMMUNICATION OF STRATEGIC PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.

    **C:MULTIMEDIA PRESENTATION**

    **Competent**

    The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.

    **D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## Introduction.docx**

    Introduction

    An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective intervention.

    For this assessment, you will outline a change strategy for an organization of your choice. Your chosen organization must be one that you have experience with and one that has opportunities for you to develop a strategic plan. Your strategic planning should help the organization address its fundamental problems and help create sustained organizational change.

    _Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to the University. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for a client, or an employer is their property and should not be used without written permission._

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Create a business report, including a multimedia presentation, for the leadership of your chosen organization that clearly outlines a change strategy by completing the following steps:

    A.  Analyze the current state of the chosen organization by doing the following:

    1.  Describe the mission statement of the chosen organization.

    a.  Describe the goals for the organization over the next
    **three** years.

    2.  Identify the key external and internal stakeholders of the organization (e.g., board members, employees, the community, shareholders).

    3.  Discuss the current leadership (e.g., structure, policies, procedures, organizational systems) in the chosen organization.

    4.  Analyze
    _at least_ **two** fundamental problems in the chosen organization.

    5.  Explain why fundamental change is necessary for the chosen organization to meet its mission and goals.

    B.  Create a strategic plan that addresses the organization’s fundamental problems by doing the following:

    1.  Propose a strategy to address the organization’s fundamental problems.

    a.  Explain how your strategy will benefit the organization and its stakeholders.

    2.  Explain how you will implement your strategic plan by doing the following:

    a.  Explain
    _at least_ **three** steps key stakeholders need to take to prepare the organization for change implementation.

    b.  Identify the resources needed for
    _each_ step in your implementation plan.

    c.  Outline an implementation timeline for
    _each_ step within your plan.

    3.  Explain how you will evaluate your strategic plan by doing the following:

    a.  Describe
    _at least_ **two** success metrics that will be used to evaluate the plan.

    b.  Explain how you will sustain the changes suggested in your plan.

    c.  Discuss
    _at least_ **three** challenges that might negatively affect the implementation of your plan.

    i.  Discuss a contingency plan for
    _each_ anticipated challenge discussed in part B3c.

    4.  Explain how you will communicate your strategic plan to the internal and external stakeholders identified in A2.

    C.  Create a multimedia presentation (
    _length 24-26 slides_) for the leadership of your chosen organization that clearly outlines the key points of your business report.

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    **## Rubric.docx**

    Rubric

    **A1:MISSION DESCRIPTION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.

    **A1A:VISION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.

    **A2:STAKEHOLDERS**

    **Competent**

    The submission identifies the key external and internal stakeholders of the organization.

    **A3:LEADERSHIP**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization

    **A4:FUNDAMENTAL PROBLEMS**

    **Competent**

    The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.

    **A5:NEED FOR FUNDAMENTAL CHANGE**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.

    **B1:PROPOSAL**

    **Competent**

    The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.

    **B1A:BENEFITS OF THE PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.

    **B2A:KEY STAKEHOLDERS**

    **Competent**

    The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.

    **B2B:RESOURCES NEEDED**

    **Competent**

    The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.

    **B2C:TIMELINE**

    **Competent**

    The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.

    **B3A:SUCCESS METRICS**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.

    **B3B:SUSTAINING CHANGES**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.

    **B3C:CHALLENGES**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.

    **B3CI:CONTINGENCY PLAN**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.

    **B4:COMMUNICATION OF STRATEGIC PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.

    **C:MULTIMEDIA PRESENTATION**

    **Competent**

    The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.

    **D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## Introduction.docx**

    Introduction

    An organization’s ability to survive depends on its leadership’s capacity to effectively lead innovation and planned change. Sustainable change depends on accurate diagnosis and effective intervention.

    For this assessment, you will outline a change strategy for an organization of your choice. Your chosen organization must be one that you have experience with and one that has opportunities for you to develop a strategic plan. Your strategic planning should help the organization address its fundamental problems and help create sustained organizational change.

    _Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included in the actual task submission to the University. Do not include the actual names of people, suppliers, the organization(s), or other identifiable information. Fictional names should be used. Also, organization-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate. Work performed for a client, or an employer is their property and should not be used without written permission._

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the University similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Create a business report, including a multimedia presentation, for the leadership of your chosen organization that clearly outlines a change strategy by completing the following steps:

    A.  Analyze the current state of the chosen organization by doing the following:

    1.  Describe the mission statement of the chosen organization.

    a.  Describe the goals for the organization over the next
    **three** years.

    2.  Identify the key external and internal stakeholders of the organization (e.g., board members, employees, the community, shareholders).

    3.  Discuss the current leadership (e.g., structure, policies, procedures, organizational systems) in the chosen organization.

    4.  Analyze
    _at least_ **two** fundamental problems in the chosen organization.

    5.  Explain why fundamental change is necessary for the chosen organization to meet its mission and goals.

    B.  Create a strategic plan that addresses the organization’s fundamental problems by doing the following:

    1.  Propose a strategy to address the organization’s fundamental problems.

    a.  Explain how your strategy will benefit the organization and its stakeholders.

    2.  Explain how you will implement your strategic plan by doing the following:

    a.  Explain
    _at least_ **three** steps key stakeholders need to take to prepare the organization for change implementation.

    b.  Identify the resources needed for
    _each_ step in your implementation plan.

    c.  Outline an implementation timeline for
    _each_ step within your plan.

    3.  Explain how you will evaluate your strategic plan by doing the following:

    a.  Describe
    _at least_ **two** success metrics that will be used to evaluate the plan.

    b.  Explain how you will sustain the changes suggested in your plan.

    c.  Discuss
    _at least_ **three** challenges that might negatively affect the implementation of your plan.

    i.  Discuss a contingency plan for
    _each_ anticipated challenge discussed in part B3c.

    4.  Explain how you will communicate your strategic plan to the internal and external stakeholders identified in A2.

    C.  Create a multimedia presentation (
    _length 24-26 slides_) for the leadership of your chosen organization that clearly outlines the key points of your business report.

    D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E.  Demonstrate professional communication in the content and presentation of your submission.

    **## Rubric.docx**

    Rubric

    **A1:MISSION DESCRIPTION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the mission of the chosen organization.

    **A1A:VISION**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of the goals for the organization over the next three years.

    **A2:STAKEHOLDERS**

    **Competent**

    The submission identifies the key external and internal stakeholders of the organization.

    **A3:LEADERSHIP**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of the current leadership in the chosen organization

    **A4:FUNDAMENTAL PROBLEMS**

    **Competent**

    The submission provides a plausible analysis, with sufficient support, of at least 2 fundamental problems in the chosen organization.

    **A5:NEED FOR FUNDAMENTAL CHANGE**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of why fundamental change is necessary for the chosen organization to meet its mission and goals.

    **B1:PROPOSAL**

    **Competent**

    The submission provides an appropriate proposal, with sufficient support, of a strategy that addresses the organization’s fundamental problems.

    **B1A:BENEFITS OF THE PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient support, of how the plan will benefit the organization and its stakeholders.

    **B2A:KEY STAKEHOLDERS**

    **Competent**

    The submission provides a logical explanation of at least 3 steps key stakeholders need to take, with sufficient detail, to ready the organization for change implementation.

    **B2B:RESOURCES NEEDED**

    **Competent**

    The submission identifies, with sufficient detail, appropriate resources needed for each step in the implementation plan.

    **B2C:TIMELINE**

    **Competent**

    The submission provides an appropriate implementation timeline, with sufficient detail, for each step within the plan.

    **B3A:SUCCESS METRICS**

    **Competent**

    The submission provides a reasonable description, with sufficient detail, of at least 2 success metrics that will be used to evaluate the plan.

    **B3B:SUSTAINING CHANGES**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how to sustain the changes suggested in the plan.

    **B3C:CHALLENGES**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of at least 3 challenges that might negatively affect the implementation of the plan.

    **B3CI:CONTINGENCY PLAN**

    **Competent**

    The submission provides a logical discussion, with sufficient detail, of a contingency plan for each anticipated challenge discussed in part B3c.

    **B4:COMMUNICATION OF STRATEGIC PLAN**

    **Competent**

    The submission provides a logical explanation, with sufficient detail, of how the strategic plan will be communicated to the internal and external stakeholders identified in A2.

    **C:MULTIMEDIA PRESENTATION**

    **Competent**

    The submission provides, with sufficient detail, an appropriate multimedia presentation for the leadership of the chosen organization that clearly outlines the key points of the business report.

    **D:** [**SOURCES**](https://lrps.wgu.edu/provision/71484321)

    **Competent**

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **E:** [**PROFESSIONAL COMMUNICATION**](https://lrps.wgu.edu/provision/27641407)

    **Competent**

    This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    – 1
    – 2

  • [Solved] MFP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **1.** You do not have to do any work in the chapters listed below other than read the chapters and respond to the forum. **A.** For **EACH CHAPTER** listed below, post a response to prompt: **What ideas interested, surprised, or confused you, and why so.** Please make your posts meaningful and suff…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **1.**  You do not have to do any work in the chapters listed below other than read the chapters and respond to the forum.
    **A.**  For **EACH CHAPTER** listed below, post a response to prompt:  **What ideas interested, surprised, or confused you, and why so.** Please make your posts meaningful and sufficiently complete to verify that you read the chapter.
    **B.**  For **AT LEAST SIX** ideas in the chapters (hopefully ideas in different chapters), post a response to the prompt:  **Many of you have hobbies, interests, recreations, or particular careers in mind that involve greater or lesser amounts of mathematics.  While our textbook has many examples of real-life applications of the respective mathematical topics, those applications still may not address some of your individual interests, hobbies, recreations, careers, concerns, or life situations.  Rather than asking "How does this math affect my life?" I want you to tell us so.  Select six topics from these chapters and tell the class how each of those topics applies to your life in ways that we may not know.  Do your best to be creative, honest, and detailed.  DO NOT USE AN APPLICATION MENTIONED IN THE BOOK.**
    **CHAPTER CONTENTS:**
    **PART I Management Science:**
    **Chapter 1 Urban Services:** 1.1 Euler Circuits; 1.2 Finding Euler Circuits; 1.3 Beyond Euler Circuits; 1.4 Urban Graph Traversal Problems
    **Chapter 2 Business Efficiency:** 2.1 Hamiltonian Circuits; 2.2 Traveling Salesman Problem; 2.3 Helping Traveling Salesmen; 2.4 Minimum-Cost Spanning Trees; 2.5 Critical-Path Analysis
    **Chapter 3 Planning and Scheduling:** 3.1 Scheduling Tasks; 3.2 Critical-Path Schedules; 3.3 Independent Tasks; 3.4 Bin Packing; 3.5 Resolving Conflict via Coloring
    **Chapter 4 Mathematics in Your Daily Life:** Linear Programming: 4.1 From Graph Theory to Linear and Integer Programming; 4.2 Linear Programming and Mixture Problems: Combining Resources to Maximize Profit; 4.3 Finding the Optimal Production Policy; 4.4 Why the Corner Point Principle Works; 4.5 Linear Programming: Life Is Complicated
    **PART II Statistics: The Science of Data**
    **Chapter 6 Exploring Data:** Relationships: 6.1 Displaying Relationships: Scatterplot; 6.2 Making Predictions: Regression Line; 6.3 Correlation; 6.4 Least-Squares Regression; 6.5 Interpreting Correlation and Regression
    **Chapter 9 Social Choice:** 9.1 Electoral Systems and Majority Rule; 9.2 Plurality and Runoff Elections; 9.3 Condorcet and Borda; 9.4 Pairing Agendas; 9.5 Irrelevant Alternatives and Strategic Voting; 9.6 Cardinal Electoral Systems; 9.7 Multimember Districts
    **Chapter 10 Weighted Voting Systems:** 10.1 How Weighted Voting Works; 10.2 The Shapley–Shubik Model; 10.3 Critical Voters and the Banzhaf Index; 10.4 Calculating the Banzhaf Index with Combinations
    **Chapter 11 From Primaries to Presidency:** 11.1 Narrowing the Field Through the Primary Process; 11.2 How to Appeal to Voters to Win an Election; 11.3 Winning More Than One State and the Electoral College; 11.4 Proposed Changes to the Electoral College and Gerrymandering
    **PART IV Fairness and Game Theory**
    **Chapter 12 Fair Division:** 12.1 Taking Turns; 12.2 The Adjusted Winner Procedure; 12.3 The Knaster Inheritance Procedure; 12.4 Bankruptcy Rules; 12.5 Divide-and-Choose
    **Chapter 13 Apportionment:** 13.1 The Apportionment Problem; 13.2 The Hamilton Method; 13.3 Divisor Methods; 13.4 A Controversy; 13.5 Gerrymandering; 13.6 Party List Proportional Representation
    **Chapter 14 Game Theory:** The Mathematics of Competition: 14.1 Making Moves: Sequentially Playing Games; 14.2 Simultaneous-Move Games for Two Players; 14.3 A Stable of Two-Player, Two-Strategy Games; 14.4 Using Game Theory; 14.5 Mechanism Design: Designing Games to Have a Particular Outcome
    **PART V On Size and Growth**
    **Chapter 15 Growth and Form:** 15.1 Geometric Similarity; 15.2 How Much Is That In . . . ?; 15.3 Big Stuff; 15.4 Dimension Tension; 15.5 How We Grow
    **Chapter 16 Symmetry and Pattern:** 16.1 Fibonacci Numbers and the Golden Ratio; 16.2 Rosette, Strip, and Wallpaper Patterns; 16.3 Symmetry Groups; 16.4 Fractal Patterns and Chaos
    **Chapter 17 Tilings:** 17.1 Tilings with Regular Polygons; 17.2 Tilings with Irregular Polygons; 17.3 Using Translations; 17.4 Using Translations plus Half-Turns; 17.5 Nonperiodic Tilings

  • [Solved] week 6 replies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    replies 100 words each – ## week6replies.docx **## week6replies.docx** 2 **\*\*\*\* In your responses, discuss relevant theories and schools of thought you believe may apply and why. It is important that you not repeat your original post but discuss such theories in terms of your peer’s original…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    replies 100 words each

    – ## week6replies.docx

    **## week6replies.docx**

    2

    **\*\*\*\* In your responses, discuss relevant theories and schools of thought you believe may apply and why. It is important that you not repeat your original post but discuss such theories in terms of your peer’s original post*****

    **Response 1 – 510 D1 Reply to chet**

    Officer Smith has been given a challenging situation that requires action. In fact, the issue can be described as an ethical dilemma because while the use of marijuana remains illegal in the state, the new laws in the neighboring states make the issue challenging from the law enforcement perspective. In other words, there is a high possibility of the offender’s proximity to marijuana products, and the police department is under pressure to enforce the law. Officer Smith does not consider marijuana a highly destructive drug and does not think law-abiding citizens need to be forced not to use it. In this situation, the police chief has given a direct order to Officer Smith to follow up on the marijuana laws. In that regard, Officer Smith has a decision to make on whether to follow the Chief’s order.

    To begin with, the officer can use his discretion and take the low-profile approach to marijuana and concentrate on the other highly pressing offenses. In this situation, the officer is not likely to start a conflict with users of marijuana in case the Chief becomes aware of the lenient marijuana policy. In case the marijuana user is found and the officer makes the arrest, the officer should further investigate and reveal the larger crime ring associated with the sale or growth of marijuana. On the other hand, it is important for the officer to air his concern in a confidential setting with the immediate supervisor in the context of community interest, resource prioritization, and public perception of law enforcement in the region. In other words, the approach must focus on the community interest.

    If the above approach does not solve the issue, it can be escalated to the Chief, provided there is an internal platform to communicate that concern. If not, it is important for the officer to maintain communication with the supervisor in regard to efficacy of current drug laws in the community and what that means for law enforcement. In conclusion, there are certain procedures that the officer must take in regard to the issue and marijuana use in the community. On the other hand, it is important for Officer Smith to set a personal code of ethics that he can follow while representing law enforcement in the community. The community members should be consulted in regard to what they think about current drug laws and policies.

    References

    National Conference of State Legislatures. (2023). Marijuana overview.
    [https://www.ncsl.org/research/criminal-justice/marijuana-overview.aspx](https://www.ncsl.org/research/criminal-justice/marijuana-overview.aspx)

    Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

    **Response 2 – 510 D1 Reply to eric**

    the legalization of marijuana in most states has become a serious epidemic and has continued to create difficulty for law enforcement, mainly in areas where the drug is still illegal. Law enforcement Souryal and Whitehead (2019) have one of the most effective yet challenging tools at their disposal: discretion. Whether officers agree with or disagree with a rule that must be enforced, they are obligated to follow the law to the letter. This is when the use of discretion can have its limits and or difficulties. Although an officer may feel that marijuana is considered an illegal substance, they may feel it causes no harm, compared to alcohol and stronger illicit substances. Can I use discretion and dispose of it, even if it violates my oath and obligation? This can be more of an issue when neighboring states have legalized it, and the state or municipality you represent has yet to make marijuana legal. This situation can become more complex for officers attempting to use discretion. Despite personal convictions, ethical objectivity, not personal preference, should be the foundation of discretionary decisions; no officer can disregard the law selectively.

    However, Souryal and Whitehead (2019) discuss ethical policing in terms of proportional fairness, de-escalation, and the avoidance of unnecessary injury. When an officer makes an arrest for an infraction, like a traffic stop, and marijuana is not the reason for the stop. Still, it becomes relevant after the stop, an officer can exercise ethical discretion not to pursue further charges for marijuana possession and still uphold the law. This moral judgment aims to prevent unnecessary charges or unjust punishment while adhering to departmental directives. This does not mean the officer has deliberately chosen to ignore this violation; that would be unethical. If the additional charges are more substantial, the officer has discretion not to charge the lesser offense while maintaining institutional integrity, Souryal and Whitehead (2019)

    It is the officer’s responsibility to voice concern up the chain of command for rules or mandates they disagree with as long as they do not defy authority. Speaking with a Supervisor and higher authority to raise concerns, although that officer is still ethically bound to follow lawful orders, even if leadership refuses to reconsider policy changes, provided they do not violate constitutional rights.

    In conclusion, the officer must find a balance between ethical discretion and departmental polices. So that there is no violation of their oath or of their policy and procedures. The officer must exercise ethical discretion, not a moral code, when enforcing all departmental mandates.

    In your responses, if possible, choose peers’ examples different from your own. Discuss your areas of agreement or disagreement with your peers and explain why, incorporating concepts learned both in this chapter and earlier weeks.

    **Response 3 – 510 D2 Reply to chet**

    The one key example of police corruption mentioned by the authors that I had a strong opinion about was hedonistic corruption, or committing corrupt acts that the police officer enjoys doing. Hedonistic corruption as it was described in the text and from my personal understanding is officers having fun with their power, in a corrupt manner, for example by taking bribes to allow people to do drugs or prostitution. I agree with the authors on this form of police corruption. Hedonistic corruption damages public perception and trust in the police force and devalues the societal safety and social contributions of these departments. Although it may be “fun” for an individual officer to be corrupt in this way, as it was described by the authors, it still damages the overall community, the department’s relationship with the community, as well as tarnishes the badge of the other honest police officers.

    There are several reasons why people often have opposing views about what qualifies as police corruption. One reason for this is that people do not often agree on the actual definition of corruption or may not see certain forms of police behavior as corruption when they actually may be. An example of this is the idea of police officers taking bribes in the form of gifts for completing certain tasks or behaviors, where others may argue that this is simply being polite and accepting gifts. The second reason why people might have differing opinions about corruption in policing is the cultural differences within departments across different areas. For example, an act that is seen as corrupt in one state or country may be seen as normal in another. The final reason why people may have differing opinions about what classifies as police corruption is that those within a police force often are loyal to one another and do not want to appear as a “snitch”, which can cause officers to become complicit to police corruption.

    Punch, M. (2000). Police corruption and its relationship to organizational culture. European Journal of Criminology, 1(2), 168-189.
    [https://doi.org/10.1177/1477370800001002004](https://doi.org/10.1177/1477370800001002004)

    Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

    **Response 4 – 510 D2 Reply to Brandon**

    Having served 15 years in law enforcement and 8 years in the Army, I have seen firsthand how integrity and discipline are the backbone of any profession built on public trust. In Chapter 11 of Ethics in Criminal Justice: In Search of the Truth, Souryal and Whitehead (2020) discuss hedonistic, obligatory, and organizational corruption. The example of obligatory corruption—where officers feel pressured to cover for colleagues—resonates with me because I have witnessed how loyalty within tightknit groups can sometimes blur ethical boundaries. The authors argue that this form of corruption is damaging because it prioritizes allegiance to peers over allegiance to justice. I agree with their assessment, but I also understand the cultural pressures that make obligatory corruption difficult to resist.

    In both the military and law enforcement, loyalty is drilled into us as a survival mechanism. In the Army, you depend on your unit to have your back. In policing, that same loyalty can create a “blue wall of silence.” While loyalty is a virtue in combat or highrisk situations, it becomes problematic when it shields misconduct. Souryal and Whitehead (2020) are right to call this corruption, because it erodes public trust and undermines accountability. From my perspective, the challenge is not in recognizing the corruption but in breaking the cycle of silence without betraying the sense of brotherhood that officers rely on.

    Considerable disagreement exists about what constitutes police corruption because definitions vary depending on context. In my career, I have seen officers justify certain actions as “discretion” or “helping out a fellow cop,” while others view the same behavior as unethical. The military taught me that standards must be clear and consistently enforced, but in policing, the line between discretion and corruption is often blurred. Souryal and Whitehead (2020) highlight this ambiguity, and I believe it explains why corruption is debated so heavily—what one officer sees as loyalty, another sees as misconduct.

    Recent scholarship supports this complexity. Westmarland and Conway (2020) examined the persistence of the “blue code of silence” and found that officers often hesitate to report misconduct, even when they recognize it as serious. Their research highlights how cultural norms within policing can perpetuate corruption, reinforcing the idea that disagreement about corruption stems not only from legal definitions but also from organizational culture and peer expectations.

    Ultimately, corruption is not just about breaking laws; it is about breaking trust. Whether hedonistic, obligatory, or organizational, corruption undermines the ethical principles of justice and fairness. My experience has shown me that integrity must outweigh loyalty when the two come into conflict. Without that commitment, both the military and law enforcement risk losing the legitimacy that makes them effective.

    References

    Souryal, S. S., & Whitehead, J. T. (2020). Ethics in criminal justice: In search of the truth (7th ed.). Routledge.

    Westmarland, L., & Conway, S. (2020). Police ethics and integrity: Keeping the ‘blue code’ of silence. Police Practice and Research, 22(4), 378–392.
    [https://doi.org/10.1177/1461355720947762](https://doi.org/10.1177/1461355720947762)

    **\*\*\* Responses: Do you agree with your peer’s explanation of how a work breakdown structure is used in the cost estimate process? Add your thoughts on its importance and provide an example to illustrate how it can improve accuracy and efficiency in project budgeting.**

    **Response 5 – 535 D1 Reply to Eugenia**

    A Work Breakdown Structure (WBS) will be the main focus in the cost estimation process as it splits the project into small, manageable parts that can be singularly identified, quantified, and valued. The WBS is able to decompose the project into deliverables, sub-deliverables, and work packages, which enables estimators to analyse the scope to the most detailed level and have extremely accurate bottom-up estimating. This approach involves the attribution of specific costs to each work package, such as labor, materials, equipment, overhead, and indirect costs, and then summing up all these costs into an overall project cost estimate.

    Another rule practiced by the WBS is the 100 percent rule, which ensures that all the scope of work is included without a single omission or overlap. Accuracy is reinforced by this rule, as an estimate that is associated with a full WBS gives a more detailed insight into the needs of resources and financial demands (Project Management Institute, 2021). The WBS can then be utilized to provide a basis upon which sound and justifiable budgets are developed by providing this level of structure and detail.

    Besides enhancing accuracy, the WBS also enhances transparency and cost estimation accountability. The literature on budgeting in the public sector underlines the significance of connecting financial resources with a particular activity and measurable output, and the WBS promotes this trend by having a clear specification of each activity and its cost (Chen et al., 2014). An elaborate WBS enables managers and other project stakeholders to see where the project funds would be incurred, why some resources are necessary, and how the project activities would help towards meeting the overall project objectives.

    With this clarity, the possibility of latent costs or scope ambiguity, which are the most likely causes of cost overruns, is minimized. Also, since the scope of work and an anticipated deliverable are defined in each of the work packages, the WBS can be used to assess the correspondence between cost estimates and the project goals set, industry standards, and organizational limitations. Consequently, the budgeting decisions would be more rational and defensible to the supervisors, auditors, or financing authorities.

    Lastly, a WBS has a long-term function with regard to cost management and constant check-up on project funds. After the cost estimate has been made based on the WBS, the project leaders will be in a position to make a comparison of the actual cost with the work packages of the same to detect variances early. This framework aids managers in knowing whether the cost variances are attributable to inefficiencies in the resources, unforeseen complexities, or scope alterations. As studies indicate, cost estimates prepared using WBS lead to better cost forecasting and risk management due to the hierarchical structure that allows easier isolation of problem areas and would make future spending plans more adaptable (Gershon, 2020).

    Moreover, connecting the spending to particular WBS items will help improve organizational learning, as it will record the activities that were properly estimated and those that had to be changed. This information in project execution will help in making decisions that are more informed, eliminate unnecessary expenditure, and also lead to more responsible use of project funds. Finally, the WBS is a tool that converts a financial-wide cost estimation to a discipline-based, data-driven approach to budgeting, which increases project reliability and success.

    P.S.: I thought this was posted yesterday; my apologies.

    Happy Thanksgiving, everyone!

    References

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US).
    [https://ccis.vitalsource.com/books/9781483324050](https://ccis.vitalsource.com/books/9781483324050)

    Gershon, J. (2020). How is a work breakdown structure relevant in enhancing the accuracy of cost estimating? Journal of Project Cost Management 5(2), 4557.

    Project Management Institute. (2021). A guide to project management body of knowledge (PMBOK guide) (7th ed.). Project Management Institute.

    **Response 6 – 5 D1 Reply to eric**

    A Work Breakdown Structure (WBS) is a tool used for cost estimation that breaks a project’s total scope into smaller, manageable parts. This allows the cost of each component to be estimated individually. Transparency and accountability are essential components of the Work Breakdown Structure (WBS). This is important for accurate cost estimates, mainly in public-sector projects. (Chen, Weikart, and Williams, 2014) The WBS allows for an easier way to identify and quantify all required resources within a working package.

    The WBS estimates both direct and indirect costs by breaking down complicated projects into easier tasks. Breaking down the WBS structure by displaying associated costs, such as architectural design, environmental assessments, technology enhancements, relocation costs, and post-construction inspections. Breaking down the cost into categories aligns bottom-up costing per line item: labor, materials, equipment, and duration. Chen et al. (2014).

    Lastly, during the estimation phase, the WBS assists in risk management. Smaller work packages make it easier to decide which task should be scrutinized, such as delays in supply chains, problems, or issues from technology integration, and to modify cost estimates accordingly. The Work Breakdown Structure enhances communication and transparency, and helps Stakeholders to determine how funds are allocated across particular components. This process establishes trust and assists with decision-making and cost estimates so financial plans align with actual operational needs. WBS is more than just a planning tool.

    Reference

    Chen, Greg, G. et al. Budget Tools: Financial Methods in the Public Sector. Available from: Columbia College, (2nd Edition). SAGE Publications, Inc. (US), 2014.

    *******Responses: Do you agree with your peer’s assessment of the primary objections to across-the-board budget cuts? Share your perspective on the effectiveness of overcoming these objections, and provide additional insights or examples to support your view.******

    **Response 7 – 510 D2 Reply to eugenia**

    Across-the-board budget cuts, or cross-agency or cross-departmental budget cuts, are often criticized since such cuts entail cutting agency or departmental budgets by an equal percentage without considering performance, need, or priority. Among their main arguments is that these cuts do not take into account variations in mission-critical operations by the agencies. School or hospital safety, health, or education services could already be functioning at or below minimum levels, and the same proportional cuts to such services may be difficult (Chen et al., 2014).

    Governments face the threat of compromising service delivery, weakening the success of programs, and developing inefficiencies instead of addressing the issue of budgets through uniform cuts across the board. The second significant criticism is that across-the-board cuts enable policymakers to evade making tough decisions regarding priorities. Rather than conducting strategic analysis, the legislators use a politically convenient approach under which all the programs are considered equally valuable, despite the possibility that some of them should be preserved or even increased (Chen et al., 2014).

    The other argument, which is also objectionable, is that across-the-board cuts may have long-term adverse effects in terms of institutional capacity. In cases where the agencies are compelled to retrench employees, maintain fewer, or diminish supervisory processes, the cost may be higher in the long run. The peer-reviewed studies on the topic of public administration discovered that indiscriminate reductions tend to undermine the performance of organizations and impede their long-term efficiency, particularly in agencies that are already constrained in terms of resources (Raudla, 2012). This will render the strategy fiscally shortsighted: this will yield short-term savings, but could cause greater operational risks, postpone the necessary work, or transfer the costs to future budgets.

    In spite of such objections, governments can address concerns with the help of a few strategies. To begin with, policymakers can combine across-the-board cuts with targeted exemptions to protect the vital services, making it less detrimental. Second, horizontal cuts are popular among political leaders as they seem to be fair, all agencies share the pain, and this message can be useful to reduce the opposition of those departments that otherwise will be challenging the targeted cuts.

    Lastly, the objections can be alleviated in cases where the across-the-board cuts are applied as a one-time or emergency solution, as long as a more thorough budget analysis, e.g., performance-based budgeting or priority-based budgeting, is formulated. The approaches enable governments to ultimately substitute blanket cuts with evidence-based decisions that are more strategic and align funding with performance and organizational objectives in a better manner. Thus, although the arguments against across-the-board cuts are important, they are often resolved by exemption, political packaging, and subsequent reforms that re-stabilize the expenditure priorities.

    Happy Thanksgiving, Everyone!

    References

    Chen, G. G., Weikart, L. A., and Williams, D. W. (2014). Budget tools: Financial techniques in the public sector (2 nd ed.). SAGE Publications, Inc.

    Raudla, R. (2012). Cutback management in the government: The perceptions of the senior civil servants in Estonia. Public Administration, 90, (4) 926-941.
    [https://doi.org/10.1111/j.1467-9299.2012.02001.x](https://doi.org/10.1111/j.1467-9299.2012.02001.x).

    **Response 8 – 510 D2 Reply to Yolanda**

    Across-the-board budget cuts apply the same percentage reduction to every department or program, which creates several problems. First, they do not consider how valuable or effective each program is, meaning that important services get cut just like less important ones (Chen, Weikart, & Williams, 2014). Second, they reduce flexibility, since managers can’t focus on cutting waste or protecting key programs. This can lead to inefficiency and higher costs later on (GFOA, 2020). Third, these cuts can be unfair because different services impact communities in different ways, and equal cuts may hurt vulnerable groups the most (GFOA, 2020). Lastly, such cuts can lower employee morale and disrupt planning because they force all departments to follow random restrictions instead of strategic goals (Chen et al., 2014).

    A better approach is to use structured and fairer alternatives. Instead of equal cuts, governments can use priority-based or performance-based reductions that look at how well programs perform, legal requirements, and community impact. This helps protect important services while cutting lower-value activities (Chen et al., 2014). Clear rules and input from stakeholders can make the process more open and help people understand the decisions (GFOA, 2020). Another option is phased or conditional cuts linked to performance reviews so managers can adjust and maintain essential functions (Chen et al., 2014). If fast action is needed, a short-term freeze can be used while teams create targeted savings plans, ensuring a fair review follows any quick action (GFOA, 2020). Finally, documenting assumptions, expected results, and backup plans helps leaders track progress and fix any problems that arise (Chen et al., 2014).

    These methods help maintain fairness and protect vital services while still allowing for needed budget reductions and long-term financial stability (Chen et al., 2014; GFOA, 2020).

    References

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget tools: Financial methods in the public sector (2nd ed.). SAGE Publications, Inc.

    Government Finance Officers Association. (2020). Budget cuts through equitable decision-making: A city of Toledo case study. Government Finance Officers Association.

    **## week6replies.docx**

    2

    **\*\*\*\* In your responses, discuss relevant theories and schools of thought you believe may apply and why. It is important that you not repeat your original post but discuss such theories in terms of your peer’s original post*****

    **Response 1 – 510 D1 Reply to chet**

    Officer Smith has been given a challenging situation that requires action. In fact, the issue can be described as an ethical dilemma because while the use of marijuana remains illegal in the state, the new laws in the neighboring states make the issue challenging from the law enforcement perspective. In other words, there is a high possibility of the offender’s proximity to marijuana products, and the police department is under pressure to enforce the law. Officer Smith does not consider marijuana a highly destructive drug and does not think law-abiding citizens need to be forced not to use it. In this situation, the police chief has given a direct order to Officer Smith to follow up on the marijuana laws. In that regard, Officer Smith has a decision to make on whether to follow the Chief’s order.

    To begin with, the officer can use his discretion and take the low-profile approach to marijuana and concentrate on the other highly pressing offenses. In this situation, the officer is not likely to start a conflict with users of marijuana in case the Chief becomes aware of the lenient marijuana policy. In case the marijuana user is found and the officer makes the arrest, the officer should further investigate and reveal the larger crime ring associated with the sale or growth of marijuana. On the other hand, it is important for the officer to air his concern in a confidential setting with the immediate supervisor in the context of community interest, resource prioritization, and public perception of law enforcement in the region. In other words, the approach must focus on the community interest.

    If the above approach does not solve the issue, it can be escalated to the Chief, provided there is an internal platform to communicate that concern. If not, it is important for the officer to maintain communication with the supervisor in regard to efficacy of current drug laws in the community and what that means for law enforcement. In conclusion, there are certain procedures that the officer must take in regard to the issue and marijuana use in the community. On the other hand, it is important for Officer Smith to set a personal code of ethics that he can follow while representing law enforcement in the community. The community members should be consulted in regard to what they think about current drug laws and policies.

    References

    National Conference of State Legislatures. (2023). Marijuana overview.
    [https://www.ncsl.org/research/criminal-justice/marijuana-overview.aspx](https://www.ncsl.org/research/criminal-justice/marijuana-overview.aspx)

    Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

    **Response 2 – 510 D1 Reply to eric**

    the legalization of marijuana in most states has become a serious epidemic and has continued to create difficulty for law enforcement, mainly in areas where the drug is still illegal. Law enforcement Souryal and Whitehead (2019) have one of the most effective yet challenging tools at their disposal: discretion. Whether officers agree with or disagree with a rule that must be enforced, they are obligated to follow the law to the letter. This is when the use of discretion can have its limits and or difficulties. Although an officer may feel that marijuana is considered an illegal substance, they may feel it causes no harm, compared to alcohol and stronger illicit substances. Can I use discretion and dispose of it, even if it violates my oath and obligation? This can be more of an issue when neighboring states have legalized it, and the state or municipality you represent has yet to make marijuana legal. This situation can become more complex for officers attempting to use discretion. Despite personal convictions, ethical objectivity, not personal preference, should be the foundation of discretionary decisions; no officer can disregard the law selectively.

    However, Souryal and Whitehead (2019) discuss ethical policing in terms of proportional fairness, de-escalation, and the avoidance of unnecessary injury. When an officer makes an arrest for an infraction, like a traffic stop, and marijuana is not the reason for the stop. Still, it becomes relevant after the stop, an officer can exercise ethical discretion not to pursue further charges for marijuana possession and still uphold the law. This moral judgment aims to prevent unnecessary charges or unjust punishment while adhering to departmental directives. This does not mean the officer has deliberately chosen to ignore this violation; that would be unethical. If the additional charges are more substantial, the officer has discretion not to charge the lesser offense while maintaining institutional integrity, Souryal and Whitehead (2019)

    It is the officer’s responsibility to voice concern up the chain of command for rules or mandates they disagree with as long as they do not defy authority. Speaking with a Supervisor and higher authority to raise concerns, although that officer is still ethically bound to follow lawful orders, even if leadership refuses to reconsider policy changes, provided they do not violate constitutional rights.

    In conclusion, the officer must find a balance between ethical discretion and departmental polices. So that there is no violation of their oath or of their policy and procedures. The officer must exercise ethical discretion, not a moral code, when enforcing all departmental mandates.

    In your responses, if possible, choose peers’ examples different from your own. Discuss your areas of agreement or disagreement with your peers and explain why, incorporating concepts learned both in this chapter and earlier weeks.

    **Response 3 – 510 D2 Reply to chet**

    The one key example of police corruption mentioned by the authors that I had a strong opinion about was hedonistic corruption, or committing corrupt acts that the police officer enjoys doing. Hedonistic corruption as it was described in the text and from my personal understanding is officers having fun with their power, in a corrupt manner, for example by taking bribes to allow people to do drugs or prostitution. I agree with the authors on this form of police corruption. Hedonistic corruption damages public perception and trust in the police force and devalues the societal safety and social contributions of these departments. Although it may be “fun” for an individual officer to be corrupt in this way, as it was described by the authors, it still damages the overall community, the department’s relationship with the community, as well as tarnishes the badge of the other honest police officers.

    There are several reasons why people often have opposing views about what qualifies as police corruption. One reason for this is that people do not often agree on the actual definition of corruption or may not see certain forms of police behavior as corruption when they actually may be. An example of this is the idea of police officers taking bribes in the form of gifts for completing certain tasks or behaviors, where others may argue that this is simply being polite and accepting gifts. The second reason why people might have differing opinions about corruption in policing is the cultural differences within departments across different areas. For example, an act that is seen as corrupt in one state or country may be seen as normal in another. The final reason why people may have differing opinions about what classifies as police corruption is that those within a police force often are loyal to one another and do not want to appear as a “snitch”, which can cause officers to become complicit to police corruption.

    Punch, M. (2000). Police corruption and its relationship to organizational culture. European Journal of Criminology, 1(2), 168-189.
    [https://doi.org/10.1177/1477370800001002004](https://doi.org/10.1177/1477370800001002004)

    Souryal, S. S., & Whitehead, J. T. (2019). Ethics in Criminal Justice (7th ed.). Taylor & Francis. https://ccis.vitalsource.com/books/9780429682162

    **Response 4 – 510 D2 Reply to Brandon**

    Having served 15 years in law enforcement and 8 years in the Army, I have seen firsthand how integrity and discipline are the backbone of any profession built on public trust. In Chapter 11 of Ethics in Criminal Justice: In Search of the Truth, Souryal and Whitehead (2020) discuss hedonistic, obligatory, and organizational corruption. The example of obligatory corruption—where officers feel pressured to cover for colleagues—resonates with me because I have witnessed how loyalty within tightknit groups can sometimes blur ethical boundaries. The authors argue that this form of corruption is damaging because it prioritizes allegiance to peers over allegiance to justice. I agree with their assessment, but I also understand the cultural pressures that make obligatory corruption difficult to resist.

    In both the military and law enforcement, loyalty is drilled into us as a survival mechanism. In the Army, you depend on your unit to have your back. In policing, that same loyalty can create a “blue wall of silence.” While loyalty is a virtue in combat or highrisk situations, it becomes problematic when it shields misconduct. Souryal and Whitehead (2020) are right to call this corruption, because it erodes public trust and undermines accountability. From my perspective, the challenge is not in recognizing the corruption but in breaking the cycle of silence without betraying the sense of brotherhood that officers rely on.

    Considerable disagreement exists about what constitutes police corruption because definitions vary depending on context. In my career, I have seen officers justify certain actions as “discretion” or “helping out a fellow cop,” while others view the same behavior as unethical. The military taught me that standards must be clear and consistently enforced, but in policing, the line between discretion and corruption is often blurred. Souryal and Whitehead (2020) highlight this ambiguity, and I believe it explains why corruption is debated so heavily—what one officer sees as loyalty, another sees as misconduct.

    Recent scholarship supports this complexity. Westmarland and Conway (2020) examined the persistence of the “blue code of silence” and found that officers often hesitate to report misconduct, even when they recognize it as serious. Their research highlights how cultural norms within policing can perpetuate corruption, reinforcing the idea that disagreement about corruption stems not only from legal definitions but also from organizational culture and peer expectations.

    Ultimately, corruption is not just about breaking laws; it is about breaking trust. Whether hedonistic, obligatory, or organizational, corruption undermines the ethical principles of justice and fairness. My experience has shown me that integrity must outweigh loyalty when the two come into conflict. Without that commitment, both the military and law enforcement risk losing the legitimacy that makes them effective.

    References

    Souryal, S. S., & Whitehead, J. T. (2020). Ethics in criminal justice: In search of the truth (7th ed.). Routledge.

    Westmarland, L., & Conway, S. (2020). Police ethics and integrity: Keeping the ‘blue code’ of silence. Police Practice and Research, 22(4), 378–392.
    [https://doi.org/10.1177/1461355720947762](https://doi.org/10.1177/1461355720947762)

    **\*\*\* Responses: Do you agree with your peer’s explanation of how a work breakdown structure is used in the cost estimate process? Add your thoughts on its importance and provide an example to illustrate how it can improve accuracy and efficiency in project budgeting.**

    **Response 5 – 535 D1 Reply to Eugenia**

    A Work Breakdown Structure (WBS) will be the main focus in the cost estimation process as it splits the project into small, manageable parts that can be singularly identified, quantified, and valued. The WBS is able to decompose the project into deliverables, sub-deliverables, and work packages, which enables estimators to analyse the scope to the most detailed level and have extremely accurate bottom-up estimating. This approach involves the attribution of specific costs to each work package, such as labor, materials, equipment, overhead, and indirect costs, and then summing up all these costs into an overall project cost estimate.

    Another rule practiced by the WBS is the 100 percent rule, which ensures that all the scope of work is included without a single omission or overlap. Accuracy is reinforced by this rule, as an estimate that is associated with a full WBS gives a more detailed insight into the needs of resources and financial demands (Project Management Institute, 2021). The WBS can then be utilized to provide a basis upon which sound and justifiable budgets are developed by providing this level of structure and detail.

    Besides enhancing accuracy, the WBS also enhances transparency and cost estimation accountability. The literature on budgeting in the public sector underlines the significance of connecting financial resources with a particular activity and measurable output, and the WBS promotes this trend by having a clear specification of each activity and its cost (Chen et al., 2014). An elaborate WBS enables managers and other project stakeholders to see where the project funds would be incurred, why some resources are necessary, and how the project activities would help towards meeting the overall project objectives.

    With this clarity, the possibility of latent costs or scope ambiguity, which are the most likely causes of cost overruns, is minimized. Also, since the scope of work and an anticipated deliverable are defined in each of the work packages, the WBS can be used to assess the correspondence between cost estimates and the project goals set, industry standards, and organizational limitations. Consequently, the budgeting decisions would be more rational and defensible to the supervisors, auditors, or financing authorities.

    Lastly, a WBS has a long-term function with regard to cost management and constant check-up on project funds. After the cost estimate has been made based on the WBS, the project leaders will be in a position to make a comparison of the actual cost with the work packages of the same to detect variances early. This framework aids managers in knowing whether the cost variances are attributable to inefficiencies in the resources, unforeseen complexities, or scope alterations. As studies indicate, cost estimates prepared using WBS lead to better cost forecasting and risk management due to the hierarchical structure that allows easier isolation of problem areas and would make future spending plans more adaptable (Gershon, 2020).

    Moreover, connecting the spending to particular WBS items will help improve organizational learning, as it will record the activities that were properly estimated and those that had to be changed. This information in project execution will help in making decisions that are more informed, eliminate unnecessary expenditure, and also lead to more responsible use of project funds. Finally, the WBS is a tool that converts a financial-wide cost estimation to a discipline-based, data-driven approach to budgeting, which increases project reliability and success.

    P.S.: I thought this was posted yesterday; my apologies.

    Happy Thanksgiving, everyone!

    References

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget Tools: Financial Methods in the Public Sector (2nd ed.). SAGE Publications, Inc. (US).
    [https://ccis.vitalsource.com/books/9781483324050](https://ccis.vitalsource.com/books/9781483324050)

    Gershon, J. (2020). How is a work breakdown structure relevant in enhancing the accuracy of cost estimating? Journal of Project Cost Management 5(2), 4557.

    Project Management Institute. (2021). A guide to project management body of knowledge (PMBOK guide) (7th ed.). Project Management Institute.

    **Response 6 – 5 D1 Reply to eric**

    A Work Breakdown Structure (WBS) is a tool used for cost estimation that breaks a project’s total scope into smaller, manageable parts. This allows the cost of each component to be estimated individually. Transparency and accountability are essential components of the Work Breakdown Structure (WBS). This is important for accurate cost estimates, mainly in public-sector projects. (Chen, Weikart, and Williams, 2014) The WBS allows for an easier way to identify and quantify all required resources within a working package.

    The WBS estimates both direct and indirect costs by breaking down complicated projects into easier tasks. Breaking down the WBS structure by displaying associated costs, such as architectural design, environmental assessments, technology enhancements, relocation costs, and post-construction inspections. Breaking down the cost into categories aligns bottom-up costing per line item: labor, materials, equipment, and duration. Chen et al. (2014).

    Lastly, during the estimation phase, the WBS assists in risk management. Smaller work packages make it easier to decide which task should be scrutinized, such as delays in supply chains, problems, or issues from technology integration, and to modify cost estimates accordingly. The Work Breakdown Structure enhances communication and transparency, and helps Stakeholders to determine how funds are allocated across particular components. This process establishes trust and assists with decision-making and cost estimates so financial plans align with actual operational needs. WBS is more than just a planning tool.

    Reference

    Chen, Greg, G. et al. Budget Tools: Financial Methods in the Public Sector. Available from: Columbia College, (2nd Edition). SAGE Publications, Inc. (US), 2014.

    *******Responses: Do you agree with your peer’s assessment of the primary objections to across-the-board budget cuts? Share your perspective on the effectiveness of overcoming these objections, and provide additional insights or examples to support your view.******

    **Response 7 – 510 D2 Reply to eugenia**

    Across-the-board budget cuts, or cross-agency or cross-departmental budget cuts, are often criticized since such cuts entail cutting agency or departmental budgets by an equal percentage without considering performance, need, or priority. Among their main arguments is that these cuts do not take into account variations in mission-critical operations by the agencies. School or hospital safety, health, or education services could already be functioning at or below minimum levels, and the same proportional cuts to such services may be difficult (Chen et al., 2014).

    Governments face the threat of compromising service delivery, weakening the success of programs, and developing inefficiencies instead of addressing the issue of budgets through uniform cuts across the board. The second significant criticism is that across-the-board cuts enable policymakers to evade making tough decisions regarding priorities. Rather than conducting strategic analysis, the legislators use a politically convenient approach under which all the programs are considered equally valuable, despite the possibility that some of them should be preserved or even increased (Chen et al., 2014).

    The other argument, which is also objectionable, is that across-the-board cuts may have long-term adverse effects in terms of institutional capacity. In cases where the agencies are compelled to retrench employees, maintain fewer, or diminish supervisory processes, the cost may be higher in the long run. The peer-reviewed studies on the topic of public administration discovered that indiscriminate reductions tend to undermine the performance of organizations and impede their long-term efficiency, particularly in agencies that are already constrained in terms of resources (Raudla, 2012). This will render the strategy fiscally shortsighted: this will yield short-term savings, but could cause greater operational risks, postpone the necessary work, or transfer the costs to future budgets.

    In spite of such objections, governments can address concerns with the help of a few strategies. To begin with, policymakers can combine across-the-board cuts with targeted exemptions to protect the vital services, making it less detrimental. Second, horizontal cuts are popular among political leaders as they seem to be fair, all agencies share the pain, and this message can be useful to reduce the opposition of those departments that otherwise will be challenging the targeted cuts.

    Lastly, the objections can be alleviated in cases where the across-the-board cuts are applied as a one-time or emergency solution, as long as a more thorough budget analysis, e.g., performance-based budgeting or priority-based budgeting, is formulated. The approaches enable governments to ultimately substitute blanket cuts with evidence-based decisions that are more strategic and align funding with performance and organizational objectives in a better manner. Thus, although the arguments against across-the-board cuts are important, they are often resolved by exemption, political packaging, and subsequent reforms that re-stabilize the expenditure priorities.

    Happy Thanksgiving, Everyone!

    References

    Chen, G. G., Weikart, L. A., and Williams, D. W. (2014). Budget tools: Financial techniques in the public sector (2 nd ed.). SAGE Publications, Inc.

    Raudla, R. (2012). Cutback management in the government: The perceptions of the senior civil servants in Estonia. Public Administration, 90, (4) 926-941.
    [https://doi.org/10.1111/j.1467-9299.2012.02001.x](https://doi.org/10.1111/j.1467-9299.2012.02001.x).

    **Response 8 – 510 D2 Reply to Yolanda**

    Across-the-board budget cuts apply the same percentage reduction to every department or program, which creates several problems. First, they do not consider how valuable or effective each program is, meaning that important services get cut just like less important ones (Chen, Weikart, & Williams, 2014). Second, they reduce flexibility, since managers can’t focus on cutting waste or protecting key programs. This can lead to inefficiency and higher costs later on (GFOA, 2020). Third, these cuts can be unfair because different services impact communities in different ways, and equal cuts may hurt vulnerable groups the most (GFOA, 2020). Lastly, such cuts can lower employee morale and disrupt planning because they force all departments to follow random restrictions instead of strategic goals (Chen et al., 2014).

    A better approach is to use structured and fairer alternatives. Instead of equal cuts, governments can use priority-based or performance-based reductions that look at how well programs perform, legal requirements, and community impact. This helps protect important services while cutting lower-value activities (Chen et al., 2014). Clear rules and input from stakeholders can make the process more open and help people understand the decisions (GFOA, 2020). Another option is phased or conditional cuts linked to performance reviews so managers can adjust and maintain essential functions (Chen et al., 2014). If fast action is needed, a short-term freeze can be used while teams create targeted savings plans, ensuring a fair review follows any quick action (GFOA, 2020). Finally, documenting assumptions, expected results, and backup plans helps leaders track progress and fix any problems that arise (Chen et al., 2014).

    These methods help maintain fairness and protect vital services while still allowing for needed budget reductions and long-term financial stability (Chen et al., 2014; GFOA, 2020).

    References

    Chen, G. G., Weikart, L. A., & Williams, D. W. (2014). Budget tools: Financial methods in the public sector (2nd ed.). SAGE Publications, Inc.

    Government Finance Officers Association. (2020). Budget cuts through equitable decision-making: A city of Toledo case study. Government Finance Officers Association.

  • [Solved] Power point- peptic ulcer

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need a nursing power point about peptic ulcer. Please follow the same requirements in the photo. \ IMG_37911.jpg](https://www.sweetstudy.com/files/img-37911-jpg "IMG_37911.jpg")

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need a nursing power point about peptic ulcer.
    Please follow the same requirements in the photo.
    \
    IMG_37911.jpg](https://www.sweetstudy.com/files/img-37911-jpg "IMG_37911.jpg")

  • [Solved] 3DB

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 3DB.docx **## 3DB.docx** Prompts In your presentation, please address the following: · Construct a research question and hypothesis with support from at least one theory for a quantitative study in community policing. · In Chapter 7, Creswell and Creswell (2023) discuss research questions and h…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## 3DB.docx

    **## 3DB.docx**

    Prompts

    In your presentation, please address the following:

    · Construct a research question and hypothesis with support from at least one theory for a quantitative study in community policing.

    · In Chapter 7, Creswell and Creswell (2023) discuss research questions and hypotheses for quantitative methods.

    · This section may be 1 slide.

    · Determine bias issues in research design and whether a survey or experimental design would best address your research question.

    · This section may be 1 slide.

    · Explain population and sample, statistical techniques, data, inferences, reliability, internal validity, and external validity in your design.

    · Review Creswell and Creswell’s (2023, pp. 159) discussion of inferences.

    · This section may be 1–2 slides.

    · Develop five quantitative survey questions to address your research question and your hypothesis.

    · This section may be 2 slides.

    · Evaluate a social justice issue that relates to data and an ethical issue that relates to your research question.

    · You could search for a research article that addresses social justice questions with quantitative methods

    · This section may be 2 slides.

    **Please provide URLS for all references.**

    **Only use scholarly sources**

    **Credible sources**

    **Don’t use Student Dissertations**

    **The Quantitative Research Design, Survey Instruments, and Ethics presentation**

    ·
    **must be 7 to 8 double-spaced slides in length (not including title and references slides) and formatted according to** [**_APA Style_**](https://writingcenter.uagc.edu/apa-style)

    **must use at least 4 scholarly, peer-reviewed, credible sources in addition to the course text**

    **## 3DB.docx**

    Prompts

    In your presentation, please address the following:

    · Construct a research question and hypothesis with support from at least one theory for a quantitative study in community policing.

    · In Chapter 7, Creswell and Creswell (2023) discuss research questions and hypotheses for quantitative methods.

    · This section may be 1 slide.

    · Determine bias issues in research design and whether a survey or experimental design would best address your research question.

    · This section may be 1 slide.

    · Explain population and sample, statistical techniques, data, inferences, reliability, internal validity, and external validity in your design.

    · Review Creswell and Creswell’s (2023, pp. 159) discussion of inferences.

    · This section may be 1–2 slides.

    · Develop five quantitative survey questions to address your research question and your hypothesis.

    · This section may be 2 slides.

    · Evaluate a social justice issue that relates to data and an ethical issue that relates to your research question.

    · You could search for a research article that addresses social justice questions with quantitative methods

    · This section may be 2 slides.

    **Please provide URLS for all references.**

    **Only use scholarly sources**

    **Credible sources**

    **Don’t use Student Dissertations**

    **The Quantitative Research Design, Survey Instruments, and Ethics presentation**

    ·
    **must be 7 to 8 double-spaced slides in length (not including title and references slides) and formatted according to** [**_APA Style_**](https://writingcenter.uagc.edu/apa-style)

    **must use at least 4 scholarly, peer-reviewed, credible sources in addition to the course text**

  • [Solved] critical thinking 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module4criticalthinking.docx **## Module4criticalthinking.docx** **Module 4: Critical Thinking/Application Prompts** **Instructions** Each week, you will be presented with a series of critical thinking prompts and application prompts. Please copy/paste the prompts into an offline document (Word…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Module4criticalthinking.docx

    **## Module4criticalthinking.docx**

    **Module 4: Critical Thinking/Application Prompts**

    **Instructions**

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    Important Note For the Module Four Critical Thinking/Application Prompts:

    While we are still maintaining our typical instructions and parameters for our critical thinking prompts exercise, this module is unique in that there are a larger number of prompts — all of which are focused on
    **YOU**.  This module is addressing "Boyatzis's Theory of Self-Directed Learning" (now referred to as Intentional Change Theory) — which is composed of five steps (or "discoveries"); see illustration on page 110.  As our authors state: "The crux of leadership development that works is
    **_self-directed learning_**: intentionally developing or strengthening an aspect of who you are or who you want to be, or both. This requires first getting a strong image of your
    **_ideal self_**, as well as an accurate picture of your
    **_real self_** — who you are now (109)".  The process is summarized below:

    ·
    _The first discovery_: My ideal self — Who do I want to be?

    ·
    _The second discovery_: My real self — Who am I? What are my strengths and gaps?

    ·
    _The third discovery_: My learning agenda — How can I build on my strengths while reducing my gaps?

    ·
    _The fourth discovery_: Experimenting with and practicing new behaviors, thoughts, and feelings to the point of mastery.

    ·
    _The fifth discovery_: Developing supportive and trusting relationships that make change possible.

    The prompts below require you to do a bit of
    **_self-introspection/self-reflection_**, for you want to get a picture of both your
    **_ideal self_** and your
    **_real self_**, as well as getting started on a possible
    **_learning agenda_**.  Obviously, the self-directed learning process is ongoing.  We are taking the initial steps below — getting a quick read-out on the ideal self and the real self and taking steps toward the creation of a learning agenda — a learning agenda that should be built on throughout one's career.

    There a WIDE VARIETY of ways of moving through the steps in the self-directed learning process.  Indeed, after the publication of
    _Primal Leadership_, Richard Boyatzis and Annie McKee went on to write two books designed to help people through the process: R
    _esonant Leadership_ (2005) and
    _Becoming a Resonant Leader_ (2008).  Note that
    _Becoming a Resonant Leader_ was designed to basically be a "workbook" that one actually writes in as they move through a large number of various types of exercises.  If you are interested in doing more work in this area, then I highly recommend
    _Becoming a Resonant Leader._ I will also share here that this is the work that I was doing in the 1990's with Life Design, Inc. Again, the exercises below simply give us a "taste" of what is involved.

    Basically, the strategy is this: 1)
    **What is your ideal self?** — You will move through a few exercises that culminate in the creation of a
    **Personal Vision Statement**. 2)
    **What is your real self?** — You will take some steps that will help you come up with a
    **Personal Balance Sheet**. 3)
    **What are the gaps** that may exist between the ideal self and the real self? — Addressing this question will culminate in the creation of seeds of a
    **Learning Agenda**.

    **_***DO make sure that your Personal Vision Statement, your Personal Balance Sheet, and your Learning Edge/Agenda are particularly well thought-out/detailed and well crafted/written (i.e., worthy of at least 250 words)._**

    The following exercise includes the following eleven prompts:

    **Ideal Self Prompts:**

    **_Critical Thinking/Application Prompt 1 (My Ideal Life):_** Think about where you would be fifteen years from now if you were living your ideal life. What kind of people would be around you? What does your environment look and feel like? What might you be doing during a typical day or week? Don't worry about the feasibility of creating this kind of ideal life. Just let the image develop, and place yourself in the picture. Try doing some free writing around this version of yourself fifteen years from now.

    **_Critical Thinking/Application Prompt 2 (My Values):_** Think about the different arenas of your life that are important, such as family, relationships, work, spirituality, physical health. What are your core values in each of those areas?  Think about the principles, values, beliefs, that guide you in your work and life — and think about whether they are values that you truly live by or something talk about.  If necessary, go to a decent internet site and find a "list of values."  Then, on a sheet of paper or in a "Notes" app etc., make a list of your ten most important personal values.  Finally, examine that list of 10, and rank each of your 5 most important values.

    1 ___________________________________________________________________

    2 ___________________________________________________________________

    3 ___________________________________________________________________

    4 ___________________________________________________________________

    5 ___________________________________________________________________

    **_Critical Thinking/Application Prompt 3 (My Fantasy Job):_** This is an opportunity to imagine yourself doing the kind of work or jobs that you sometimes fantasize, or wonder, "What would it be like if I were doing X?" Make believe the following three events have occurred:

    1. You enter a new machine called a
    _neurophysiological remaker_. After a few minutes inside of the machine, genetic reengineering and virtual neural implants give you the body, knowledge, and capacity to do any job and do it well.

    2. You are given the financial resources and certifications (i.e., licenses) based on your new capabilities.

    3. For one year, you are free of all personal, social, and financial responsibilities in your current or desired life.

    Then, on a sheet of paper or in a "Notes" app etc., list 5 to 10 jobs that you would love to do or try. Consider a wide variety of jobs — in sports, music, medicine, politics, agriculture, religion. Consider working in other countries.  Consider jobs you have heard about or seen in the movies or on television.

    Now, choose the three jobs in your list that most interest you or seem the most exciting or rewarding. Describe each of them below, including what you will most enjoy or look forward to about each.

    1:

    2:

    3:

    TAKE NOTE: sometimes people describe a fantasy job as one they really wish for and want to do. Other times, the job represents some interesting or exciting activities or conditions.  In other words, sometimes it is not the job that is the fantasy but some aspect of it or condition under which the job is done. As you read your descriptions of the jobs you would most like to do or try, do you notice themes or patterns? How are these jobs similar? Are there activities (such as being outdoors) that are part of each?  Are there conditions of work (such as working with a team) that are part of each? Are there consequences such as being famous) that are part of each?  If yes, share those themes or patterns.

    **_Critical Thinking/Application Prompt 4 (My Legacy):_** What do you want your legacy in life to be? In other words, what will remain or continue as a result of your having lived and worked all these years?

    **_Critical Thinking/Application Prompt 5 (My Personal Vision):_** _A_ personal vision is the deepest expression of what we want in life. It is a description of our preferred future, not a prediction of what will be.  In this sense, your personal vision should describe what you want out of life and work and what kind of person you want to be.  Instead of a forecast of what you think might be likely in the future, your personal vision is a description of the future you dream about.  Consider your responses to the exercises/prompts above.  This will help you to identify the most important elements of your personal vision.  What are the overall themes you observe?  It is now time to pull together all of these reflections, thoughts, and ideas into a coherent statement of your desired future.  To write your personal vision: choose a year in the future at least five years out and no more than 15 that has symbolic meaning to you. Imagine yourself, and your life, at that time. Write a vivid description of all aspects of your life in the present tense. In other words, write your vision as if it is that particular date in the future.

    **Real Self Prompts:**

    **_Critical Thinking/Application Prompt 6 (The "Logan Test"):_** See page 129 of
    _Primal Leadership_ — and take the Logan Test (to see if you are a "boiling frog"): consider the following questions about how you typically act these days, and contrast it with the person you were in the past. Do you awake each morning excited about the day, not wanting to sleep anymore than absolutely necessary? Do you laugh as much as you want did? Are you having as much fun in your personal life as you have in the past? Are you having as much fun at work? If you're finding that work, relationships, and life in general don't make you feel energized and hopeful about the future, that's a good indication that you have probably lost touch with your real self and could use some insight into the person you have become.

    **_Critical Thinking/Application Prompt 7 (Strengths I See in Myself):_** Strengths can be elements that you were born with, or things you have learned. They are extremely valuable or useful abilities, assets or qualities. What are your strengths?  Summarize what you consider to be your most important personal and leadership strengths.  These elements are likely to be things that you enjoy about yourself and others like about you. They are positive energizers for you.

    **_Critical Thinking/Application Prompt 8 (Strengths Others See in Me):_** List a few strengths you believe other people see in you. These are the things people tell you you're good at.

    Strengths at home:

    Strengths at work:

    Strengths as a leader:

    Strengths in relationships:

    **_Critical Thinking/Application Prompt 9 (Activities and Situations I Tend to Avoid):_** List a few activities and situations you stay away from:

    At home:

    At work:

    As a leader:

    In relationships:

    What patterns do you notice in the things you avoid?

    Are there things you avoid in one area of your life (home, work, as a leader, in close relationships), but are able to face and engage with in other areas?

    **_Critical Thinking/Application Prompt 10 (Personal Balance Sheet):_** Like assessing the value of a business, a balance sheet is a way to summarize your personal assets and liabilities. Using the assessments and reflection you have done by completing the exercises/prompts above and now using the prompts that follow below under "My Assets" and "My Liabilities," you can now create your Personal Balance Sheet.

    **My Assets**

    My Distinctive Strengths:
    Share below things I know I do well and strengths that others see in me:

    My Potential Strengths:  Share below things I could do better or more often if I focused, or things I do well in some situations and could begin to apply more broadly:

    My Enduring Dispositions That Support Me:
    Share below traits, habits, behaviors that I do not want to change that help me to be successful:

    **My Liabilities**

    My Weaknesses:
    Share below things I know I don't do well and I want to do better:

    Weaknesses I Want to Change
    **:** Share below things I know I don't do well and I want to change:

    My Enduring Dispositions That Sometimes Get in My Way:  Share below traits, habits, behaviors that I do not want to change and that sometimes caused me to be less effective:

    **My Learning Edge**

    **_Critical Thinking/Application Prompt 11 (My Learning Edge/Agenda):_** You are now ready to begin crafting you Learning Agenda.  This is the real starting point of self-directed learning: taking stock of the parts of yourself that you relish and want to preserve, versus those you would like to change or adapt to your new circumstances.  "Your leadership strengths — what you want to preserve — lie at the intersection of where your real self matches your ideal.  Where reality fails to meet your ideal for yourself as a leader, of course, represent your 'gaps.'  Piecing together this image of who you are and who you would like to be is a bit like putting together a jigsaw puzzle. You start at finding the edges, the most obvious pieces, then fill in more pieces, a section at a time. While at first you may not be able to make sense of the image, eventually, when just enough pieces have fallen into place, you see the whole picture clearly (Goleman et al 134)."

    To begin the process of articulating your learning goals, it helps to review all that you have learned and done so far as a result of reading
    _Primal Leadership_ and doing the exercises above.  Find a quiet place to sit, and go back through and review the exercises. Start by reading your Personal Vision, and then look at your Personal Balance Sheet.  Read some of your notes about your past, your present, and your future.  Then address the following questions/prompts.

    · What stands out about how your current strengths will help you move toward your Personal Vision?

    · Are there gaps between who you are now and who you want to be in the future or how you want to live your life?  What are they?

    · What major changes might you need to make if you are to achieve your vision/address the gaps?

    · Identify two to five themes related to what you would like to do, be, or achieve.  Be specific.

    Resources

    [https://www.youtube.com/watch?v=HhWkNZacRVE](https://www.youtube.com/watch?v=HhWkNZacRVE)

    [https://www.youtube.com/watch?v=VtKkTjtyYMw](https://www.youtube.com/watch?v=VtKkTjtyYMw)

    [https://www.youtube.com/watch?v=kxR7dNqNbWM](https://www.youtube.com/watch?v=kxR7dNqNbWM)

    [https://www.youtube.com/watch?v=gzf3zZ2Zo1s](https://www.youtube.com/watch?v=gzf3zZ2Zo1s)

    [https://www.youtube.com/watch?v=Hu_-KOd4OHs](https://www.youtube.com/watch?v=Hu_-KOd4OHs)

    [https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741](https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741)

    [https://www.youtube.com/watch?v=9YwkTqx-49Q](https://www.youtube.com/watch?v=9YwkTqx-49Q)

    **## Module4criticalthinking.docx**

    **Module 4: Critical Thinking/Application Prompts**

    **Instructions**

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    Important Note For the Module Four Critical Thinking/Application Prompts:

    While we are still maintaining our typical instructions and parameters for our critical thinking prompts exercise, this module is unique in that there are a larger number of prompts — all of which are focused on
    **YOU**.  This module is addressing "Boyatzis's Theory of Self-Directed Learning" (now referred to as Intentional Change Theory) — which is composed of five steps (or "discoveries"); see illustration on page 110.  As our authors state: "The crux of leadership development that works is
    **_self-directed learning_**: intentionally developing or strengthening an aspect of who you are or who you want to be, or both. This requires first getting a strong image of your
    **_ideal self_**, as well as an accurate picture of your
    **_real self_** — who you are now (109)".  The process is summarized below:

    ·
    _The first discovery_: My ideal self — Who do I want to be?

    ·
    _The second discovery_: My real self — Who am I? What are my strengths and gaps?

    ·
    _The third discovery_: My learning agenda — How can I build on my strengths while reducing my gaps?

    ·
    _The fourth discovery_: Experimenting with and practicing new behaviors, thoughts, and feelings to the point of mastery.

    ·
    _The fifth discovery_: Developing supportive and trusting relationships that make change possible.

    The prompts below require you to do a bit of
    **_self-introspection/self-reflection_**, for you want to get a picture of both your
    **_ideal self_** and your
    **_real self_**, as well as getting started on a possible
    **_learning agenda_**.  Obviously, the self-directed learning process is ongoing.  We are taking the initial steps below — getting a quick read-out on the ideal self and the real self and taking steps toward the creation of a learning agenda — a learning agenda that should be built on throughout one's career.

    There a WIDE VARIETY of ways of moving through the steps in the self-directed learning process.  Indeed, after the publication of
    _Primal Leadership_, Richard Boyatzis and Annie McKee went on to write two books designed to help people through the process: R
    _esonant Leadership_ (2005) and
    _Becoming a Resonant Leader_ (2008).  Note that
    _Becoming a Resonant Leader_ was designed to basically be a "workbook" that one actually writes in as they move through a large number of various types of exercises.  If you are interested in doing more work in this area, then I highly recommend
    _Becoming a Resonant Leader._ I will also share here that this is the work that I was doing in the 1990's with Life Design, Inc. Again, the exercises below simply give us a "taste" of what is involved.

    Basically, the strategy is this: 1)
    **What is your ideal self?** — You will move through a few exercises that culminate in the creation of a
    **Personal Vision Statement**. 2)
    **What is your real self?** — You will take some steps that will help you come up with a
    **Personal Balance Sheet**. 3)
    **What are the gaps** that may exist between the ideal self and the real self? — Addressing this question will culminate in the creation of seeds of a
    **Learning Agenda**.

    **_***DO make sure that your Personal Vision Statement, your Personal Balance Sheet, and your Learning Edge/Agenda are particularly well thought-out/detailed and well crafted/written (i.e., worthy of at least 250 words)._**

    The following exercise includes the following eleven prompts:

    **Ideal Self Prompts:**

    **_Critical Thinking/Application Prompt 1 (My Ideal Life):_** Think about where you would be fifteen years from now if you were living your ideal life. What kind of people would be around you? What does your environment look and feel like? What might you be doing during a typical day or week? Don't worry about the feasibility of creating this kind of ideal life. Just let the image develop, and place yourself in the picture. Try doing some free writing around this version of yourself fifteen years from now.

    **_Critical Thinking/Application Prompt 2 (My Values):_** Think about the different arenas of your life that are important, such as family, relationships, work, spirituality, physical health. What are your core values in each of those areas?  Think about the principles, values, beliefs, that guide you in your work and life — and think about whether they are values that you truly live by or something talk about.  If necessary, go to a decent internet site and find a "list of values."  Then, on a sheet of paper or in a "Notes" app etc., make a list of your ten most important personal values.  Finally, examine that list of 10, and rank each of your 5 most important values.

    1 ___________________________________________________________________

    2 ___________________________________________________________________

    3 ___________________________________________________________________

    4 ___________________________________________________________________

    5 ___________________________________________________________________

    **_Critical Thinking/Application Prompt 3 (My Fantasy Job):_** This is an opportunity to imagine yourself doing the kind of work or jobs that you sometimes fantasize, or wonder, "What would it be like if I were doing X?" Make believe the following three events have occurred:

    1. You enter a new machine called a
    _neurophysiological remaker_. After a few minutes inside of the machine, genetic reengineering and virtual neural implants give you the body, knowledge, and capacity to do any job and do it well.

    2. You are given the financial resources and certifications (i.e., licenses) based on your new capabilities.

    3. For one year, you are free of all personal, social, and financial responsibilities in your current or desired life.

    Then, on a sheet of paper or in a "Notes" app etc., list 5 to 10 jobs that you would love to do or try. Consider a wide variety of jobs — in sports, music, medicine, politics, agriculture, religion. Consider working in other countries.  Consider jobs you have heard about or seen in the movies or on television.

    Now, choose the three jobs in your list that most interest you or seem the most exciting or rewarding. Describe each of them below, including what you will most enjoy or look forward to about each.

    1:

    2:

    3:

    TAKE NOTE: sometimes people describe a fantasy job as one they really wish for and want to do. Other times, the job represents some interesting or exciting activities or conditions.  In other words, sometimes it is not the job that is the fantasy but some aspect of it or condition under which the job is done. As you read your descriptions of the jobs you would most like to do or try, do you notice themes or patterns? How are these jobs similar? Are there activities (such as being outdoors) that are part of each?  Are there conditions of work (such as working with a team) that are part of each? Are there consequences such as being famous) that are part of each?  If yes, share those themes or patterns.

    **_Critical Thinking/Application Prompt 4 (My Legacy):_** What do you want your legacy in life to be? In other words, what will remain or continue as a result of your having lived and worked all these years?

    **_Critical Thinking/Application Prompt 5 (My Personal Vision):_** _A_ personal vision is the deepest expression of what we want in life. It is a description of our preferred future, not a prediction of what will be.  In this sense, your personal vision should describe what you want out of life and work and what kind of person you want to be.  Instead of a forecast of what you think might be likely in the future, your personal vision is a description of the future you dream about.  Consider your responses to the exercises/prompts above.  This will help you to identify the most important elements of your personal vision.  What are the overall themes you observe?  It is now time to pull together all of these reflections, thoughts, and ideas into a coherent statement of your desired future.  To write your personal vision: choose a year in the future at least five years out and no more than 15 that has symbolic meaning to you. Imagine yourself, and your life, at that time. Write a vivid description of all aspects of your life in the present tense. In other words, write your vision as if it is that particular date in the future.

    **Real Self Prompts:**

    **_Critical Thinking/Application Prompt 6 (The "Logan Test"):_** See page 129 of
    _Primal Leadership_ — and take the Logan Test (to see if you are a "boiling frog"): consider the following questions about how you typically act these days, and contrast it with the person you were in the past. Do you awake each morning excited about the day, not wanting to sleep anymore than absolutely necessary? Do you laugh as much as you want did? Are you having as much fun in your personal life as you have in the past? Are you having as much fun at work? If you're finding that work, relationships, and life in general don't make you feel energized and hopeful about the future, that's a good indication that you have probably lost touch with your real self and could use some insight into the person you have become.

    **_Critical Thinking/Application Prompt 7 (Strengths I See in Myself):_** Strengths can be elements that you were born with, or things you have learned. They are extremely valuable or useful abilities, assets or qualities. What are your strengths?  Summarize what you consider to be your most important personal and leadership strengths.  These elements are likely to be things that you enjoy about yourself and others like about you. They are positive energizers for you.

    **_Critical Thinking/Application Prompt 8 (Strengths Others See in Me):_** List a few strengths you believe other people see in you. These are the things people tell you you're good at.

    Strengths at home:

    Strengths at work:

    Strengths as a leader:

    Strengths in relationships:

    **_Critical Thinking/Application Prompt 9 (Activities and Situations I Tend to Avoid):_** List a few activities and situations you stay away from:

    At home:

    At work:

    As a leader:

    In relationships:

    What patterns do you notice in the things you avoid?

    Are there things you avoid in one area of your life (home, work, as a leader, in close relationships), but are able to face and engage with in other areas?

    **_Critical Thinking/Application Prompt 10 (Personal Balance Sheet):_** Like assessing the value of a business, a balance sheet is a way to summarize your personal assets and liabilities. Using the assessments and reflection you have done by completing the exercises/prompts above and now using the prompts that follow below under "My Assets" and "My Liabilities," you can now create your Personal Balance Sheet.

    **My Assets**

    My Distinctive Strengths:
    Share below things I know I do well and strengths that others see in me:

    My Potential Strengths:  Share below things I could do better or more often if I focused, or things I do well in some situations and could begin to apply more broadly:

    My Enduring Dispositions That Support Me:
    Share below traits, habits, behaviors that I do not want to change that help me to be successful:

    **My Liabilities**

    My Weaknesses:
    Share below things I know I don't do well and I want to do better:

    Weaknesses I Want to Change
    **:** Share below things I know I don't do well and I want to change:

    My Enduring Dispositions That Sometimes Get in My Way:  Share below traits, habits, behaviors that I do not want to change and that sometimes caused me to be less effective:

    **My Learning Edge**

    **_Critical Thinking/Application Prompt 11 (My Learning Edge/Agenda):_** You are now ready to begin crafting you Learning Agenda.  This is the real starting point of self-directed learning: taking stock of the parts of yourself that you relish and want to preserve, versus those you would like to change or adapt to your new circumstances.  "Your leadership strengths — what you want to preserve — lie at the intersection of where your real self matches your ideal.  Where reality fails to meet your ideal for yourself as a leader, of course, represent your 'gaps.'  Piecing together this image of who you are and who you would like to be is a bit like putting together a jigsaw puzzle. You start at finding the edges, the most obvious pieces, then fill in more pieces, a section at a time. While at first you may not be able to make sense of the image, eventually, when just enough pieces have fallen into place, you see the whole picture clearly (Goleman et al 134)."

    To begin the process of articulating your learning goals, it helps to review all that you have learned and done so far as a result of reading
    _Primal Leadership_ and doing the exercises above.  Find a quiet place to sit, and go back through and review the exercises. Start by reading your Personal Vision, and then look at your Personal Balance Sheet.  Read some of your notes about your past, your present, and your future.  Then address the following questions/prompts.

    · What stands out about how your current strengths will help you move toward your Personal Vision?

    · Are there gaps between who you are now and who you want to be in the future or how you want to live your life?  What are they?

    · What major changes might you need to make if you are to achieve your vision/address the gaps?

    · Identify two to five themes related to what you would like to do, be, or achieve.  Be specific.

    Resources

    [https://www.youtube.com/watch?v=HhWkNZacRVE](https://www.youtube.com/watch?v=HhWkNZacRVE)

    [https://www.youtube.com/watch?v=VtKkTjtyYMw](https://www.youtube.com/watch?v=VtKkTjtyYMw)

    [https://www.youtube.com/watch?v=kxR7dNqNbWM](https://www.youtube.com/watch?v=kxR7dNqNbWM)

    [https://www.youtube.com/watch?v=gzf3zZ2Zo1s](https://www.youtube.com/watch?v=gzf3zZ2Zo1s)

    [https://www.youtube.com/watch?v=Hu_-KOd4OHs](https://www.youtube.com/watch?v=Hu_-KOd4OHs)

    [https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741](https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741)

    [https://www.youtube.com/watch?v=9YwkTqx-49Q](https://www.youtube.com/watch?v=9YwkTqx-49Q)

  • [Solved] reflection, disc,

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module11Discussion.docx – SidmanChapter18.pdf – SidmanIntroandChapter1.pdf – SidmanChapter19.pdf **## Module11Discussion.docx** Module 11 Discussion Behaviorism provides a valuable framework for understanding human behavior across various domains, including education, health, and social policy….

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Module11Discussion.docx

    – SidmanChapter18.pdf
    – SidmanIntroandChapter1.pdf
    – SidmanChapter19.pdf

    **## Module11Discussion.docx**

    Module 11 Discussion

    Behaviorism provides a valuable framework for understanding human behavior across various domains, including education, health, and social policy. Drawing on the lessons and readings provided from Module 11, select a current event or societal issue (e.g., public health campaigns, educational reforms, or workplace dynamics) and explore how behavioral science can offer insights or solutions.

    In your response:

    1. Identify the current event or issue you selected.

    2. Explain how key concepts  of operant conditioning (e.g., stimulus control, reinforcement, extinction) apply to this issue.

    3. Discuss the ethical and practical implications of applying behavioral interventions to address this issue.

    4. Reflect on potential limitations or challenges in implementing these interventions.

    **SidmanChapter18.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter18-pdf-10452393)

    **SidmanIntroandChapter1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanintroandchapter1-pdf-10452397)

    **SidmanChapter19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter19-pdf-10452395)

    **SidmanChapter19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter19-pdf-10452395)

    **## Module11Discussion.docx**

    Module 11 Discussion

    Behaviorism provides a valuable framework for understanding human behavior across various domains, including education, health, and social policy. Drawing on the lessons and readings provided from Module 11, select a current event or societal issue (e.g., public health campaigns, educational reforms, or workplace dynamics) and explore how behavioral science can offer insights or solutions.

    In your response:

    1. Identify the current event or issue you selected.

    2. Explain how key concepts  of operant conditioning (e.g., stimulus control, reinforcement, extinction) apply to this issue.

    3. Discuss the ethical and practical implications of applying behavioral interventions to address this issue.

    4. Reflect on potential limitations or challenges in implementing these interventions.

    **SidmanChapter18.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter18-pdf-10452393)

    **SidmanIntroandChapter1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanintroandchapter1-pdf-10452397)

    **SidmanChapter19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter19-pdf-10452395)

    **## Module11Discussion.docx**

    Module 11 Discussion

    Behaviorism provides a valuable framework for understanding human behavior across various domains, including education, health, and social policy. Drawing on the lessons and readings provided from Module 11, select a current event or societal issue (e.g., public health campaigns, educational reforms, or workplace dynamics) and explore how behavioral science can offer insights or solutions.

    In your response:

    1. Identify the current event or issue you selected.

    2. Explain how key concepts  of operant conditioning (e.g., stimulus control, reinforcement, extinction) apply to this issue.

    3. Discuss the ethical and practical implications of applying behavioral interventions to address this issue.

    4. Reflect on potential limitations or challenges in implementing these interventions.

    **SidmanChapter18.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter18-pdf-10452393)

    **SidmanIntroandChapter1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanintroandchapter1-pdf-10452397)

    **SidmanChapter19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sidmanchapter19-pdf-10452395)

    – 1
    – 2
    – 3
    – 4

  • [Solved] Weapons of mass destruction

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Weapons of mass destruction.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.