Tag: Model Answer

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    ##### **Competency** Interpret key areas of negotiation in team psychology. ##### **Student Success Criteria** View the grading rubric for this deliverable by selecting the "This item is graded with a rubric" link, which is located in the Details & Information pane. ##### **Scenario** As the team le…

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    Assignment Prompt & Instructions

    ##### **Competency**

    Interpret key areas of negotiation in team psychology.

    ##### **Student Success Criteria**

    View the grading rubric for this deliverable by selecting the "This item is graded with a rubric" link, which is located in the Details & Information pane.

    ##### **Scenario**

    As the team leader, your boss wants to ensure you are comfortable dealing with conflict and the resulting negotiations within your team. For each of the five approaches to negotiation, provide a scenario demonstrating the use of that approach.

    ##### **Instructions**

    For each approach to negotiation, provide a scenario. Each scenario should include:

    – The conflict
    – A description of the chosen approach
    – The resolution outcome

    There will be a total of five scenarios, and each scenario should be at least one paragraph.

    ##### **Resources**

    – [Tough-Minded Teamwork: Role Negotiation | Management Psychology Group](https://www.managementpsychology.com/articles/tough-minded-teamwork-role-negotiation/)
    – [The Psychology of Negotiation, Explained | Psychology Today](https://www.psychologytoday.com/us/blog/finding-new-home/202012/the-psychology-negotiation-explained?scrlybrkr=6f0dda1b)

    – 2 years ago

  • [Solved] HM02

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## Instructions.docx – ## Assessment_Writing_Checklist.docx – ## RubricCriteria.docx – HM4002WrittenResponseTemplate.docx **## Instructions.docx** **Instructions** Answer a series of related questions to demonstrate your understanding of emotional intelligence, its el…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## Instructions.docx

    – ## Assessment_Writing_Checklist.docx

    – ## RubricCriteria.docx

    – HM4002WrittenResponseTemplate.docx

    **## Instructions.docx**

    **Instructions**

    Answer a series of related questions to demonstrate your understanding of emotional intelligence, its elements, its influence on leadership style, and its application in the healthcare workplace.

    Emotional intelligence (EI) is a calculation of an individual’s awareness of their own emotions and the emotions of others. The health field demands a high level of EI in interprofessional relationships and in providing patient-centered care. Individuals with well-developed emotional intelligence improve their leadership styles and workplace strategies in healthcare management. Leaders with emotional intelligence also have greater positive influence to affect health outcomes. In this competency, you will also assess your own EI, as a part of analyzing the influence of EI on leadership style. This Written Response Assessment consists of 7 items about the elements of EI, how it is assessed, how it impacts leadership styles, how it is applied and strategized in a healthcare setting, and how it can positively affect health outcomes. Assessment Submission Length: 7 items with responses ranging from 1–4 paragraphs each in length Competency Modules: • Module 1: What Is Emotional Intelligence? • Module 2: Emotional Intelligence and Leadership Styles • Module 3: Emotionally Intelligent Strategies for Positive Health Outcomes

    **## Assessment_Writing_Checklist.docx**

    **Academic Writing Expectations Checklist**

    The faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:

    **Sentence-Level Skills**

    |_| Constructing complete and correct sentences

    **Note:** See an explanation of
    [sentence components](http://academicguides.waldenu.edu/writingcenter/grammar/sentences) and how to avoid
    [sentence fragments and run-ons](http://academicguides.waldenu.edu/writingcenter/grammar/runonsentences).

    |_| Using and spelling words correctly

    **Note:** See a list of
    [commonly misused words](http://academicguides.waldenu.edu/writingcenter/grammar) and information on
    [MS Word’s spell check](http://waldenwritingcenter.blogspot.com/2011/03/making-word-work-for-you.html).

    |_| Using punctuation appropriately

    **Note:** See the different types of
    [punctuation](http://academicguides.waldenu.edu/writingcenter/punctuation) and their uses.

    |_| Using grammar appropriately

    **Note:** See a
    [Grammarly tutorial](http://academicguides.waldenu.edu/writingcenter/grammarly) to catch further errors.

    **Paragraph-Level Skills**

    |_| Using paragraph breaks

    **Note:** See a description of
    [paragraph basics](http://academicguides.waldenu.edu/writingcenter/paragraphs).

    |_| Focusing each paragraph on one central idea (rather than multiple ideas)

    **Note:** See an explanation of how
    [topic sentences](http://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences) work.

    **Use of Evidence**

    |_| Using resources appropriately

    **Note:** See examples of
    [integrating evidence](http://academicguides.waldenu.edu/writingcenter/evidence) in a paper.

    |_| Citing and referencing resources accurately

    **Note:** See examples of
    [citing and referencing resources](http://academicguides.waldenu.edu/writingcenter/apa/citations) in a paper.

    _|_|_ Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source

    **Note:** See
    [paraphrasing strategies](http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective).

    **Formatting Written Assignments**

    |_| Using appropriate APA formatting, including title page, margins, and font

    **Note:** See
    [APA overview](http://academicguides.waldenu.edu/writingcenter/apa) and
    [APA template](http://academicguides.waldenu.edu/writingcenter/templates) from the Writing Center.

    **Comments:**

    ©2014 Walden University 1

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    **## RubricCriteria.docx**

    | | | | |
    | — | — | — | — |
    | Rubric Criteria | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
    | Learning Objective 1.1: Analyze emotional intelligence and its elements. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 1.2: Analyze the lack of emotional intelligence in individuals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete |
    | Learing Objective 1.3: Apply your emotional intelligence in communications to employees. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 1.4: Evaluate communications to reflect emotional intelligence. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 2.1: Analyze how a delegative leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.2: Describe how a pace-setting leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.3: Describe how a transactional leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.4: Identify the elements of emotional intelligence in a participative leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.5: Identify the elements of emotional intelligence in a servant leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objectives 2.6: Identify the elements of emotional intelligence in a transformational leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 3.1: Apply emotionally intelligent strategies to address a sensitive situation. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.2: Apply emotionally intelligent strategies that are effective for communicating as a manager. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.3: Analyze the link between emotionally intelligent care and improved health outcomes. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.4: Identify elements of emotional intelligence in personal experiences. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Mastery Rubric | **No** | **Yes** |
    | Learning Objective: Recommend well-developed and insightful responses that illustrate emotional intelligence as a leader in healthcare settings. | Responses do not include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. References and/or citations do not entirely follow APA guidelines. | Responses include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. Responses are well written, engaging, and informative. Responses are supported by well-documented sources. References and citations follow APA formatting and are used effectively in responses. |

    | | | | |
    | — | — | — | — |
    | Professional Skills Building | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
    | | | | |
    | Written Communication WC 1.1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader's access to ideas. | Sentence structure effectively conveys meaning to the reader. |
    | Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
    | Written Communication WC 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
    | Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
    | Written Communication WC 1.6: Identify sources (AWE 2; Credit to Source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
    | Inquiry and Analysis IA 1.1: Identify a problem or question in a selected area of study. | No problem or question is presented. | The problem or question is vague or inappropriate to the selected field of study. | The problem or question is clearly stated in a form appropriate to the selected field of study. |
    | Inquiry and Analysis IA 1.2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. | Elements or parts of the problem or question are not presented. | Elements or parts of the problem or question are presented in a disorganized manner. | Elements or parts of the problem or question are presented in an organized manner. |
    | Inquiry and Analysis IA 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study. | No theoretical approach is presented. | A theoretical approach is vaguely presented. | A theoretical approach to the problem or question is presented and justified. |
    | Inquiry and Analysis IA 1.4: Apply organizing principles and theoretical approaches to identify solutions to a problem. | No attempt is made to connect theories or organizing principles to solutions to the problem. | Connections between theories or organizing principles solutions to the problem are vague. | Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. |

    **HM4002WrittenResponseTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hm4002writtenresponsetemplate-docx)

    **HM4002WrittenResponseTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hm4002writtenresponsetemplate-docx)

    **## Instructions.docx**

    **Instructions**

    Answer a series of related questions to demonstrate your understanding of emotional intelligence, its elements, its influence on leadership style, and its application in the healthcare workplace.

    Emotional intelligence (EI) is a calculation of an individual’s awareness of their own emotions and the emotions of others. The health field demands a high level of EI in interprofessional relationships and in providing patient-centered care. Individuals with well-developed emotional intelligence improve their leadership styles and workplace strategies in healthcare management. Leaders with emotional intelligence also have greater positive influence to affect health outcomes. In this competency, you will also assess your own EI, as a part of analyzing the influence of EI on leadership style. This Written Response Assessment consists of 7 items about the elements of EI, how it is assessed, how it impacts leadership styles, how it is applied and strategized in a healthcare setting, and how it can positively affect health outcomes. Assessment Submission Length: 7 items with responses ranging from 1–4 paragraphs each in length Competency Modules: • Module 1: What Is Emotional Intelligence? • Module 2: Emotional Intelligence and Leadership Styles • Module 3: Emotionally Intelligent Strategies for Positive Health Outcomes

    **## Assessment_Writing_Checklist.docx**

    **Academic Writing Expectations Checklist**

    The faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:

    **Sentence-Level Skills**

    |_| Constructing complete and correct sentences

    **Note:** See an explanation of
    [sentence components](http://academicguides.waldenu.edu/writingcenter/grammar/sentences) and how to avoid
    [sentence fragments and run-ons](http://academicguides.waldenu.edu/writingcenter/grammar/runonsentences).

    |_| Using and spelling words correctly

    **Note:** See a list of
    [commonly misused words](http://academicguides.waldenu.edu/writingcenter/grammar) and information on
    [MS Word’s spell check](http://waldenwritingcenter.blogspot.com/2011/03/making-word-work-for-you.html).

    |_| Using punctuation appropriately

    **Note:** See the different types of
    [punctuation](http://academicguides.waldenu.edu/writingcenter/punctuation) and their uses.

    |_| Using grammar appropriately

    **Note:** See a
    [Grammarly tutorial](http://academicguides.waldenu.edu/writingcenter/grammarly) to catch further errors.

    **Paragraph-Level Skills**

    |_| Using paragraph breaks

    **Note:** See a description of
    [paragraph basics](http://academicguides.waldenu.edu/writingcenter/paragraphs).

    |_| Focusing each paragraph on one central idea (rather than multiple ideas)

    **Note:** See an explanation of how
    [topic sentences](http://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences) work.

    **Use of Evidence**

    |_| Using resources appropriately

    **Note:** See examples of
    [integrating evidence](http://academicguides.waldenu.edu/writingcenter/evidence) in a paper.

    |_| Citing and referencing resources accurately

    **Note:** See examples of
    [citing and referencing resources](http://academicguides.waldenu.edu/writingcenter/apa/citations) in a paper.

    _|_|_ Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source

    **Note:** See
    [paraphrasing strategies](http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective).

    **Formatting Written Assignments**

    |_| Using appropriate APA formatting, including title page, margins, and font

    **Note:** See
    [APA overview](http://academicguides.waldenu.edu/writingcenter/apa) and
    [APA template](http://academicguides.waldenu.edu/writingcenter/templates) from the Writing Center.

    **Comments:**

    ©2014 Walden University 1

    ## image1.wmf

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    **## RubricCriteria.docx**

    | | | | |
    | — | — | — | — |
    | Rubric Criteria | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
    | Learning Objective 1.1: Analyze emotional intelligence and its elements. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 1.2: Analyze the lack of emotional intelligence in individuals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete |
    | Learing Objective 1.3: Apply your emotional intelligence in communications to employees. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 1.4: Evaluate communications to reflect emotional intelligence. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 2.1: Analyze how a delegative leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.2: Describe how a pace-setting leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.3: Describe how a transactional leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.4: Identify the elements of emotional intelligence in a participative leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.5: Identify the elements of emotional intelligence in a servant leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objectives 2.6: Identify the elements of emotional intelligence in a transformational leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 3.1: Apply emotionally intelligent strategies to address a sensitive situation. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.2: Apply emotionally intelligent strategies that are effective for communicating as a manager. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.3: Analyze the link between emotionally intelligent care and improved health outcomes. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.4: Identify elements of emotional intelligence in personal experiences. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Mastery Rubric | **No** | **Yes** |
    | Learning Objective: Recommend well-developed and insightful responses that illustrate emotional intelligence as a leader in healthcare settings. | Responses do not include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. References and/or citations do not entirely follow APA guidelines. | Responses include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. Responses are well written, engaging, and informative. Responses are supported by well-documented sources. References and citations follow APA formatting and are used effectively in responses. |

    | | | | |
    | — | — | — | — |
    | Professional Skills Building | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
    | | | | |
    | Written Communication WC 1.1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader's access to ideas. | Sentence structure effectively conveys meaning to the reader. |
    | Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
    | Written Communication WC 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
    | Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
    | Written Communication WC 1.6: Identify sources (AWE 2; Credit to Source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
    | Inquiry and Analysis IA 1.1: Identify a problem or question in a selected area of study. | No problem or question is presented. | The problem or question is vague or inappropriate to the selected field of study. | The problem or question is clearly stated in a form appropriate to the selected field of study. |
    | Inquiry and Analysis IA 1.2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. | Elements or parts of the problem or question are not presented. | Elements or parts of the problem or question are presented in a disorganized manner. | Elements or parts of the problem or question are presented in an organized manner. |
    | Inquiry and Analysis IA 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study. | No theoretical approach is presented. | A theoretical approach is vaguely presented. | A theoretical approach to the problem or question is presented and justified. |
    | Inquiry and Analysis IA 1.4: Apply organizing principles and theoretical approaches to identify solutions to a problem. | No attempt is made to connect theories or organizing principles to solutions to the problem. | Connections between theories or organizing principles solutions to the problem are vague. | Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. |

    **HM4002WrittenResponseTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/hm4002writtenresponsetemplate-docx)

    **## Instructions.docx**

    **Instructions**

    Answer a series of related questions to demonstrate your understanding of emotional intelligence, its elements, its influence on leadership style, and its application in the healthcare workplace.

    Emotional intelligence (EI) is a calculation of an individual’s awareness of their own emotions and the emotions of others. The health field demands a high level of EI in interprofessional relationships and in providing patient-centered care. Individuals with well-developed emotional intelligence improve their leadership styles and workplace strategies in healthcare management. Leaders with emotional intelligence also have greater positive influence to affect health outcomes. In this competency, you will also assess your own EI, as a part of analyzing the influence of EI on leadership style. This Written Response Assessment consists of 7 items about the elements of EI, how it is assessed, how it impacts leadership styles, how it is applied and strategized in a healthcare setting, and how it can positively affect health outcomes. Assessment Submission Length: 7 items with responses ranging from 1–4 paragraphs each in length Competency Modules: • Module 1: What Is Emotional Intelligence? • Module 2: Emotional Intelligence and Leadership Styles • Module 3: Emotionally Intelligent Strategies for Positive Health Outcomes

    **## Assessment_Writing_Checklist.docx**

    **Academic Writing Expectations Checklist**

    The faculty will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access OASIS Writing Center resources:

    **Sentence-Level Skills**

    |_| Constructing complete and correct sentences

    **Note:** See an explanation of
    [sentence components](http://academicguides.waldenu.edu/writingcenter/grammar/sentences) and how to avoid
    [sentence fragments and run-ons](http://academicguides.waldenu.edu/writingcenter/grammar/runonsentences).

    |_| Using and spelling words correctly

    **Note:** See a list of
    [commonly misused words](http://academicguides.waldenu.edu/writingcenter/grammar) and information on
    [MS Word’s spell check](http://waldenwritingcenter.blogspot.com/2011/03/making-word-work-for-you.html).

    |_| Using punctuation appropriately

    **Note:** See the different types of
    [punctuation](http://academicguides.waldenu.edu/writingcenter/punctuation) and their uses.

    |_| Using grammar appropriately

    **Note:** See a
    [Grammarly tutorial](http://academicguides.waldenu.edu/writingcenter/grammarly) to catch further errors.

    **Paragraph-Level Skills**

    |_| Using paragraph breaks

    **Note:** See a description of
    [paragraph basics](http://academicguides.waldenu.edu/writingcenter/paragraphs).

    |_| Focusing each paragraph on one central idea (rather than multiple ideas)

    **Note:** See an explanation of how
    [topic sentences](http://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences) work.

    **Use of Evidence**

    |_| Using resources appropriately

    **Note:** See examples of
    [integrating evidence](http://academicguides.waldenu.edu/writingcenter/evidence) in a paper.

    |_| Citing and referencing resources accurately

    **Note:** See examples of
    [citing and referencing resources](http://academicguides.waldenu.edu/writingcenter/apa/citations) in a paper.

    _|_|_ Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source

    **Note:** See
    [paraphrasing strategies](http://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective).

    **Formatting Written Assignments**

    |_| Using appropriate APA formatting, including title page, margins, and font

    **Note:** See
    [APA overview](http://academicguides.waldenu.edu/writingcenter/apa) and
    [APA template](http://academicguides.waldenu.edu/writingcenter/templates) from the Writing Center.

    **Comments:**

    ©2014 Walden University 1

    ## image1.wmf

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    **## RubricCriteria.docx**

    | | | | |
    | — | — | — | — |
    | Rubric Criteria | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
    | Learning Objective 1.1: Analyze emotional intelligence and its elements. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 1.2: Analyze the lack of emotional intelligence in individuals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete |
    | Learing Objective 1.3: Apply your emotional intelligence in communications to employees. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 1.4: Evaluate communications to reflect emotional intelligence. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 2.1: Analyze how a delegative leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.2: Describe how a pace-setting leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.3: Describe how a transactional leadership style can support a medical director’s goals. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.4: Identify the elements of emotional intelligence in a participative leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 2.5: Identify the elements of emotional intelligence in a servant leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objectives 2.6: Identify the elements of emotional intelligence in a transformational leadership style. | Response is missing. | Response is vague, inaccurate, or incomplete. | Response is clear, accurate, and complete. |
    | Learning Objective 3.1: Apply emotionally intelligent strategies to address a sensitive situation. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.2: Apply emotionally intelligent strategies that are effective for communicating as a manager. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.3: Analyze the link between emotionally intelligent care and improved health outcomes. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Learning Objective 3.4: Identify elements of emotional intelligence in personal experiences. | Response is missing. | Response is vague, undeveloped, or incomplete. | Response is clear, well-developed, and complete. |
    | Mastery Rubric | **No** | **Yes** |
    | Learning Objective: Recommend well-developed and insightful responses that illustrate emotional intelligence as a leader in healthcare settings. | Responses do not include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. References and/or citations do not entirely follow APA guidelines. | Responses include well-developed and detailed analysis and understanding of situations and actions that display emotional intelligence and its components. Responses are well written, engaging, and informative. Responses are supported by well-documented sources. References and citations follow APA formatting and are used effectively in responses. |

    | | | | |
    | — | — | — | — |
    | Professional Skills Building | **0 – Not Present** | **1 – Needs Improvement** | **2 – Meets Expectations** |
    | | | | |
    | Written Communication WC 1.1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) | Sentences are incoherent and impede reader’s access to ideas. | Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader's access to ideas. | Sentence structure effectively conveys meaning to the reader. |
    | Written Communication WC 1.2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills) | Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. | Some inaccuracies in grammar and mechanics limit reader’s access to ideas. | Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
    | Written Communication WC 1.3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills) | Paragraphs, or lack of paragraphs, impede reader’s access to ideas. | Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. | Main idea and/or supporting paragraphs effectively convey meaning to reader. |
    | Written Communication WC 1.4: Use supporting material to support a claim. (AWE 2; Use of Evidence) | Supporting materials are not present. | Supporting material is used inconsistently or inappropriately. | Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
    | Written Communication WC 1.6: Identify sources (AWE 2; Credit to Source) | Sources are missing. | Writing inconsistently identifies or misrepresents sources. | Writing clearly identifies the source of nonoriginal material and/or ideas. |
    | Inquiry and Analysis IA 1.1: Identify a problem or question in a selected area of study. | No problem or question is presented. | The problem or question is vague or inappropriate to the selected field of study. | The problem or question is clearly stated in a form appropriate to the selected field of study. |
    | Inquiry and Analysis IA 1.2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. | Elements or parts of the problem or question are not presented. | Elements or parts of the problem or question are presented in a disorganized manner. | Elements or parts of the problem or question are presented in an organized manner. |
    | Inquiry and Analysis IA 1.3: Evaluate theories and approaches to explain complex problems within a chosen field of study. | No theoretical approach is presented. | A theoretical approach is vaguely presented. | A theoretical approach to the problem or question is presented and justified. |
    | Inquiry and Analysis IA 1.4: Apply organizing principles and theoretical approaches to identify solutions to a problem. | No attempt is made to connect theories or organizing principles to solutions to the problem. | Connections between theories or organizing principles solutions to the problem are vague. | Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. |

    **HM4002WrittenResponseTemplate.docx**

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    attached – 2 years ago **files (2)** – ## CriticalResponse2.docx – ## The_case_for_lo_pro_why_Americ.pdf **## CriticalResponse2.docx** Critical Response 2 Top of Form | | | | — | — | | | | Instructions | | | **Objective:** In this assignment, you will analyze the rhetorical situation of an…

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    **files (2)**

    – ## CriticalResponse2.docx

    – ## The_case_for_lo_pro_why_Americ.pdf

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
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    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
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    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

  • [Solved] mnj

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) – 2 years ago

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) The purpose of this assignment is to analyze long-term assets in the financial statements, and to consider financial implications associated with long-term assets. Complete Problem 10.5 from the textbook. Use …

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    The purpose of this assignment is to analyze long-term assets in the financial statements, and to consider financial implications associated with long-term assets.

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    Use Microsoft Excel to show the calculations of depreciation prior to and after the recommended changes.

    n addition, in a Microsoft Word document, write a memo from Patty Chu to Patty’s boss comparing the results of the old and new depreciation expense amounts. Within the memo, discuss the impact to the income statement and balance sheet if these changes are approved.

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