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    – ## FinalClinicalSummativeSelf-Evaluation_ADNG2100_ClinicalII.docx – ## HolisticAssessment-FHP-HealthHistoryAssignmentGuide.docx – HolisticAssessment-FHP.docx **## FinalClinicalSummativeSelf-Evaluation_ADNG2100_ClinicalII.docx** **Level 2:** **Clinical Performance Evaluation- ADNG 2100 Clinical…

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    – ## FinalClinicalSummativeSelf-Evaluation_ADNG2100_ClinicalII.docx

    – ## HolisticAssessment-FHP-HealthHistoryAssignmentGuide.docx

    – HolisticAssessment-FHP.docx

    **## FinalClinicalSummativeSelf-Evaluation_ADNG2100_ClinicalII.docx**

    **Level 2:**
    **Clinical Performance Evaluation- ADNG 2100 Clinical II**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples. In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination and promote holistic well-being of client and family.**<br>QSEN#1- Provide patient-centered care |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with client and family <br>· Identify behaviors that threaten or protect client autonomy, dignity, and rights<br>●Respect client autonomy and recognize opportunities for client advocacy<br>· Illustrate how individual differences and values affect client outcomes | |
    | **Objective Data:** Holistic Assessment & Application of Nursing Process, Reflective Journal | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.**<br>QSEN#2- Safety, Patient and Healthcare Provider<br>QSEN#3-Informatics |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize the nursing process to develop an individualized plan of care<br>●Provide valid rationales for nursing interventions<br>●Communicate assessment findings to instructor and healthcare team members<br>●Submit daily care plan to instructor for review in post-clinical<br>●Utilize effective judgment and available<br>resources to provide interventions (mediation administration, dressing changes, catheterization, etc.) in a safe, efficient manner to assigned client<br>· Provide accurate client education when need arises<br>●Utilize the EMR to accurately document care provided | |
    | **Objective Data:** EBP Project & Presentation, Holistic Assessment & Application of Nursing Process, Reflective Journal | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.**<br>QSEN#4- Teamwork and Multi-disciplinary Collaboration |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Actively participate in post-clinical discussion and learning activities<br>· Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Demonstrate behaviors that reflect the values and ethics of the nursing profession<br>· Exhibit professionalism in interactions with multidisciplinary team-members, peers, clients, and faculty<br>· Manages conflict effectively as it arises with mentoring from faculty and/or staff | |
    | **Objective Data:** EBP Project & Presentation, Reflective Journal | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010).**<br>QSEN #5- Quality Improvement<br>QSEN #6- Evidence based practice |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Identify opportunities to improve quality client care<br>· Accept responsibility for the learning process, utilizing feedback to improve practice<br>· Remain effective when confronted with change<br>· Utilize understanding of pathophysiology of disease to predict priority evidence-based interventions<br>· Apply knowledge of and appropriate use of asepsis to create a safe care environment that results in high quality patient outcomes (medication administration, handwashing, invasive procedures, etc.) | |
    | **Objective Data:** EBP Project & Presentation, Holistic Assessment & Application of Nursing Process, Reflective Journal | |

    **## HolisticAssessment-FHP-HealthHistoryAssignmentGuide.docx**

    **HEALTH HISTORY BY FUNCTIONAL HEALTH PATTERN**

    Assignment Guide

    · Use this form to help guide interview questions and take notes during your client interview.
    This sheet
    **will be** turned into the assignment folder in D2L.

    · Make sure to include both
    **subjective** and
    **objective** data. Subjective data is the information the client directly tells you. Objective data is information that you observe as a nurse. Objective data is in bold below.

    · Utilize information from this sheet to then neatly and succinctly type and summarize information on the FHP template; students are REQUIRED to use template for final submission.

    | | |
    | — | — |
    | **1** | **Client Profile:**<br>Bio graphics- ethnic origin, level of education, reason for seeking care, current treatments & medications, summary of significant past medical history, and allergies. |
    | **2** | **Developmental History:**<br>History of growth & development, any developmental handicaps, their stated goals in life, effect of current health/illness on goals. Does the individual function at the expected developmental stage? (State stage according to Erikson & evidence of positive or negative resolution) What issues might be impacting the developmental stage? If the client does not function at expected stage, state stage they are functioning and support with cues. |
    | **3** | **Health Perception-Management Pattern:**<br>Describe your health- how would you rate it on scale of 1-10, now, 5 yrs ago, & 5 yrs ahead? Describe your illness (health problem). What do you believe caused your illness? How will you care for yourself (or others) at home? What do you do when you have a health problem? Are you able to state the names of current medications you take and their purpose?<br>If this person reports having allergies, what does she/he do to prevent them? Have there been any important illnesses or injuries in this person’s life?<br>Discuss dates & history of routine health exams. What do you do to maintain your health? Flu shot, Pneumonia or shingles immunizations? Do use any substances (drugs, caffeine, tobacco, etc.)? History of exposure to toxins? How well do they comply with treatment plans? <br>**General appearance (describe the individual objectively). Vital Signs: RR, HR, BP, T., & O2sats.** |
    | **4** | **Nutritional-Metabolic Pattern:**<br>Assess dietary & fluid intake: what do you typically eat/drink in a day? When was last dental exam? Any difficulty eating/drinking? Any changes in eating or drinking? Assess for N-V, indigestion, use of antacids. What is current weight? Any recent weight gains or losses?<br>**List height, weight, and BMI. Include assessment of skin, hair, nails as condition can reflect nutritional status. List any feeding precautions or if the client receives, TPN or tube feedings, or uses supplemental beverages. List use of probiotics, prebiotics, vitamins etc. Blood sugar pattern. Note if client experiences adrenal insufficiency, takes corticosteroids, or has any other endocrine problems. Labs reflecting nutritional status: glucose, electrolytes, lipid panel, protein/albumin, & BUN.** |
    | **5** | **Elimination Pattern:**<br>Describe typical bowel pattern. Have there been recent changes? Quality of stool? Do you do or take anything to facilitate BM? Any history of GI surgery? When was the last BM?<br>Describe usual urinary habits. Any recent changes? Quality of urine? Problems with urination (nocturia, incontinence, frequency, dysuria)? History of bladder surgery?<br>**Provide I & O data if relevant. Bowel sounds/abdominal assessment. If surgical client, describe surgical site. Dietary intake, nausea, vomiting. Objective assessment of the urine & stool by the nurse?** |
    | **6** | **Activity-Exercise Pattern:**<br>Describe a normal day. Assess ability to complete ADLs- are they independent or do they require support? Who helps? Is there anything they would like to do at home that they are unable to do?<br>What do they do for fun? Hobbies? Exercise routine? What do they do for a living? What is the relationship between work and health?<br> <br>**Include data from Respiratory, Cardiovascular, and Musculoskeletal assessment. List presence of respiratory or cardiac interventions (Chest tubes, ventilator, CPAP, oxygen) Also hematology abnormalities?** |
    | **7** | **Sexuality-Reproduction Pattern:**<br>Gather data relevant to gender & age: Females-menstrual history, obstetric history, menopause, BSE; males-erectile dysfunction, prostate problems, testicular changes, TSE. Discuss: contraceptive use, perception of sexual activities, impact of health on sexuality, STDs, & any history of sexual abuse. Has this person had any past negative experiences that could affect sexual health? <br>**If the client is OB or post-partum, assess perineum, lochia, uterus (fundus), & breasts.** |
    | **8** | **Sleep-Rest Pattern:**<br>Describe usual sleeping time & habits. Do you use anything to help you sleep? How would you rate the quality of your sleep? Do you have difficulty sleeping? Have you noticed a change in sleeping pattern? <br>**Include objective cues that indicate fatigue.** |
    | **9** | **Sensory-Perceptual Pattern:**<br>Describe your ability to see, hear, feel, taste, smell.<br>Share any difficulties you have in these areas. List any assistive devices utilized (glasses, hearing aids).<br> <br>**Include pain and neurological assessment.** |
    | **10** | **Cognitive Pattern:**<br>What is the highest level of education achieved? What is the client’s preferred learning method/style? How do they make decisions? As you interview, you can gather information below based on their ability to respond:<br>**Level of consciousness and orientation to person, place, time. Describe their ability to understand, communicate, and recall information. Assess their decision-making ability. What is their attention span? Perform a mental status assessment if appropriate.** |
    | **11** | **Role-Relationship Pattern:**<br>Describe your family. Assess roles within the family. Explore extended family and relationships within family of origin (siblings, parents, grandparents). Identify the person(s) most important in life- best friends, work friends, etc. How is your family coping with your current state of health? How would you describe communication between family members? Discuss distribution of roles in family. Describe current or past occupation. How do you feel about your work? Who is the most important person in your life? What social groups or community activities do you participate in?<br> <br>**Does the client have visitors? Is there evidence of caring (cards, flowers, balloons, phone calls)? Post-partum client: note evidence of bonding. If partner present, assess interactions/family roles.** |
    | **12** | **Self-Perception-Self-Concept Pattern:**<br>Describe yourself. Has illness affected this? What are your strengths & weaknesses? How do you feel about yourself? How do you feel about your appearance? Has this changed since your illness? If client is post-partum, how does she feel about role as parent (also assess partner if present)? <br>**Note client’s interest & participation in personal hygiene, wearing own robe, slippers, etc.** |
    | **13** | **Coping-Stress Tolerance Pattern:**<br>Describe the most stressful situation in your life. How has illness affected stress and Stress affected illness? How big a problem is financing health care? Have you experienced any personal loss or major life change last year? How do you typically cope with problems? What relieves stress/tension? Who do you turn to when you have problems or pressure? Do you use any substances to help relieve stress? |
    | **14** | **Value-Belief Pattern:**<br>What is most important to you in life? What do you hope to accomplish? What is your major source of hope & strength? Do you have a religious affiliation? How important is this to you? Any special requests? Would you like contact with minister, chaplain, priest, shaman, etc.). Are there health practices or restrictions important for you to follow while hospitalized?<br> <br>**Observe any artifacts or talismans (prayer books, tobacco, prayer rug, medicine bag, rosaries, etc.) at bedside that provide clues to spiritual beliefs. Listen for themes in communication that indicate values & beliefs important to client.** |

    **Summary:** _Bullet point out the_
    _significant health concerns,_
    _opportunities for health improvement, and_
    _client strengths/weaknesses. Summary should address_
    _psychosocial as well as_
    _physical concerns. The summary should make a case for your chosen diagnosis based on the data above._

    When you have completed the assessment, identify problem areas. This may be areas where the client expressed dissatisfaction or a desire for improvement, it may be areas where there is a deviation from the client’s normal level of functioning (e.g. typically has BM daily, but has not had one in 3 days; typically eats 3 well-balanced meals with snacks, but recently has lost appetite; is typically independent in all areas of daily living (meal preparation, eating, bathing, dressing, ambulation), but currently requires assistance with ambulation and bathing; describes difficulty managing current levels of stress, etc.). It is important to look at the client’s “normal”, or desired level of health, and compare it to current status based on subjective and objective data collected. Summary should include holistic data, identifying significant physical, developmental, psychological, and social issues. Then summarize the strengths/weaknesses you identified in your data that can be an asset or detriment to the client in achieving their health goals.

    **HolisticAssessment-FHP.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/holisticassessment-fhp-docx-10460735)

    **HolisticAssessment-FHP.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/holisticassessment-fhp-docx-10460735)

    **## FinalClinicalSummativeSelf-Evaluation_ADNG2100_ClinicalII.docx**

    **Level 2:**
    **Clinical Performance Evaluation- ADNG 2100 Clinical II**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples. In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination and promote holistic well-being of client and family.**<br>QSEN#1- Provide patient-centered care |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with client and family <br>· Identify behaviors that threaten or protect client autonomy, dignity, and rights<br>●Respect client autonomy and recognize opportunities for client advocacy<br>· Illustrate how individual differences and values affect client outcomes | |
    | **Objective Data:** Holistic Assessment & Application of Nursing Process, Reflective Journal | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.**<br>QSEN#2- Safety, Patient and Healthcare Provider<br>QSEN#3-Informatics |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize the nursing process to develop an individualized plan of care<br>●Provide valid rationales for nursing interventions<br>●Communicate assessment findings to instructor and healthcare team members<br>●Submit daily care plan to instructor for review in post-clinical<br>●Utilize effective judgment and available<br>resources to provide interventions (mediation administration, dressing changes, catheterization, etc.) in a safe, efficient manner to assigned client<br>· Provide accurate client education when need arises<br>●Utilize the EMR to accurately document care provided | |
    | **Objective Data:** EBP Project & Presentation, Holistic Assessment & Application of Nursing Process, Reflective Journal | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.**<br>QSEN#4- Teamwork and Multi-disciplinary Collaboration |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Actively participate in post-clinical discussion and learning activities<br>· Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Demonstrate behaviors that reflect the values and ethics of the nursing profession<br>· Exhibit professionalism in interactions with multidisciplinary team-members, peers, clients, and faculty<br>· Manages conflict effectively as it arises with mentoring from faculty and/or staff | |
    | **Objective Data:** EBP Project & Presentation, Reflective Journal | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010).**<br>QSEN #5- Quality Improvement<br>QSEN #6- Evidence based practice |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Identify opportunities to improve quality client care<br>· Accept responsibility for the learning process, utilizing feedback to improve practice<br>· Remain effective when confronted with change<br>· Utilize understanding of pathophysiology of disease to predict priority evidence-based interventions<br>· Apply knowledge of and appropriate use of asepsis to create a safe care environment that results in high quality patient outcomes (medication administration, handwashing, invasive procedures, etc.) | |
    | **Objective Data:** EBP Project & Presentation, Holistic Assessment & Application of Nursing Process, Reflective Journal | |

    **## HolisticAssessment-FHP-HealthHistoryAssignmentGuide.docx**

    **HEALTH HISTORY BY FUNCTIONAL HEALTH PATTERN**

    Assignment Guide

    · Use this form to help guide interview questions and take notes during your client interview.
    This sheet
    **will be** turned into the assignment folder in D2L.

    · Make sure to include both
    **subjective** and
    **objective** data. Subjective data is the information the client directly tells you. Objective data is information that you observe as a nurse. Objective data is in bold below.

    · Utilize information from this sheet to then neatly and succinctly type and summarize information on the FHP template; students are REQUIRED to use template for final submission.

    | | |
    | — | — |
    | **1** | **Client Profile:**<br>Bio graphics- ethnic origin, level of education, reason for seeking care, current treatments & medications, summary of significant past medical history, and allergies. |
    | **2** | **Developmental History:**<br>History of growth & development, any developmental handicaps, their stated goals in life, effect of current health/illness on goals. Does the individual function at the expected developmental stage? (State stage according to Erikson & evidence of positive or negative resolution) What issues might be impacting the developmental stage? If the client does not function at expected stage, state stage they are functioning and support with cues. |
    | **3** | **Health Perception-Management Pattern:**<br>Describe your health- how would you rate it on scale of 1-10, now, 5 yrs ago, & 5 yrs ahead? Describe your illness (health problem). What do you believe caused your illness? How will you care for yourself (or others) at home? What do you do when you have a health problem? Are you able to state the names of current medications you take and their purpose?<br>If this person reports having allergies, what does she/he do to prevent them? Have there been any important illnesses or injuries in this person’s life?<br>Discuss dates & history of routine health exams. What do you do to maintain your health? Flu shot, Pneumonia or shingles immunizations? Do use any substances (drugs, caffeine, tobacco, etc.)? History of exposure to toxins? How well do they comply with treatment plans? <br>**General appearance (describe the individual objectively). Vital Signs: RR, HR, BP, T., & O2sats.** |
    | **4** | **Nutritional-Metabolic Pattern:**<br>Assess dietary & fluid intake: what do you typically eat/drink in a day? When was last dental exam? Any difficulty eating/drinking? Any changes in eating or drinking? Assess for N-V, indigestion, use of antacids. What is current weight? Any recent weight gains or losses?<br>**List height, weight, and BMI. Include assessment of skin, hair, nails as condition can reflect nutritional status. List any feeding precautions or if the client receives, TPN or tube feedings, or uses supplemental beverages. List use of probiotics, prebiotics, vitamins etc. Blood sugar pattern. Note if client experiences adrenal insufficiency, takes corticosteroids, or has any other endocrine problems. Labs reflecting nutritional status: glucose, electrolytes, lipid panel, protein/albumin, & BUN.** |
    | **5** | **Elimination Pattern:**<br>Describe typical bowel pattern. Have there been recent changes? Quality of stool? Do you do or take anything to facilitate BM? Any history of GI surgery? When was the last BM?<br>Describe usual urinary habits. Any recent changes? Quality of urine? Problems with urination (nocturia, incontinence, frequency, dysuria)? History of bladder surgery?<br>**Provide I & O data if relevant. Bowel sounds/abdominal assessment. If surgical client, describe surgical site. Dietary intake, nausea, vomiting. Objective assessment of the urine & stool by the nurse?** |
    | **6** | **Activity-Exercise Pattern:**<br>Describe a normal day. Assess ability to complete ADLs- are they independent or do they require support? Who helps? Is there anything they would like to do at home that they are unable to do?<br>What do they do for fun? Hobbies? Exercise routine? What do they do for a living? What is the relationship between work and health?<br> <br>**Include data from Respiratory, Cardiovascular, and Musculoskeletal assessment. List presence of respiratory or cardiac interventions (Chest tubes, ventilator, CPAP, oxygen) Also hematology abnormalities?** |
    | **7** | **Sexuality-Reproduction Pattern:**<br>Gather data relevant to gender & age: Females-menstrual history, obstetric history, menopause, BSE; males-erectile dysfunction, prostate problems, testicular changes, TSE. Discuss: contraceptive use, perception of sexual activities, impact of health on sexuality, STDs, & any history of sexual abuse. Has this person had any past negative experiences that could affect sexual health? <br>**If the client is OB or post-partum, assess perineum, lochia, uterus (fundus), & breasts.** |
    | **8** | **Sleep-Rest Pattern:**<br>Describe usual sleeping time & habits. Do you use anything to help you sleep? How would you rate the quality of your sleep? Do you have difficulty sleeping? Have you noticed a change in sleeping pattern? <br>**Include objective cues that indicate fatigue.** |
    | **9** | **Sensory-Perceptual Pattern:**<br>Describe your ability to see, hear, feel, taste, smell.<br>Share any difficulties you have in these areas. List any assistive devices utilized (glasses, hearing aids).<br> <br>**Include pain and neurological assessment.** |
    | **10** | **Cognitive Pattern:**<br>What is the highest level of education achieved? What is the client’s preferred learning method/style? How do they make decisions? As you interview, you can gather information below based on their ability to respond:<br>**Level of consciousness and orientation to person, place, time. Describe their ability to understand, communicate, and recall information. Assess their decision-making ability. What is their attention span? Perform a mental status assessment if appropriate.** |
    | **11** | **Role-Relationship Pattern:**<br>Describe your family. Assess roles within the family. Explore extended family and relationships within family of origin (siblings, parents, grandparents). Identify the person(s) most important in life- best friends, work friends, etc. How is your family coping with your current state of health? How would you describe communication between family members? Discuss distribution of roles in family. Describe current or past occupation. How do you feel about your work? Who is the most important person in your life? What social groups or community activities do you participate in?<br> <br>**Does the client have visitors? Is there evidence of caring (cards, flowers, balloons, phone calls)? Post-partum client: note evidence of bonding. If partner present, assess interactions/family roles.** |
    | **12** | **Self-Perception-Self-Concept Pattern:**<br>Describe yourself. Has illness affected this? What are your strengths & weaknesses? How do you feel about yourself? How do you feel about your appearance? Has this changed since your illness? If client is post-partum, how does she feel about role as parent (also assess partner if present)? <br>**Note client’s interest & participation in personal hygiene, wearing own robe, slippers, etc.** |
    | **13** | **Coping-Stress Tolerance Pattern:**<br>Describe the most stressful situation in your life. How has illness affected stress and Stress affected illness? How big a problem is financing health care? Have you experienced any personal loss or major life change last year? How do you typically cope with problems? What relieves stress/tension? Who do you turn to when you have problems or pressure? Do you use any substances to help relieve stress? |
    | **14** | **Value-Belief Pattern:**<br>What is most important to you in life? What do you hope to accomplish? What is your major source of hope & strength? Do you have a religious affiliation? How important is this to you? Any special requests? Would you like contact with minister, chaplain, priest, shaman, etc.). Are there health practices or restrictions important for you to follow while hospitalized?<br> <br>**Observe any artifacts or talismans (prayer books, tobacco, prayer rug, medicine bag, rosaries, etc.) at bedside that provide clues to spiritual beliefs. Listen for themes in communication that indicate values & beliefs important to client.** |

    **Summary:** _Bullet point out the_
    _significant health concerns,_
    _opportunities for health improvement, and_
    _client strengths/weaknesses. Summary should address_
    _psychosocial as well as_
    _physical concerns. The summary should make a case for your chosen diagnosis based on the data above._

    When you have completed the assessment, identify problem areas. This may be areas where the client expressed dissatisfaction or a desire for improvement, it may be areas where there is a deviation from the client’s normal level of functioning (e.g. typically has BM daily, but has not had one in 3 days; typically eats 3 well-balanced meals with snacks, but recently has lost appetite; is typically independent in all areas of daily living (meal preparation, eating, bathing, dressing, ambulation), but currently requires assistance with ambulation and bathing; describes difficulty managing current levels of stress, etc.). It is important to look at the client’s “normal”, or desired level of health, and compare it to current status based on subjective and objective data collected. Summary should include holistic data, identifying significant physical, developmental, psychological, and social issues. Then summarize the strengths/weaknesses you identified in your data that can be an asset or detriment to the client in achieving their health goals.

    **HolisticAssessment-FHP.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/holisticassessment-fhp-docx-10460735)

    **## FinalClinicalSummativeSelf-Evaluation_ADNG2100_ClinicalII.docx**

    **Level 2:**
    **Clinical Performance Evaluation- ADNG 2100 Clinical II**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples. In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination and promote holistic well-being of client and family.**<br>QSEN#1- Provide patient-centered care |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with client and family <br>· Identify behaviors that threaten or protect client autonomy, dignity, and rights<br>●Respect client autonomy and recognize opportunities for client advocacy<br>· Illustrate how individual differences and values affect client outcomes | |
    | **Objective Data:** Holistic Assessment & Application of Nursing Process, Reflective Journal | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.**<br>QSEN#2- Safety, Patient and Healthcare Provider<br>QSEN#3-Informatics |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize the nursing process to develop an individualized plan of care<br>●Provide valid rationales for nursing interventions<br>●Communicate assessment findings to instructor and healthcare team members<br>●Submit daily care plan to instructor for review in post-clinical<br>●Utilize effective judgment and available<br>resources to provide interventions (mediation administration, dressing changes, catheterization, etc.) in a safe, efficient manner to assigned client<br>· Provide accurate client education when need arises<br>●Utilize the EMR to accurately document care provided | |
    | **Objective Data:** EBP Project & Presentation, Holistic Assessment & Application of Nursing Process, Reflective Journal | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.**<br>QSEN#4- Teamwork and Multi-disciplinary Collaboration |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Actively participate in post-clinical discussion and learning activities<br>· Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Demonstrate behaviors that reflect the values and ethics of the nursing profession<br>· Exhibit professionalism in interactions with multidisciplinary team-members, peers, clients, and faculty<br>· Manages conflict effectively as it arises with mentoring from faculty and/or staff | |
    | **Objective Data:** EBP Project & Presentation, Reflective Journal | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010).**<br>QSEN #5- Quality Improvement<br>QSEN #6- Evidence based practice |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Identify opportunities to improve quality client care<br>· Accept responsibility for the learning process, utilizing feedback to improve practice<br>· Remain effective when confronted with change<br>· Utilize understanding of pathophysiology of disease to predict priority evidence-based interventions<br>· Apply knowledge of and appropriate use of asepsis to create a safe care environment that results in high quality patient outcomes (medication administration, handwashing, invasive procedures, etc.) | |
    | **Objective Data:** EBP Project & Presentation, Holistic Assessment & Application of Nursing Process, Reflective Journal | |

    **## HolisticAssessment-FHP-HealthHistoryAssignmentGuide.docx**

    **HEALTH HISTORY BY FUNCTIONAL HEALTH PATTERN**

    Assignment Guide

    · Use this form to help guide interview questions and take notes during your client interview.
    This sheet
    **will be** turned into the assignment folder in D2L.

    · Make sure to include both
    **subjective** and
    **objective** data. Subjective data is the information the client directly tells you. Objective data is information that you observe as a nurse. Objective data is in bold below.

    · Utilize information from this sheet to then neatly and succinctly type and summarize information on the FHP template; students are REQUIRED to use template for final submission.

    | | |
    | — | — |
    | **1** | **Client Profile:**<br>Bio graphics- ethnic origin, level of education, reason for seeking care, current treatments & medications, summary of significant past medical history, and allergies. |
    | **2** | **Developmental History:**<br>History of growth & development, any developmental handicaps, their stated goals in life, effect of current health/illness on goals. Does the individual function at the expected developmental stage? (State stage according to Erikson & evidence of positive or negative resolution) What issues might be impacting the developmental stage? If the client does not function at expected stage, state stage they are functioning and support with cues. |
    | **3** | **Health Perception-Management Pattern:**<br>Describe your health- how would you rate it on scale of 1-10, now, 5 yrs ago, & 5 yrs ahead? Describe your illness (health problem). What do you believe caused your illness? How will you care for yourself (or others) at home? What do you do when you have a health problem? Are you able to state the names of current medications you take and their purpose?<br>If this person reports having allergies, what does she/he do to prevent them? Have there been any important illnesses or injuries in this person’s life?<br>Discuss dates & history of routine health exams. What do you do to maintain your health? Flu shot, Pneumonia or shingles immunizations? Do use any substances (drugs, caffeine, tobacco, etc.)? History of exposure to toxins? How well do they comply with treatment plans? <br>**General appearance (describe the individual objectively). Vital Signs: RR, HR, BP, T., & O2sats.** |
    | **4** | **Nutritional-Metabolic Pattern:**<br>Assess dietary & fluid intake: what do you typically eat/drink in a day? When was last dental exam? Any difficulty eating/drinking? Any changes in eating or drinking? Assess for N-V, indigestion, use of antacids. What is current weight? Any recent weight gains or losses?<br>**List height, weight, and BMI. Include assessment of skin, hair, nails as condition can reflect nutritional status. List any feeding precautions or if the client receives, TPN or tube feedings, or uses supplemental beverages. List use of probiotics, prebiotics, vitamins etc. Blood sugar pattern. Note if client experiences adrenal insufficiency, takes corticosteroids, or has any other endocrine problems. Labs reflecting nutritional status: glucose, electrolytes, lipid panel, protein/albumin, & BUN.** |
    | **5** | **Elimination Pattern:**<br>Describe typical bowel pattern. Have there been recent changes? Quality of stool? Do you do or take anything to facilitate BM? Any history of GI surgery? When was the last BM?<br>Describe usual urinary habits. Any recent changes? Quality of urine? Problems with urination (nocturia, incontinence, frequency, dysuria)? History of bladder surgery?<br>**Provide I & O data if relevant. Bowel sounds/abdominal assessment. If surgical client, describe surgical site. Dietary intake, nausea, vomiting. Objective assessment of the urine & stool by the nurse?** |
    | **6** | **Activity-Exercise Pattern:**<br>Describe a normal day. Assess ability to complete ADLs- are they independent or do they require support? Who helps? Is there anything they would like to do at home that they are unable to do?<br>What do they do for fun? Hobbies? Exercise routine? What do they do for a living? What is the relationship between work and health?<br> <br>**Include data from Respiratory, Cardiovascular, and Musculoskeletal assessment. List presence of respiratory or cardiac interventions (Chest tubes, ventilator, CPAP, oxygen) Also hematology abnormalities?** |
    | **7** | **Sexuality-Reproduction Pattern:**<br>Gather data relevant to gender & age: Females-menstrual history, obstetric history, menopause, BSE; males-erectile dysfunction, prostate problems, testicular changes, TSE. Discuss: contraceptive use, perception of sexual activities, impact of health on sexuality, STDs, & any history of sexual abuse. Has this person had any past negative experiences that could affect sexual health? <br>**If the client is OB or post-partum, assess perineum, lochia, uterus (fundus), & breasts.** |
    | **8** | **Sleep-Rest Pattern:**<br>Describe usual sleeping time & habits. Do you use anything to help you sleep? How would you rate the quality of your sleep? Do you have difficulty sleeping? Have you noticed a change in sleeping pattern? <br>**Include objective cues that indicate fatigue.** |
    | **9** | **Sensory-Perceptual Pattern:**<br>Describe your ability to see, hear, feel, taste, smell.<br>Share any difficulties you have in these areas. List any assistive devices utilized (glasses, hearing aids).<br> <br>**Include pain and neurological assessment.** |
    | **10** | **Cognitive Pattern:**<br>What is the highest level of education achieved? What is the client’s preferred learning method/style? How do they make decisions? As you interview, you can gather information below based on their ability to respond:<br>**Level of consciousness and orientation to person, place, time. Describe their ability to understand, communicate, and recall information. Assess their decision-making ability. What is their attention span? Perform a mental status assessment if appropriate.** |
    | **11** | **Role-Relationship Pattern:**<br>Describe your family. Assess roles within the family. Explore extended family and relationships within family of origin (siblings, parents, grandparents). Identify the person(s) most important in life- best friends, work friends, etc. How is your family coping with your current state of health? How would you describe communication between family members? Discuss distribution of roles in family. Describe current or past occupation. How do you feel about your work? Who is the most important person in your life? What social groups or community activities do you participate in?<br> <br>**Does the client have visitors? Is there evidence of caring (cards, flowers, balloons, phone calls)? Post-partum client: note evidence of bonding. If partner present, assess interactions/family roles.** |
    | **12** | **Self-Perception-Self-Concept Pattern:**<br>Describe yourself. Has illness affected this? What are your strengths & weaknesses? How do you feel about yourself? How do you feel about your appearance? Has this changed since your illness? If client is post-partum, how does she feel about role as parent (also assess partner if present)? <br>**Note client’s interest & participation in personal hygiene, wearing own robe, slippers, etc.** |
    | **13** | **Coping-Stress Tolerance Pattern:**<br>Describe the most stressful situation in your life. How has illness affected stress and Stress affected illness? How big a problem is financing health care? Have you experienced any personal loss or major life change last year? How do you typically cope with problems? What relieves stress/tension? Who do you turn to when you have problems or pressure? Do you use any substances to help relieve stress? |
    | **14** | **Value-Belief Pattern:**<br>What is most important to you in life? What do you hope to accomplish? What is your major source of hope & strength? Do you have a religious affiliation? How important is this to you? Any special requests? Would you like contact with minister, chaplain, priest, shaman, etc.). Are there health practices or restrictions important for you to follow while hospitalized?<br> <br>**Observe any artifacts or talismans (prayer books, tobacco, prayer rug, medicine bag, rosaries, etc.) at bedside that provide clues to spiritual beliefs. Listen for themes in communication that indicate values & beliefs important to client.** |

    **Summary:** _Bullet point out the_
    _significant health concerns,_
    _opportunities for health improvement, and_
    _client strengths/weaknesses. Summary should address_
    _psychosocial as well as_
    _physical concerns. The summary should make a case for your chosen diagnosis based on the data above._

    When you have completed the assessment, identify problem areas. This may be areas where the client expressed dissatisfaction or a desire for improvement, it may be areas where there is a deviation from the client’s normal level of functioning (e.g. typically has BM daily, but has not had one in 3 days; typically eats 3 well-balanced meals with snacks, but recently has lost appetite; is typically independent in all areas of daily living (meal preparation, eating, bathing, dressing, ambulation), but currently requires assistance with ambulation and bathing; describes difficulty managing current levels of stress, etc.). It is important to look at the client’s “normal”, or desired level of health, and compare it to current status based on subjective and objective data collected. Summary should include holistic data, identifying significant physical, developmental, psychological, and social issues. Then summarize the strengths/weaknesses you identified in your data that can be an asset or detriment to the client in achieving their health goals.

    **HolisticAssessment-FHP.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/holisticassessment-fhp-docx-10460735)

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  • [Solved] FDP

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    construct a final Pedagogical Documentation Panel Grading criteria: – Title of Documentation Panel (10 points) – Connection to [North Carolina FELD Standards](https://asulearn.appstate.edu/pluginfile.php/8262145/mod_assign/intro/NC_Foundations%20%287%29.pdf) (10 points) – Teacher's wonderings, or qu…

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    Assignment Prompt & Instructions

    construct a final Pedagogical Documentation Panel
    Grading criteria:
    – Title of Documentation Panel (10 points)
    – Connection to [North Carolina FELD Standards](https://asulearn.appstate.edu/pluginfile.php/8262145/mod_assign/intro/NC_Foundations%20%287%29.pdf) (10 points)
    – Teacher's wonderings, or questions to guide the planning process (10 points)
    – Descriptive narratives from the teacher's perspective (10 points)
    – Descriptive narratives from children's perspectives (10 points)
    – Implications for future practice (next steps) (10 points)
    – Organization, professional writing, and overall aesthetic appeal (10 points)
    – Variety of **high-quality** photographs that depict the learning process (20 points)
    – Presentation of documentation panel

  • [Solved] okan

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    – ## 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 …

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

  • [Solved] ES1

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    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…

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    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…

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    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…

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    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.

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