Charismatic Leaders and Communication

Charismatic Leaders and Communication, Ohio State and Michigan Studies & McFarlane Case: Toying with Success: The McFarlane Companies

Charismatic Leaders and Communication

Do you think communication is more important to leaders now than it was in Hitler’s and FDR’s time? Explain why you think so or why you disagree. Who is a more current charismatic leader that you know of, and how are they similar to Hitler or FDR in their communication style?

Charismatic Leaders and Communication, Ohio State and Michigan Studies & McFarlane Case: Toying with Success: The McFarlane Companies
Individual assignment: McFarlane Case, p. 65 (Manning & Curtis): “Part One Video Case, Toying with Success: The McFarlane Companies”
After reading the case, answer “Questions for Discussion” 1 and 2, providing evidence for points you make.
Then, include a well thought-out and reflective 6 to 10-line personal conclusion.
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Submit your assignment AS A MICROSOFT WORD DOCUMENT.

Rubric (professor has the discretion to award points as deemed reasonable):

  • Complete, well thought-out responses tapping into required content, arguments well presented, all parts responded to adequately, no significant errors – 40/40
  • Many points made, but some connection to content missing, one part not answered, not complete discussion- 34/40
  • Some points made, but some connection to content missing, incomplete and/or limited discussion – 26/40
  • Limited discussion, limited points – 18/40
  • Poor in every way – 5-10/40
  • For grammatical and spelling errors, student may lose additional points

Charismatic Leaders and Communication, Ohio State and Michigan Studies & McFarlane Case: Toying with Success: The McFarlane Companies

Ohio State and Michigan Studies

Consider the findings from the Ohio State and Michigan studies: Good leadership requires effectiveness on two dimensions – initiating structure, commonly called task orientation, and showing consideration, commonly called employee orientation. Evaluate a leader you know using those two dimensions of good leadership. Describe how well that leader manages both those dimensions. What is the outcome of their strengths or weaknesses in those dimensions?

1. Describe a situation that would call for a more task oriented leader.
2. In what situations would a more employee oriented leader be more successful?

Which orientation do you reflect in your style of leadership? Why do you tend to lean toward that style?

Charismatic Leaders and Communication, Ohio State and Michigan Studies & McFarlane Case: Toying with Success: The McFarlane Companies

Team Assignment 1 (to be started Week 1, completed and due Week 2)

Please read the document “Team Assignments Approach and Overview” located in the Introduction & Resources area for an overview of approach and requirements for Team Assignments, and the following detailed instructions for Team Assignment 1 to be started in Week 1, and completed in Week 2.
As you know, to develop leadership skills, hands-on in this course, you are being put in virtual teams of 4. With your team members, you will complete 4 team assignments, one in each of weeks 2, 3, 5, and 6. You will do this by each team member having the opportunity to be the Leader in at least one of the Team Assignments (while others take on other specific roles that week).

Objectives of Team Assignment 1

  1. To become aware of your leadership qualities, where and how they were developed, areas that need development, and how you could start developing your leadership qualities; and
  2. In order to work together virtually, you will share information with your team about how and when you are available for communication, and your leadership and course goals as stated in 1) above.

Tasks and Deliverables for Team Assignment 1

Instructions: Team Assignment 1 requires you to

  1. Get started in Week 1 to
    1. individually, analyze your leadership strengths, and areas to develop and improve, based on the personal Leadership development and Course goals document (LDCG) in the Files section of the Course Menu,
    2. indicate your program, experience with online courses, day and time availability, contact information (phone, chat, e-mail address), and time zones, etc… using the Communication Preferences (CP) document in the Files section of the Course Menu, and
    3. communicate and share the above information in LDCG and CP documents, with your team members, by posting in Team Discussions.
  2. Continue in week 2 to
    1. share the above information with each other,
    2. as a team, using the above information, plan out team roles such as leader, motivator, communicator, facilitator, etc…, for all team members, for all 4 team assignment weeks 2, 3, 5 and 6, as suggested in Team Roles document in the Files section of the Course Menu, and
    3. collate all team members’ Leadership Development and Course goals and Communication Preferences information with Team roles, in ONE Word document. You may create a table in Word, or an Excel worksheet to represent the information on Leadership and Course Goals (LDCG) summary and Communication Preferences (CP) summary, and submit with the Team Roles information, all in ONE Word document.

Team assignment deliverable must be submitted in three places- at the end of the Team discussions by Team Leader, in the Files section of the Course Menu by the leader, and in your own Week 2 Team Assignment area by each team member.

  1. To ensure productivity by each member of your team, a Team Leader and Member Report (TLMR), available in the Files section of the Course Menu, will be completed by each member of the team and posted by each member in the Team discussions between Friday and Saturday midnight, and in their own Team Assignment area along with their Team assignment deliverable/ product by Sunday 11:59pm.If the TLMR is not posted in Team discussions and own area by Sunday 11:59pm, up to 20% points may be deducted from the full points of the Team assignment.

Rubric

In general, for the weekly Team Assignment, marks will be given on the following basis:

  • Quality of Team deliverable/ Product: 50%
  • Creativity in Team deliverable/product: 10%
  • Individual Participation: 40%

For Team Assignment 1 (due Week 2), 65 points will be awarded.

  • Quality of Team deliverable/ Product: 50%. 33/65
    • Leadership Development and Course Goals summary for all team members (LDCG for all): 10
    • Communication Preferences summary for all team members (CP for all): 10
    • Team roles for all for all 4 Team assignment weeks: 13
  • Creativity in Team deliverable/product: 10%. 6/65
  • Individual Participation in Team discussions (at least 4 times fair contribution): 40%. 26/65

Submissions Due

Don’t forget to submit your assignment.

Charismatic Leaders and Communication, Ohio State and Michigan Studies & McFarlane Case: Toying with Success: The McFarlane Companies

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How To Read And Interpret Public Health Data

Epidemiology Assignment 5 – How To Read And Interpret Public Health Data: Graphs And Tables

Read the following sections of the CDC Online Epidemiology Manual:
Lesson 3: Measures of Risk: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson3/index.html (Links to an external site.)Links to an external site.
Section 1: Frequency Measures:
Section 5: Measures of Association
Read Lesson 4 in the CDC Online Epidemiology Manual:
https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson4/index.html (Links to an external site.)Links to an external site.
Section 2: Tables
Section 3: Graphs
Section 4: Other Data Displays
Epidemiology Assignment 5 – Module 6.docx
The main goal of this week’s Epidemiology project is to help you become familiar with how Public Health data is analyzed, displayed, and interpreted. Chapter 6 of the textbook is filled with graphs and charts to express the findings of many epidemiology studies. This worksheet is designed to help you become comfortable with the many different concepts that epidemiologists deal with on a daily basis. If you want to play around with this a little more, I’ve included a couple of optional extra credit graphs for you to make yourself on Excel.
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Compare and contrast Prokaryotic and Eukaryotic cell

Final Exam

Bio 101
Lawrence Torres
Name: ____________________
1. Compare and contrast Prokaryotic and Eukaryotic cell. Provide examples of each cell and include cell structure for both cells.
2. Compare and contrast mitosis and meiosis. This includes a description of each phase and an explanation of what could happen when the processes does not go as planned.
3. Describe the idea of dominant and recessive alleles (genes). Explain how Gregor Mendel’s experiments influenced the foundations of genetics.
4. What is evolution? Include the person responsible for this idea along with why evolution is so important. Summarize how the theory of evolution was developed. Identify common misconceptions about the theory of evolution. Finally, what ensure evolution will take place.
5. Describe the idea of hierarchical organization of animals (cell to organism). Make sure to describe the process associated with each increment (Give Examples). Explain the importance of biodiversity.

6. Explain how organisms evolved physiologically to become suited to their environment. Identify the structures and functions of the main organs in animals.

7. What is Ecology? Why is Ecology so important for species survival? Give specific examples.

8. Describe how the interaction of biotic and abiotic environmental components affect population growth and regulation. Analyze the effects of human activities on ecosystems and the biosphere. Describe the flow of energy and materials in an ecosystem.

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Differences between endotherms and exotherms.

Discussion
Imagine you have been asked to teach a small group of your peers about animal organs.
Create 10 multiple-choice questions to test knowledge of the structure and function of animal organs.
Address the functions of each of the following concepts in your test.

  • Differences between asymmetrical, radial symmetry and bilateral symmetry.
  • Differences between endotherms and exotherms.
  • Definition and examples of epithelial tissue. (provide one example)
  • Definition and examples of connective tissue. (provide one example)
  • Definition and examples of muscle tissue. (provide one example)
  • Definition and examples of nervous tissue. (provide one example)

Use the Physiology Test Template to complete this assignment.
Read the Writing Good Multiple Choice questions article on the Berkeley Lab Training website for tips on writing multiple-choice questions: http://training.lbl.gov/Resources/MultipleChoice.html
Cite your sources according to APA guidelines.

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Key Provisions Related to Nursing

IDENTIFY THE IMPACT OF THIS LEGISLATION ON YOUR NURSING PRACTICE BY CHOOSING TWO KEY NURSING PROVISIONS OUTLINED IN THE AMERICAN NURSES ASSOCIATION “KEY PROVISIONS RELATED TO NURSING

 NO COMMENTS
DQ1. The Patient Protection and Affordable Care Act (PPACA) was passed into legislation in March of 2010. Identify the impact of this legislation on your nursing practice by choosing two key nursing provisions outlined in the American Nurses Association “Key Provisions Related to Nursing” summary athttp://www.rnaction.org/site/DocServer/KeyProvisions_Nursing-PublicLaw.pdf?docID=1241&verID=1. Discuss how these two provisions have impacted, or will impact, your current practice of nursing.
DQ2. Describe one innovative health care delivery model that incorporates an interdisciplinary care delivery team. How is this advantageous to patient outcomes?
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Exposure to pistachio pesticides and stillbirth

Epidemiology Week 9


Describe and then critically analyze a recently published epidemiological research article by comparing or contrasting it with another article. You may use the pre-selected articles of Set A below.
Please remember: APA format, and turnitin report will be generated. 6 pages and double spaced.
Set A
Exposure to pistachio pesticides and stillbirth: a case-control study
Prenatal exposure to organochlorine pesticides and infant birth weight in China
Read each article carefully. Re-read your chosen set and ask, “How are these articles similar?” “What do they have in common?” “How are they different?” “How are they not alike?”  Make some written notes about each article in your chosen set.  Compose a basic outline for your paper, including paragraphs for Introduction (ending in a thesis statement, one sentence that lays out what your paper will do), Background, Multiple body paragraphs containing the bulk of your information, Conclusion.
In writing your paper, follow these guidelines. 1) Begin your paper by introducing the problem being investigated. 2) Give a detailed description of the study (why it was done, who conducted it, who the subjects were, what the results showed, and what the authors concluded from the results). 3) After describing the article, you must use critical thinking to analyze it. Critical thinking about epidemiological studies involves determining whether the evidence gathered and described by the authors is appropriate to answer the questions they are trying to answer and whether this evidence supports the conclusions eventually drawn by the authors. This is where you compare and contrast one study to the other study of the set you have chosen. 4) The last portion of the paper should state your conclusions regarding your analysis.
You must include  at least   two  references showing where you derived your information and those references should be cited with-in the text of your paper.  You will also probably want to cite some information from your textbook.
After putting your paper together, you will want to condense/summarize the most important information into an abstract, which is a brief/short summary of the paper.
Your completed paper should be 5-7 double-spaced pages in length (including title page, abstract, and reference page) and  conform to the APA standard format .  Be sure you take time to proofread your paper well, maybe even enlist the help of an outside pair of eyes to check your final draft.  Once you have completed your paper and saved as a Word document, you must submit the paper to your instructor via Turnitin.
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& Pharmacologic Therapy Discussion Questions Essay

Endocrine System: Selected Pathophysiology & Pharmacologic Therapy Discussion Questions Essay
Discussion Question 1
Share a case study from your clinical practice or from the literature on an endocrine disorder. Discuss the pathophysiology of the disorder, including the effects on the endocrine feedback system, and the role of the hypothalamic-pituitary axis. Identify the pharmacologic agent(s) used to treat the disorder and how the pharmacologic agent(s) alters the pathophysiology?
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References

  1. Pharmacology for Nursing Care

Lehne, R. A. (2015). Pharmacology for nursing care (9th ed.). St. Louis: Saunders/Elsevier. ISBN-13: 9780323321907. Endocrine System: Selected Pathophysiology & Pharmacologic Therapy Discussion Questions Essay.

  1. Pathophysiology: The Biologic Basis for Disease in Adults and Children

McCance, K. L., Huether, S. E., Brashers, V.L., and Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis: Mosby Elsevier. ISBN-13: 9780323088541
Discussion Question 2
Human chorionic gonadotropin (HCG) is currently being used as an aid to weight loss in conjunction with an extremely restricted caloric intake of 500 calories per day. Many people are buying the HCG through the Internet with no medical surveillance. Research the HCG diet and share your thoughts on the efficacy, safety, and validity of the diet. What strategies would you use to educate patients on the diet? Endocrine System: Selected Pathophysiology & Pharmacologic Therapy Discussion Questions Essay

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SOAP format

Soap Note

Students must post one interesting case that he/she has seen in the clinical setting via Discussion Board in the online part of this course. The case should be an unusual diagnosis, or a complex case that required in-depth evaluation on the student’s part. The case should be posted in the SOAP format, with references for the patient diagnosis, differential diagnoses (there should be at least 3), and the treatment plan. Notes will be graded as “pass/fail”. In order to receive grade points for SOAP notes, the notes must be approved by the deadlines specified on the course assignments page. The student will lose the opportunity for points on any SOAP notes not approved by the specified deadlines. The posting does not have to be written in APA format, but should be written with correct spelling and grammar. References should be in APA format. The selected references should reflect current evidence – dated within the past 5 years.
 
Students must post one interesting case that he/she has seen in the clinical setting via Discussion Board in the online part of this course. The case should be an unusual diagnosis, or a complex case that required in-depth evaluation on the student’s part. The case should be posted in the SOAP format, with references for the patient diagnosis, differential diagnoses (there should be at least 3), and the treatment plan. Notes will be graded as “pass/fail”.  In order to receive grade points for SOAP notes, the notes must be approved by the deadlines specified on the course assignments page. The student will lose the opportunity for points on any SOAP notes not approved by the specified deadlines. The posting does not have to be written in APA format, but should be written with correct spelling and grammar. References should be in APA format. The selected references should reflect current evidence – dated within the past 5 years.
Clinical Case Grading Criteria: The SOAP note will be submitted through Blackboard. The focus of the presentation must reflect the learning objectives of the course and drawn from the current clinical setting of the student practice site. The evaluation of the presentation is based on the following:
Chief Complaint & pertinent history
10
 
Pertinent exam and diagnostics
10
 
Working diagnosis with supporting criteria
5
 
Management plan
5
 
Epidemiological data – cited from literature
10
 
Evidenced based rationale for treatment (literature based)
10
 
Analysis of self-care and family issues r/t diagnosis and treatment plan
20
 
Evaluation parameters to be used (or were used) to determine outcomes
10
 
Identify major “lessons learned” and how it may affect your future practice
20
 
Total
100
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PCN-525: CLC Project Peer Evaluation Form

Peer Evaluation


PCN-525: CLC Project Peer Evaluation Form
Complete the following page using the criteria and point distributions below. Your instructor will calculate a cumulative weighted score based on your project involvement and peer evaluations. You will be doing a self-evaluation as well as an evaluation for each member of the team.
Note: A normal, acceptable score on all categories is 2. Getting a 3 is going above and beyond normal expectations and should not be given lightly.

Score 0 1 2 3
Team Contributions (Knowledge and Expertise) Did not collect any relevant information. Offered no useful suggestions to address the team’s needs. Collected information when persuaded. Attempted to offer some ideas, but not well developed and/or clearly expressed. Collected useful information related to the project or assignment. Offered useful ideas to meet the needs of the team. Collected and presented a great deal of relevant information. Offered well-developed and clearly expressed ideas that directly related to the project or assignment.
Taking Ownership (Participation and Accountability) Did not perform agreed upon tasks. Often missed meetings and/or when present, did not add value to the discussion. Relied upon others to do their work. Completed agreed upon tasks but needed reminders. Attended meetings regularly but generally did not add value to the discussion. Sometimes relied on others to do the work. Completed all agreed upon tasks. Attended meetings regularly and usually participated effectively. Generally reliable. Effectively completed all agreed upon tasks. Attended all meetings and participated enthusiastically. Reliable and dependable.
Valuing Other Team Members (Attitude and Relationships) Often argued with teammates. Discouraged conversation from others. Occasional personal attacks and “put-downs.” Wanted to have things done their way and did not listen to alternate ideas. Attempted to dominate discussion. Did not pay much attention when others talked and often assumed other ideas would not work. No personal attacks or put-downs, but sometimes difficult to work with. Generally listened to the ideas and viewpoints of others. Always used appropriate and respectful tone and language. Attempted to make an effort to understand the ideas and viewpoints of others. Always listened to the ideas and viewpoints of others. Helped team members to develop their ideas while giving them credit, and using alternate views to guide discussion. Assisted the team in reaching collaborative decisions.

PCN-525: CLC Project Peer Evaluation Form

Your Name: _______________________________________
(first and last name)		 Team Member: _______________________________________
(first and last name)
Team Contributions Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________		 Team Contributions Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________
Taking Ownership Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________		 Taking Ownership Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________
Valuing Other Team Members: _____________
Justification:__________________________________________________________________________________________________________________________________________________		 Valuing Other Team Members: _____________
Justification:__________________________________________________________________________________________________________________________________________________
Team Member: _______________________________________
(first and last name)		 Team Member: _______________________________________
(first and last name)
Team Contributions Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________		 Team Contributions Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________
Taking Ownership Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________		 Taking Ownership Score: _____________
Justification:__________________________________________________________________________________________________________________________________________________
Valuing Other Team Members: _____________
Justification:__________________________________________________________________________________________________________________________________________________		 Valuing Other Team Members: _____________
Justification:__________________________________________________________________________________________________________________________________________________

© 2018. Grand Canyon University. All Rights Reserved.

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Pharmacotherapy for Respiratory Disorders

 Nursing homework help

Discussion: Pharmacotherapy for Respiratory Disorders

To the untrained ear, most coughs sound the same. However, as you might recall from past clinical experiences, a simple cough can lead to a patient diagnosis of a common cold, pneumonia, or even a chronic obstructive pulmonary disease (COPD). Although it can sometimes be challenging to diagnose a patient based on common respiratory symptoms such as congestion, coughing, and wheezing, it is important to be able to distinguish minor differences as even mild symptoms might require intervention with drug treatments. When recommending potential treatment options, advanced practice nurses must consider how individual patient factors might impact the effects of prescribed drugs.

To prepare:
  • -Review Chapter 26 and Chapter 27 of the Arcangelo and Peterson text.
  • -Select and research one of the following respiratory disorders: the common cold, pneumonia, or a chronic obstructive —-pulmonary disease (COPD) such as emphysema or chronic bronchitis. Consider types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.
  • -Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

With these thoughts in mind:

By Day 3

Post a description of the respiratory disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.
THE DISCUSSION IS IN APA, MINIMUM 3 REFERENCES NOT OLDER THAN 2013 AND CITATION.

Required Readings

Arcangelo,  V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.).  (2017). Pharmacotherapeutics for advanced  practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams  & Wilkins.
Chapter 18, “Otitis Media and Otitis Externa” (pp. 243-252)
This chapter compares the causes and pathophysiology of two common ear infections—otitis media and otitis externa. It also identifies types of drugs used to treat these ear infections.
Chapter 24, “Upper Respiratory Infections” (pp. 259-374)
This chapter explores the causes, pathophysiology, and diagnostic criteria of two upper respiratory infections—the common cold and sinusitis—as well as drug therapy for both infections. It also covers monitoring patient response and patient education of drug therapy for these infections.
Chapter 25, “Asthma” (pp. 377-392)
This chapter examines the causes, pathophysiology, pharmacogenomics, and diagnostic criteria of asthma. It also outlines suggested drug therapy plans for asthmatic patients.
Chapter 26, “Chronic Obstructive Pulmonary Disease” (pp. 395-406)
This chapter explains the causes and pathophysiology of chronic obstructive pulmonary disease (COPD). It also examines the process of selecting, administering, and managing drug therapy for COPD patients.
Chapter 27, “Bronchitis and Pneumonia” (pp. 407-424)
This chapter begins by examining the causes, pathophysiology, and diagnostic criteria of acute bronchitis, chronic bronchitis, and community-acquired pneumonia. It then explores the process of selecting, administering, and managing drug therapy for patients with bronchitis and pneumonia.

Drugs.com. (2012). Retrieved from http://www.drugs.com/
This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

National Heart Lung and Blood Institute. (2007). Expert panel report 3 (EPR3): Guidelines for the diagnosis and management of asthma. Retrieved from http://www.nhlbi.nih.gov/guidelines/asthma/asthgdln.htm
This website presents guidelines for diagnosing and managing asthma and outlines treatment recommendations for specific age groups.

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