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Tag: Applied Sciences

  • [Solved] reflection paper

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  • [Solved] Project Outline for the Week 8 Project Paper

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  • [Solved] O

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    – ## OCT3.pdf – ## oct2.docx – oct1.docx **## OCT3.pdf** look for a randomized controlled trial or quasi-experimental where they have a proven research intervention you might use for a project. Remember- the time frame may be a bit longer than 8 weeks- but check it could be scalable and importantly …

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    – ## OCT3.pdf

    – ## oct2.docx

    – oct1.docx

    **## OCT3.pdf**

    look for a randomized controlled trial or quasi-experimental where they have a proven
    research intervention you might use for a project.

    Remember- the time frame may be a bit longer than 8 weeks- but check it could be
    scalable and importantly has a p-value of 0.05 to 0.01. (statistically significant)

    This discussion demonstrates your understanding of the evidence-based intervention in a
    quantitative research study as the intervention you translate to patients in your practice
    change project. As you work to find solutions for your selected practice problem during the
    design phase of your future practice change project, an evidence-based intervention is
    found through the critical review and appraisal of quantitative research.

    INSTRUCTIONS BELOW-

    you are searching for an evidence-based intervention to translate into practice. Using the
    practice problem, you selected before, continue your search and appraisal of evidence by
    analyzing one quantitative randomized control trial or quasi-experimental research
    study. This research study should not be one that was used before.

    Appraise the quantitative research study using the Johns Hopkins Research Evidence
    Appraisal Tool that’s attached. Transfer your findings to the Johns Hopkins Individual
    Evidence Summary Tool

    1. Include your completed Johns Hopkins Individual Evidence Summary Tool and
    permalink to the selected research study.

    2. Analyze the selected single research study and place the information in the Johns
    Hopkins Individual Evidence Summary Tool. Address the following in the discussion:

    a. Identify the outcomes specific to the intervention measured by the research
    team.

    b. Considering implementation fidelity, identify and describe the steps you
    would take during the design phase to translate/ implement this intervention
    in a practice setting

    Address all bullet points accurately and thoroughly with a substantive, in-depth discussion

    Incorporate three (3) diUerent sources. two (2) of the three (3) should be scholarly.

    A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.

    Professionalism in Communication
    a. References are consistent with APA style/formatting with no error patterns; the hanging
    indent is not required.

    b. Presents information in an organized manner.
    c. Uses clear and concise language.
    d. Communicates with no error patterns in English grammar, spelling, syntax, and
    punctuation.

    In-text citations
    · Reference list in correct APA style/formatting
    · Standard English usage and mechanics
    · A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    · Response post(s) may require a scholarly citation and reference.

    Find an article using the link below

    https://library.chamberlain.edu/home

    And attached the link to the article with the reference

    **## oct2.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/o-20947087)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## EBP Question: |
    | ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Reviewer name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, date, and title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, size, and setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings that help answer the EBP question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

    **Evidence level and quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **oct1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/oct1-docx-10438015)

    **oct1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/oct1-docx-10438015)

    **## OCT3.pdf**

    look for a randomized controlled trial or quasi-experimental where they have a proven
    research intervention you might use for a project.

    Remember- the time frame may be a bit longer than 8 weeks- but check it could be
    scalable and importantly has a p-value of 0.05 to 0.01. (statistically significant)

    This discussion demonstrates your understanding of the evidence-based intervention in a
    quantitative research study as the intervention you translate to patients in your practice
    change project. As you work to find solutions for your selected practice problem during the
    design phase of your future practice change project, an evidence-based intervention is
    found through the critical review and appraisal of quantitative research.

    INSTRUCTIONS BELOW-

    you are searching for an evidence-based intervention to translate into practice. Using the
    practice problem, you selected before, continue your search and appraisal of evidence by
    analyzing one quantitative randomized control trial or quasi-experimental research
    study. This research study should not be one that was used before.

    Appraise the quantitative research study using the Johns Hopkins Research Evidence
    Appraisal Tool that’s attached. Transfer your findings to the Johns Hopkins Individual
    Evidence Summary Tool

    1. Include your completed Johns Hopkins Individual Evidence Summary Tool and
    permalink to the selected research study.

    2. Analyze the selected single research study and place the information in the Johns
    Hopkins Individual Evidence Summary Tool. Address the following in the discussion:

    a. Identify the outcomes specific to the intervention measured by the research
    team.

    b. Considering implementation fidelity, identify and describe the steps you
    would take during the design phase to translate/ implement this intervention
    in a practice setting

    Address all bullet points accurately and thoroughly with a substantive, in-depth discussion

    Incorporate three (3) diUerent sources. two (2) of the three (3) should be scholarly.

    A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.

    Professionalism in Communication
    a. References are consistent with APA style/formatting with no error patterns; the hanging
    indent is not required.

    b. Presents information in an organized manner.
    c. Uses clear and concise language.
    d. Communicates with no error patterns in English grammar, spelling, syntax, and
    punctuation.

    In-text citations
    · Reference list in correct APA style/formatting
    · Standard English usage and mechanics
    · A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    · Response post(s) may require a scholarly citation and reference.

    Find an article using the link below

    https://library.chamberlain.edu/home

    And attached the link to the article with the reference

    **## oct2.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/o-20947087)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## EBP Question: |
    | ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Reviewer name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, date, and title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, size, and setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings that help answer the EBP question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

    **Evidence level and quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **oct1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/oct1-docx-10438015)

    **## OCT3.pdf**

    look for a randomized controlled trial or quasi-experimental where they have a proven
    research intervention you might use for a project.

    Remember- the time frame may be a bit longer than 8 weeks- but check it could be
    scalable and importantly has a p-value of 0.05 to 0.01. (statistically significant)

    This discussion demonstrates your understanding of the evidence-based intervention in a
    quantitative research study as the intervention you translate to patients in your practice
    change project. As you work to find solutions for your selected practice problem during the
    design phase of your future practice change project, an evidence-based intervention is
    found through the critical review and appraisal of quantitative research.

    INSTRUCTIONS BELOW-

    you are searching for an evidence-based intervention to translate into practice. Using the
    practice problem, you selected before, continue your search and appraisal of evidence by
    analyzing one quantitative randomized control trial or quasi-experimental research
    study. This research study should not be one that was used before.

    Appraise the quantitative research study using the Johns Hopkins Research Evidence
    Appraisal Tool that’s attached. Transfer your findings to the Johns Hopkins Individual
    Evidence Summary Tool

    1. Include your completed Johns Hopkins Individual Evidence Summary Tool and
    permalink to the selected research study.

    2. Analyze the selected single research study and place the information in the Johns
    Hopkins Individual Evidence Summary Tool. Address the following in the discussion:

    a. Identify the outcomes specific to the intervention measured by the research
    team.

    b. Considering implementation fidelity, identify and describe the steps you
    would take during the design phase to translate/ implement this intervention
    in a practice setting

    Address all bullet points accurately and thoroughly with a substantive, in-depth discussion

    Incorporate three (3) diUerent sources. two (2) of the three (3) should be scholarly.

    A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.

    Professionalism in Communication
    a. References are consistent with APA style/formatting with no error patterns; the hanging
    indent is not required.

    b. Presents information in an organized manner.
    c. Uses clear and concise language.
    d. Communicates with no error patterns in English grammar, spelling, syntax, and
    punctuation.

    In-text citations
    · Reference list in correct APA style/formatting
    · Standard English usage and mechanics
    · A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    · Response post(s) may require a scholarly citation and reference.

    Find an article using the link below

    https://library.chamberlain.edu/home

    And attached the link to the article with the reference

    **## oct2.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/o-20947087)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## EBP Question: |
    | ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, Lessons from Practice, for examples of completed tools.**

    **Reviewer name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, date, and title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, size, and setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings that help answer the EBP question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

    **Evidence level and quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **oct1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/oct1-docx-10438015)

    – 1
    – 2
    – 3

  • [Solved] reflection paper

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    Assignment Prompt & Instructions

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

  • [Solved] Applied Sciences Homework

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    In-depth study guidance and analytical solution covering Applied Sciences Homework.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

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    Assignment Prompt & Instructions

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

  • [Solved] quizz4444

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    Please read the instructions carefully. 3/4 pages references APA 7 th format – ## Quiz444.docx **## Quiz444.docx** **TEXTBOOK(S) AND REQUIRED MATERIALS:** Title: Thinking Critically Author: Chaffee Publisher: Cengage Year Published: 2019 Edition: 12th ISBN: 10: xxxxxxxxxx or 13: 9780357690109 For th…

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    Need a Fresh Custom Paper?

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

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    Assignment Prompt & Instructions

    Please read the instructions carefully.
    3/4 pages
    references
    APA 7 th format

    – ## Quiz444.docx

    **## Quiz444.docx**

    **TEXTBOOK(S) AND REQUIRED MATERIALS:**

    Title: Thinking Critically

    Author: Chaffee

    Publisher: Cengage

    Year Published: 2019

    Edition: 12th

    ISBN: 10: xxxxxxxxxx or 13: 9780357690109

    For this quiz you will follow the instructions below and submit a Word document with your answers. This assignment should be done individually and must be original work.

    READING ACTIVITY 8.1: “GMOs: Fooling—Er, ‘Feeding’—The World for 20 Years”

    Skills Focus

    · Understanding words and phrases in context

    · Applying study skills to reading material: outlining and mapping

    1. Read the passage and answer the following questions without using a dictionary, encyclopedia, or the Internet:

    1. What are GMO seeds?

    2. Explain what is meant by “GE crops increase the use of harmful agrichemicals. Industry people try to put this myth over by touting the ‘Bt gene’ from the Bacillus thuringiensis bacteria which produces a toxin lethal to some corn and cotton worms.”

    2. Create a mind map of GRAIN’s essay to help you identify and understand the various concepts the author introduces to explain why we are not doing more to stop the use of GE seed production and the relationship each of these concepts has to each other. Write a paragraph discussing the discoveries you made about the reading by using this technique.

    **## Quiz444.docx**

    **TEXTBOOK(S) AND REQUIRED MATERIALS:**

    Title: Thinking Critically

    Author: Chaffee

    Publisher: Cengage

    Year Published: 2019

    Edition: 12th

    ISBN: 10: xxxxxxxxxx or 13: 9780357690109

    For this quiz you will follow the instructions below and submit a Word document with your answers. This assignment should be done individually and must be original work.

    READING ACTIVITY 8.1: “GMOs: Fooling—Er, ‘Feeding’—The World for 20 Years”

    Skills Focus

    · Understanding words and phrases in context

    · Applying study skills to reading material: outlining and mapping

    1. Read the passage and answer the following questions without using a dictionary, encyclopedia, or the Internet:

    1. What are GMO seeds?

    2. Explain what is meant by “GE crops increase the use of harmful agrichemicals. Industry people try to put this myth over by touting the ‘Bt gene’ from the Bacillus thuringiensis bacteria which produces a toxin lethal to some corn and cotton worms.”

    2. Create a mind map of GRAIN’s essay to help you identify and understand the various concepts the author introduces to explain why we are not doing more to stop the use of GE seed production and the relationship each of these concepts has to each other. Write a paragraph discussing the discoveries you made about the reading by using this technique.

  • [Solved] COACHCASE

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    – ## MODULE3CASELED514TEMP.docx **## MODULE3CASELED514TEMP.docx** **Exploring Options** **Background** The purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching. Because this case is designed around **_experiential learning_**, we can go beyond the concept…

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    Assignment Prompt & Instructions

    – ## MODULE3CASELED514TEMP.docx

    **## MODULE3CASELED514TEMP.docx**

    **Exploring Options**

    **Background**

    The purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching.  Because this case is designed around
    **_experiential learning_**, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.

    In this third module, you will be working with your coachee to explore options based on the coachee's assessment of goals and current reality (as determined in Case 2). The objective of this session is to get your coachee to commit to specific actions. Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage O of the GROW model.

    There is a comprehensive explanation of the GROW model on the background page for Module 2. You can also read more about it in the following short book chapter:

    Passmore, J. (2021). Chapter 6: Coaching with the GROW Model. In
    _Excellence in coaching: theory, tools, and techniques to achieve outstanding coaching performance_ (4th ed.). Kogan Page. Available in the Trident Online Library.

    **The structure of the Live Case (**
    **_As a reminder, each case involves three separate activities.)_**

    Each module will follow this cycle: Plan, execute, report.

    · Before the coaching session, write up a plan using course readings or additional research as a resource (1-2 pages).

    · Then meet with the coachee, and use your plan as a guide for the session.

    · The bulk of the report is on how it went, including successes and failures.  What would you do differently next time?  (3 to 5 pages).

    | | | |
    | — | — | — |
    | Preplanning | Action | Reflection |
    | What are your goals for the session?<br>What actions do you plan?<br>How will you know if you are successful?<br>(1-2 pages) | Meet with coachee (45-50 minutes). | Report on the session.<br>Provide a narrative descriptive summary of the conversation as it occurred (1 or 2 paragraphs).<br>How do you feel the session went?<br>Analyze the process and outcomes of your coaching.<br>What new knowledge did you gain?<br>What would you do differently next time? |

    **Case Assignment**

    This phase of the coaching process requires
    _brainstorming_. Think you know everything there is to know about brainstorming? Too often, we overlook some essential basics about processes we think we know well.  Take a few minutes to refresh your understanding of effective brainstorming in this article from the Trident Online Library:

    Reed, K. M., & Allen, J. A. (2022).
    _Suddenly virtual: making remote meetings work_, pp. 1-12. Skillsoft. Available in the Trident Online Library in the Skillsoft Database.

    · Brainstorm as many options as possible that will help your coachee achieve his or her goal.

    · Discuss the options and select the best ones.

    · You may offer your suggestions, but let your coachee do most of the work of generating and evaluating the options.  Remember that the objective is to get the coachee to commit to action, and this means that the coachee must feel “ownership” of the plan.

    · Write up this meeting as indicated in the Keys to the Assignment below.

    · Turn in your 4- to 6-page paper to the appropriate dropbox by the due date.

    **Keys to the Assignment**

    · After reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a 45- to 50-minute session:

    · What are your goals for this session? How will you know if you are successful?

    · What skills will you use?

    · How will you go about doing this?

    · What questions will you ask?

    · Conduct your coaching session (45 to 50 minutes). Remember the ultimate goal of the session is to come up with a plan to which the coachee commits.

    · Write up your post-coaching reflection.

    · Report the facts of the coaching session; summarize the plan.

    · What went well and what did not?

    · What did you learn about coaching from this session?

    · What would you do differently next time?

    **Assignment Expectations**

    · Include a cover page and reference page in addition to the 4–6 pages of analysis described above.

    · Remember that when an assignment calls for 4-6 pages, the assignment was created to result in a paper 6 pages in length; however, your professor may accept a paper that is at least 4 full pages.

    · Your paper must have an introduction and a conclusion.

    · Use headings to indicate major sections of the report (this is the “organization” part of the grading rubric).

    · Cite and reference all sources used to complete this assignment. Your reference list must contain at least 3 high quality peer-reviewed references from the Trident Online Library..

    · Use APA formatting according to the 7th edition..

    · Proofread and edit your papers carefully. The expectation is zero errors.The best tool to do this is the Editor tool found in MS Word toolbar at the top of the page.

    CHECKLIST: THIS GIVES TITLES FOR EACH SECTION

    | | | |
    | — | — | — |
    | **LED514 Module 3 Case Study Checklist (Rev. 12/14/22)** |
    | **INSTRUCTIONS FOR STUDENT:** After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations. |
    | **_Content (Student should structure the paper into sections below.)_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | **Section 1- Introduction** ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections. | | |
    | Section 2- Pre-Coaching Plan ( Use this header): Answer these questions:<br>· What are your goals for this session? How will you know if you are successful?<br>· What skills will you use?<br>· How will you go about doing this?<br>· What questions will you ask? | | |
    | Section 3- Facts of the Coaching Session ( Use this header): <br>In this section, report the facts of the coaching session. | | |
    | **Section 4- Successes & Challenges**( Use this header): <br> <br>In this section answer– What went well and what did not? | | |
    | **Section 5- Lessons I Learned** ( Use this header): <br> <br>In this section answer— What did you learn about coaching from this session? | | |
    | **Section 6- Improvement Areas**( Use this header): <br> <br>In this section, answer— What would you do differently next time? | | |
    | **Section 7- References** ( Use this header): has at least 3 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper. | | |
    | **Section 8- Grading Rubric** ( Use this header): contains this grading rubric. | | |
    | **_Organization / Development_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | The 8 required sections are organized separately in sequence as listed in the Content section. | | |
    | The memo is at least 4 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text. | | |
    | Each section is labelled with the header prescribed above. | | |
    | **_Mechanics_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | Formatting or layout and graphics are pleasing to the eye (font, colors, spacing). | | |
    | Rules of grammar, word usage, punctuation, capitalization, and spelling are followed. | | |
    | Sentences are complete, clear, varied, and concise with proper syntax. | | |
    | Used size 12 Times New Roman font for main body text and References. | | |
    | Used double spacing between sentences and in References section. | | |

    **## MODULE3CASELED514TEMP.docx**

    **Exploring Options**

    **Background**

    The purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching.  Because this case is designed around
    **_experiential learning_**, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.

    In this third module, you will be working with your coachee to explore options based on the coachee's assessment of goals and current reality (as determined in Case 2). The objective of this session is to get your coachee to commit to specific actions. Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage O of the GROW model.

    There is a comprehensive explanation of the GROW model on the background page for Module 2. You can also read more about it in the following short book chapter:

    Passmore, J. (2021). Chapter 6: Coaching with the GROW Model. In
    _Excellence in coaching: theory, tools, and techniques to achieve outstanding coaching performance_ (4th ed.). Kogan Page. Available in the Trident Online Library.

    **The structure of the Live Case (**
    **_As a reminder, each case involves three separate activities.)_**

    Each module will follow this cycle: Plan, execute, report.

    · Before the coaching session, write up a plan using course readings or additional research as a resource (1-2 pages).

    · Then meet with the coachee, and use your plan as a guide for the session.

    · The bulk of the report is on how it went, including successes and failures.  What would you do differently next time?  (3 to 5 pages).

    | | | |
    | — | — | — |
    | Preplanning | Action | Reflection |
    | What are your goals for the session?<br>What actions do you plan?<br>How will you know if you are successful?<br>(1-2 pages) | Meet with coachee (45-50 minutes). | Report on the session.<br>Provide a narrative descriptive summary of the conversation as it occurred (1 or 2 paragraphs).<br>How do you feel the session went?<br>Analyze the process and outcomes of your coaching.<br>What new knowledge did you gain?<br>What would you do differently next time? |

    **Case Assignment**

    This phase of the coaching process requires
    _brainstorming_. Think you know everything there is to know about brainstorming? Too often, we overlook some essential basics about processes we think we know well.  Take a few minutes to refresh your understanding of effective brainstorming in this article from the Trident Online Library:

    Reed, K. M., & Allen, J. A. (2022).
    _Suddenly virtual: making remote meetings work_, pp. 1-12. Skillsoft. Available in the Trident Online Library in the Skillsoft Database.

    · Brainstorm as many options as possible that will help your coachee achieve his or her goal.

    · Discuss the options and select the best ones.

    · You may offer your suggestions, but let your coachee do most of the work of generating and evaluating the options.  Remember that the objective is to get the coachee to commit to action, and this means that the coachee must feel “ownership” of the plan.

    · Write up this meeting as indicated in the Keys to the Assignment below.

    · Turn in your 4- to 6-page paper to the appropriate dropbox by the due date.

    **Keys to the Assignment**

    · After reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a 45- to 50-minute session:

    · What are your goals for this session? How will you know if you are successful?

    · What skills will you use?

    · How will you go about doing this?

    · What questions will you ask?

    · Conduct your coaching session (45 to 50 minutes). Remember the ultimate goal of the session is to come up with a plan to which the coachee commits.

    · Write up your post-coaching reflection.

    · Report the facts of the coaching session; summarize the plan.

    · What went well and what did not?

    · What did you learn about coaching from this session?

    · What would you do differently next time?

    **Assignment Expectations**

    · Include a cover page and reference page in addition to the 4–6 pages of analysis described above.

    · Remember that when an assignment calls for 4-6 pages, the assignment was created to result in a paper 6 pages in length; however, your professor may accept a paper that is at least 4 full pages.

    · Your paper must have an introduction and a conclusion.

    · Use headings to indicate major sections of the report (this is the “organization” part of the grading rubric).

    · Cite and reference all sources used to complete this assignment. Your reference list must contain at least 3 high quality peer-reviewed references from the Trident Online Library..

    · Use APA formatting according to the 7th edition..

    · Proofread and edit your papers carefully. The expectation is zero errors.The best tool to do this is the Editor tool found in MS Word toolbar at the top of the page.

    CHECKLIST: THIS GIVES TITLES FOR EACH SECTION

    | | | |
    | — | — | — |
    | **LED514 Module 3 Case Study Checklist (Rev. 12/14/22)** |
    | **INSTRUCTIONS FOR STUDENT:** After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations. |
    | **_Content (Student should structure the paper into sections below.)_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | **Section 1- Introduction** ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections. | | |
    | Section 2- Pre-Coaching Plan ( Use this header): Answer these questions:<br>· What are your goals for this session? How will you know if you are successful?<br>· What skills will you use?<br>· How will you go about doing this?<br>· What questions will you ask? | | |
    | Section 3- Facts of the Coaching Session ( Use this header): <br>In this section, report the facts of the coaching session. | | |
    | **Section 4- Successes & Challenges**( Use this header): <br> <br>In this section answer– What went well and what did not? | | |
    | **Section 5- Lessons I Learned** ( Use this header): <br> <br>In this section answer— What did you learn about coaching from this session? | | |
    | **Section 6- Improvement Areas**( Use this header): <br> <br>In this section, answer— What would you do differently next time? | | |
    | **Section 7- References** ( Use this header): has at least 3 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper. | | |
    | **Section 8- Grading Rubric** ( Use this header): contains this grading rubric. | | |
    | **_Organization / Development_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | The 8 required sections are organized separately in sequence as listed in the Content section. | | |
    | The memo is at least 4 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text. | | |
    | Each section is labelled with the header prescribed above. | | |
    | **_Mechanics_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | Formatting or layout and graphics are pleasing to the eye (font, colors, spacing). | | |
    | Rules of grammar, word usage, punctuation, capitalization, and spelling are followed. | | |
    | Sentences are complete, clear, varied, and concise with proper syntax. | | |
    | Used size 12 Times New Roman font for main body text and References. | | |
    | Used double spacing between sentences and in References section. | | |

  • [Solved] COACHSLP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## MODULE3SLPLED514TEMP.docx **## MODULE3SLPLED514TEMP.docx** **Setting Personal Leadership Goals** In Module 1, you began the process of developing a Leadership Growth Plan (LGP) with a thorough self-assessment. In Module 2, you established your vision, identified obstacles to achieving that visi…

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    Assignment Prompt & Instructions

    – ## MODULE3SLPLED514TEMP.docx

    **## MODULE3SLPLED514TEMP.docx**

    **Setting Personal Leadership Goals**

    In Module 1, you began the process of developing a Leadership Growth Plan (LGP) with a thorough self-assessment. In Module 2, you established your vision, identified obstacles to achieving that vision, and made plans to overcome the obstacles. In this module, you will continue to develop your LGP by setting goals and conducting an assessment of resources you will need to accomplish your goals. The outcome of this exercise is a 2- to 3-page plan that specifies 3 to 4 goals you would like to accomplish in the next year and sets clear objectives for what you will need to do to achieve them.

    **Keys to the Assignment**

    Perhaps the hardest part of setting goals is getting started. Begin by considering the following:

    1. Ask yourself: “What do I need to be doing in order to achieve my vision?” Think in terms of what you can accomplish by next year. These are the
    **_milestones_** that describe your goals. They define what you intend to do.

    2. Next, look at each goal separately and ask yourself:

    · “What do I need to do to reach this goal?”

    · “What skills do I need to acquire?”

    · “What new knowledge do I need?”

    The answers to these three questions constitute your objectives.

    Objectives are shorter term than goals and specify what you need, when you need it, and how you are going to get it. While goal statements are helpful in that they set a direction, objectives provide the “roadmap” that will get you to your vision. Objectives tell you exactly what you need to do, how you need to do it, and provide a timeline.

    Strong objectives meet the following criteria:

    · They are specific. When you write your objectives, use action words that have a tangible outcome such as identify, demonstrate, perform, or calculate. You will be able to assess when you have met these types of objectives.  Avoid words like understand, appreciate, know, or learn. These terms are too vague. How will you be able to assess whether or not you “understand”?

    · They are challenging. Difficult, but attainable objectives will help you cultivate a greater leadership capacity. If an objective is too easy, you will not grow. If it is too difficult, you may end up frustrated and the goal will be unfulfilled.

    Your goals and objectives form the outline of your development plan. To flesh it out, determine what actions are required to meet your objectives. These actions usually make up the greater part of the leadership development plan itself.

    **Putting it all together and writing up the plan**

    · Fortunately, there are a lot of templates on the internet to help you create an action plan. Begin by doing some research and select a template that will allow you to present your goals, objectives, and timeline. You will also need to identify the resources you will need.  Most of these templates are some type of table, and it is easy to follow what will need to be done, by when.

    · The critical component of this assignment is to be specific about what actions you will take to gather the resources you will need to meet your goals. The following list gives a number of specific actions you can include in your plan, but you should not stop with these. Use your own initiative and creativity to come up with additional formal, informal, directed, and self-directed actions you can take to meet your Leadership Growth Plan.

    ·
    **Reading**- This is the basic and most fundamental way to stay current in your area of expertise, gain new knowledge, and be inspired. Your plan should include regular reading of professional journals, trade publications, books, and reputable online resources.

    ·
    **Training programs and courses –** Formal courses and training seminars can be effective and efficient ways of learning new skills and expanding your leadership capacities. Many companies offer such training opportunities, but also check independent or consulting firms in specific areas such as motivation, performance appraisal, cross-cultural communication, or mentoring. Check out the internet, but also local colleges and universities. Certificates can offer cost- and time-effective ways to home in on developing specific skills such as human resources or project management.

    ·
    **On the job**– even if your current position does not involve leadership responsibilities, you can look for ways to learn leadership through practical experience by mentoring a younger or newer employee, chairing a task force, preparing a presentation, or simply working to develop your active listening skills on a daily basis.

    ·
    **Volunteering** – Join a civic group, charity, board of a non-profit, political campaign, fundraising effort, or other community service. Be the first to offer to take on a new project or supervise other volunteers.  Represent the group on radio, TV, or press as the spokesperson.

    ·
    **Find a mentor** – identify someone who has what you want and ask if they will show you the ropes.  Let them know that you want to develop specific skills, such as public speaking or organizing events and would be interested in being a helping hand to learn these skills. Ask for feedback from supervisors and let them know you would welcome leadership opportunities.

    ·
    **Journaling** – often overlooked, a habit of writing about problems, learnings, obstacles encountered and overcome, and even hopes and dreams of the future can help set direction and increase motivation.  A journal can document what you are learning and how it can apply to your leadership development.

    **SLP Assignment Expectations**

    · Include a cover page and reference page in addition to the 2-3 pages of analysis described above. Remember that when an assignment calls for 2 -3  pages, the assignment was created to result in a paper 3 pages in length; however, your professor may accept a paper that is at least 2 full pages.

    · Your paper must have an introduction and a conclusion.

    · Use headings to indicate major sections of the report (this is the “organization” part of the grading rubric).

    · Cite and reference all sources used to complete this assignment. Your reference list must contain at least 3 high quality peer-reviewed references from the Trident Online Library.

    · Use APA formatting according to the 7th edition.

    · Proofread and edit your papers carefully. The expectation is zero errors.The best tool to do this is the Editor tool found in MS Word toolbar at the top of the page.

    CHECKLIST FOR SECTIONS

    | | | |
    | — | — | — |
    | **LED514 Module 3 Session Long Project Checklist (Rev.12-14-22)** |
    | **INSTRUCTIONS FOR STUDENT:** After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations. |
    | **_Content (Student should structure the paper into sections below.)_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | **Section 1- Introduction** ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections. | | |
    | Section 2- Goal 1 of 3( Use this header): Answer these questions:<br>· What is the goal?<br>· Why is it important?<br>· How does the goal connect to your personal values?<br>· How do you measure you achieved it?<br>· What is the timeline for this goal?<br>· How will you hold yourself accountable for finishing the goal?<br>· What resources do you need?<br>· What specific steps/actions do you need to take to complete the goal? | | |
    | Section 3- Goal 3 of 3 ( Use this header): Answer these questions:<br>· What is the goal?<br>· Why is it important?<br>· How does the goal connect to your personal values?<br>· How do you measure you achieved it?<br>· What is the timeline for this goal?<br>· How will you hold yourself accountable for finishing the goal?<br>· What resources do you need?<br>· What specific steps/actions do you need to take to complete the goal? | | |
    | Section 4- Goal 3 of 3 ( Use this header): Answer these questions:<br>· What is the goal?<br>· Why is it important?<br>· How does the goal connect to your personal values?<br>· How do you measure you achieved it?<br>· What is the timeline for this goal?<br>· How will you hold yourself accountable for finishing the goal?<br>· What resources do you need?<br>· What specific steps/actions do you need to take to complete the goal? | | |
    | **Section 5- References** ( Use this header): has 3 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper. | | |
    | **Section 6- Grading Rubric** ( Use this header): contains this grading rubric. | | |
    | **_Organization / Development_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | The 6 required sections are organized separately in sequence as listed in the Content section. | | |
    | The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text. | | |
    | Each section is labelled with the header prescribed above. | | |
    | **_Mechanics_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | Formatting or layout and graphics are pleasing to the eye (font, colors, spacing). | | |
    | Rules of grammar, word usage, punctuation, capitalization, and spelling are followed. | | |
    | Sentences are complete, clear, varied, and concise with proper syntax. | | |
    | Used size 12 Times New Roman font for main body text and References. | | |
    | Used double spacing between sentences and in References section. | | |

    **## MODULE3SLPLED514TEMP.docx**

    **Setting Personal Leadership Goals**

    In Module 1, you began the process of developing a Leadership Growth Plan (LGP) with a thorough self-assessment. In Module 2, you established your vision, identified obstacles to achieving that vision, and made plans to overcome the obstacles. In this module, you will continue to develop your LGP by setting goals and conducting an assessment of resources you will need to accomplish your goals. The outcome of this exercise is a 2- to 3-page plan that specifies 3 to 4 goals you would like to accomplish in the next year and sets clear objectives for what you will need to do to achieve them.

    **Keys to the Assignment**

    Perhaps the hardest part of setting goals is getting started. Begin by considering the following:

    1. Ask yourself: “What do I need to be doing in order to achieve my vision?” Think in terms of what you can accomplish by next year. These are the
    **_milestones_** that describe your goals. They define what you intend to do.

    2. Next, look at each goal separately and ask yourself:

    · “What do I need to do to reach this goal?”

    · “What skills do I need to acquire?”

    · “What new knowledge do I need?”

    The answers to these three questions constitute your objectives.

    Objectives are shorter term than goals and specify what you need, when you need it, and how you are going to get it. While goal statements are helpful in that they set a direction, objectives provide the “roadmap” that will get you to your vision. Objectives tell you exactly what you need to do, how you need to do it, and provide a timeline.

    Strong objectives meet the following criteria:

    · They are specific. When you write your objectives, use action words that have a tangible outcome such as identify, demonstrate, perform, or calculate. You will be able to assess when you have met these types of objectives.  Avoid words like understand, appreciate, know, or learn. These terms are too vague. How will you be able to assess whether or not you “understand”?

    · They are challenging. Difficult, but attainable objectives will help you cultivate a greater leadership capacity. If an objective is too easy, you will not grow. If it is too difficult, you may end up frustrated and the goal will be unfulfilled.

    Your goals and objectives form the outline of your development plan. To flesh it out, determine what actions are required to meet your objectives. These actions usually make up the greater part of the leadership development plan itself.

    **Putting it all together and writing up the plan**

    · Fortunately, there are a lot of templates on the internet to help you create an action plan. Begin by doing some research and select a template that will allow you to present your goals, objectives, and timeline. You will also need to identify the resources you will need.  Most of these templates are some type of table, and it is easy to follow what will need to be done, by when.

    · The critical component of this assignment is to be specific about what actions you will take to gather the resources you will need to meet your goals. The following list gives a number of specific actions you can include in your plan, but you should not stop with these. Use your own initiative and creativity to come up with additional formal, informal, directed, and self-directed actions you can take to meet your Leadership Growth Plan.

    ·
    **Reading**- This is the basic and most fundamental way to stay current in your area of expertise, gain new knowledge, and be inspired. Your plan should include regular reading of professional journals, trade publications, books, and reputable online resources.

    ·
    **Training programs and courses –** Formal courses and training seminars can be effective and efficient ways of learning new skills and expanding your leadership capacities. Many companies offer such training opportunities, but also check independent or consulting firms in specific areas such as motivation, performance appraisal, cross-cultural communication, or mentoring. Check out the internet, but also local colleges and universities. Certificates can offer cost- and time-effective ways to home in on developing specific skills such as human resources or project management.

    ·
    **On the job**– even if your current position does not involve leadership responsibilities, you can look for ways to learn leadership through practical experience by mentoring a younger or newer employee, chairing a task force, preparing a presentation, or simply working to develop your active listening skills on a daily basis.

    ·
    **Volunteering** – Join a civic group, charity, board of a non-profit, political campaign, fundraising effort, or other community service. Be the first to offer to take on a new project or supervise other volunteers.  Represent the group on radio, TV, or press as the spokesperson.

    ·
    **Find a mentor** – identify someone who has what you want and ask if they will show you the ropes.  Let them know that you want to develop specific skills, such as public speaking or organizing events and would be interested in being a helping hand to learn these skills. Ask for feedback from supervisors and let them know you would welcome leadership opportunities.

    ·
    **Journaling** – often overlooked, a habit of writing about problems, learnings, obstacles encountered and overcome, and even hopes and dreams of the future can help set direction and increase motivation.  A journal can document what you are learning and how it can apply to your leadership development.

    **SLP Assignment Expectations**

    · Include a cover page and reference page in addition to the 2-3 pages of analysis described above. Remember that when an assignment calls for 2 -3  pages, the assignment was created to result in a paper 3 pages in length; however, your professor may accept a paper that is at least 2 full pages.

    · Your paper must have an introduction and a conclusion.

    · Use headings to indicate major sections of the report (this is the “organization” part of the grading rubric).

    · Cite and reference all sources used to complete this assignment. Your reference list must contain at least 3 high quality peer-reviewed references from the Trident Online Library.

    · Use APA formatting according to the 7th edition.

    · Proofread and edit your papers carefully. The expectation is zero errors.The best tool to do this is the Editor tool found in MS Word toolbar at the top of the page.

    CHECKLIST FOR SECTIONS

    | | | |
    | — | — | — |
    | **LED514 Module 3 Session Long Project Checklist (Rev.12-14-22)** |
    | **INSTRUCTIONS FOR STUDENT:** After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations. |
    | **_Content (Student should structure the paper into sections below.)_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | **Section 1- Introduction** ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections. | | |
    | Section 2- Goal 1 of 3( Use this header): Answer these questions:<br>· What is the goal?<br>· Why is it important?<br>· How does the goal connect to your personal values?<br>· How do you measure you achieved it?<br>· What is the timeline for this goal?<br>· How will you hold yourself accountable for finishing the goal?<br>· What resources do you need?<br>· What specific steps/actions do you need to take to complete the goal? | | |
    | Section 3- Goal 3 of 3 ( Use this header): Answer these questions:<br>· What is the goal?<br>· Why is it important?<br>· How does the goal connect to your personal values?<br>· How do you measure you achieved it?<br>· What is the timeline for this goal?<br>· How will you hold yourself accountable for finishing the goal?<br>· What resources do you need?<br>· What specific steps/actions do you need to take to complete the goal? | | |
    | Section 4- Goal 3 of 3 ( Use this header): Answer these questions:<br>· What is the goal?<br>· Why is it important?<br>· How does the goal connect to your personal values?<br>· How do you measure you achieved it?<br>· What is the timeline for this goal?<br>· How will you hold yourself accountable for finishing the goal?<br>· What resources do you need?<br>· What specific steps/actions do you need to take to complete the goal? | | |
    | **Section 5- References** ( Use this header): has 3 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper. | | |
    | **Section 6- Grading Rubric** ( Use this header): contains this grading rubric. | | |
    | **_Organization / Development_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | The 6 required sections are organized separately in sequence as listed in the Content section. | | |
    | The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text. | | |
    | Each section is labelled with the header prescribed above. | | |
    | **_Mechanics_**<br>**_Student should use mark the box below as a checklist._** | **Student Notes** |
    | Formatting or layout and graphics are pleasing to the eye (font, colors, spacing). | | |
    | Rules of grammar, word usage, punctuation, capitalization, and spelling are followed. | | |
    | Sentences are complete, clear, varied, and concise with proper syntax. | | |
    | Used size 12 Times New Roman font for main body text and References. | | |
    | Used double spacing between sentences and in References section. | | |

  • [Solved] PLAGIARISM FREE 15 HOURS or LESS

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    Executive Solution Overview

    Write a leadership assessment of your personal leadership style. – Incorporate required readings for this course and a minimum of 10 additional scholarly research sources (outside of required readings). – Students are required to submit a minimum of 16 pages double spaced, not including title page a…

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    Assignment Prompt & Instructions

    Write a leadership assessment of your personal leadership style.
    – Incorporate required readings for this course and a minimum of 10 additional scholarly research sources (outside of required readings).
    – Students are required to submit a minimum of 16 pages double spaced, not including title page and references.
    – APA is required, title page, citations, reference list
    – Your paper may not include more than 3 sentences of direct quotes
    – This assignment requires at least 12 References not including Course Textbook
    **Course Textbook:**
    Lussier, R. N., & Achua, C. F. (2022). _Leadership_ (7th ed.). SAGE Publications, Inc. (US).

  • [Solved] Living with Environmental Risks from Nature

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    Executive Solution Overview

    Continue working on the naturally occurring risk you analyzed in Week 3 (Radon Gas). This week, you will establish the significance of the risk, the stakeholders, and the scientific, technological, and societal issues pertaining to the risk. In addition, you will turn to the critical focus of enviro…

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    Assignment Prompt & Instructions

    Continue working on the naturally occurring risk you analyzed in Week 3 (Radon Gas). This week, you will establish the significance of the risk, the stakeholders, and the scientific, technological, and societal issues pertaining to the risk. In addition, you will turn to the critical focus of environmental health management—mitigation of the negative effects on population health.
    ## Instructions
    Write a 4–5 page paper, based on the natural environmental health risk selected in Week 3.
    1. Explain why this naturally occurring risk is important enough for you to research it. This may include information from your risk analyses in Week 3 or other reasons, such as the number of stakeholders, recent incidents, or personal experience.
    2. Analyze three important scientific, technological, or societal issues pertaining to your chosen natural environmental risk.
    3. Justify the importance of these issues based on your research and provide references to sources that support your analysis. To help guide your research and selection of these issues, note the following:
    – Scientific issues may include the fields of science involved in the study or mitigation of this risk or other issues.
    – Technological issues may include, for example, the types of technology that are available to determine and mitigate the risk.
    – Societal issues may include, for example, socioeconomic impacts and disparities, geographic occurrence, and others.
    4. Recommend a specific mitigation strategy for the natural environmental risk based on your comparison of at least two specific mitigation programs, policies, or strategies you discover through research.
    5. Use at least four sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the [library](https://library.strayer.edu/) or review [library guides](https://library.strayer.edu/guides).