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Tag: Homework Solution

  • [Solved] Threat Detection and Prevention

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    Attacks on business networks and hacking in general are consistent topics in today's news. There are also many different types of infrastructure attacks—for example, malware, insertion, and buffer overflow. Please respond to the following for this discussion: – Explain how you expect this course wil…

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    Assignment Prompt & Instructions

    Attacks on business networks and hacking in general are consistent topics in today's news. There are also many different types of infrastructure attacks—for example, malware, insertion, and buffer overflow. Please respond to the following for this discussion:
    – Explain how you expect this course will help you move forward in your current or future career.
    – Examine the various types of attacks.
    – Select the two that you consider to be the most successful and explain why.
    – Explain how you can prevent many of these attacks and better protect your infrastructure.

  • [Solved] Nursing homework

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    – ## Assignment8-Preventioniseasierthantreatment-LindasStory1.docx **## Assignment8-Preventioniseasierthantreatment-LindasStory1.docx** **🩺 Assignment: Preventing Pressure Injuries—Learning from Linda’s Story** **Directions:** · Read the case study carefully, then answer the following questions **in…

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    – ## Assignment8-Preventioniseasierthantreatment-LindasStory1.docx

    **## Assignment8-Preventioniseasierthantreatment-LindasStory1.docx**

    **🩺 Assignment: Preventing Pressure Injuries—Learning from Linda’s Story**

    **Directions:**

    · Read the case study carefully, then answer the following questions
    **in complete sentences** using evidence-based nursing practice.

    · May use course materials and U Central as needed to support your answers. Please write in your own words.

    · Download and type directly into the assignment

    · Please highlight answers

    **Story: The Case of “Linda’s Pressure Injury”**

    _(Name changed for privacy; drawn from a real, publicly reported patient safety case used in hospital safety trainings)_

    **Background:**
    Linda, a 72-year-old retired schoolteacher, was admitted to a large community hospital after elective abdominal surgery. She had several risk factors: diabetes, mild malnutrition, and limited mobility post-surgery.

    **Timeline of Events:**

    ·
    **Day 1–2:** Nurses documented that Linda had a
    **Braden score of 14** (
    _mild risk_). The care plan included repositioning every 2 hours, but the unit was short-staffed. Turning was inconsistently done, and no pressure-relieving mattress was ordered.

    ·
    **Day 3:** A small red area was noted on her sacrum, but no wound care consult was placed. Documentation was incomplete, and the day shift assumed the night shift would follow up.

    ·
    **Day 5:** The redness turned into a blistered Stage 2 pressure injury. Linda began complaining of pain, but her pain was dismissed as “normal post-op discomfort.”

    ·
    **Day 7:** The wound deteriorated to a
    **Stage 3 ulcer** with drainage. Infection set in, requiring IV antibiotics and a longer hospital stay.

    ·
    **Outcome:** Linda was discharged after an additional 12 days with a complex wound requiring home health care. She described feeling
    _ignored_ and
    _helpless_ and later became an advocate for pressure injury prevention in hospitals.

    ·
    **Part A – Questions (Answer All 5)**

    1.
    **Risk Identification 🔎**
    Linda’s initial Braden score was 14. (0.5pts)

    · What specific risk factors contributed to this score, and why should a score of 14 trigger preventive interventions?

    ·
    **System Factors 🏥**
    Staffing shortages were noted during Linda’s hospitalization. (0.5pts)

    · How should nurses and the healthcare team respond when short staffing threatens completion of essential safety measures (e.g., repositioning every 2 hours)?

    2.
    **Communication 💬**
    A red area was documented on Day 3 but not followed up. (0.5pts)

    · Describe the correct communication and escalation steps a nurse should take when early skin changes are observed.

    3.
    **Patient-Centered Care ❤️**
    Linda reported pain that was dismissed as “normal post-op discomfort.” (0.5pts)

    · How can nurses validate and advocate for a patient’s concerns to prevent harm?

    4.
    **Preventive Nursing Measures 🛏️**
    List at least
    **three specific interventions** that should have been implemented by Day 1–2 to prevent the pressure injury from progressing. (0.5pts)

    **Part B – Reflection (Short Paragraph)**(2.5pts)

    · 💡
    **Looking Forward**
    Based on Linda’s experience, reflect on
    **one key change** you would personally make in your nursing practice (or on a unit) to prevent a similar incident.

    · How will you help ensure
    _every patient’s_ skin safety is protected, even during busy or understaffed shifts?

    **## Assignment8-Preventioniseasierthantreatment-LindasStory1.docx**

    **🩺 Assignment: Preventing Pressure Injuries—Learning from Linda’s Story**

    **Directions:**

    · Read the case study carefully, then answer the following questions
    **in complete sentences** using evidence-based nursing practice.

    · May use course materials and U Central as needed to support your answers. Please write in your own words.

    · Download and type directly into the assignment

    · Please highlight answers

    **Story: The Case of “Linda’s Pressure Injury”**

    _(Name changed for privacy; drawn from a real, publicly reported patient safety case used in hospital safety trainings)_

    **Background:**
    Linda, a 72-year-old retired schoolteacher, was admitted to a large community hospital after elective abdominal surgery. She had several risk factors: diabetes, mild malnutrition, and limited mobility post-surgery.

    **Timeline of Events:**

    ·
    **Day 1–2:** Nurses documented that Linda had a
    **Braden score of 14** (
    _mild risk_). The care plan included repositioning every 2 hours, but the unit was short-staffed. Turning was inconsistently done, and no pressure-relieving mattress was ordered.

    ·
    **Day 3:** A small red area was noted on her sacrum, but no wound care consult was placed. Documentation was incomplete, and the day shift assumed the night shift would follow up.

    ·
    **Day 5:** The redness turned into a blistered Stage 2 pressure injury. Linda began complaining of pain, but her pain was dismissed as “normal post-op discomfort.”

    ·
    **Day 7:** The wound deteriorated to a
    **Stage 3 ulcer** with drainage. Infection set in, requiring IV antibiotics and a longer hospital stay.

    ·
    **Outcome:** Linda was discharged after an additional 12 days with a complex wound requiring home health care. She described feeling
    _ignored_ and
    _helpless_ and later became an advocate for pressure injury prevention in hospitals.

    ·
    **Part A – Questions (Answer All 5)**

    1.
    **Risk Identification 🔎**
    Linda’s initial Braden score was 14. (0.5pts)

    · What specific risk factors contributed to this score, and why should a score of 14 trigger preventive interventions?

    ·
    **System Factors 🏥**
    Staffing shortages were noted during Linda’s hospitalization. (0.5pts)

    · How should nurses and the healthcare team respond when short staffing threatens completion of essential safety measures (e.g., repositioning every 2 hours)?

    2.
    **Communication 💬**
    A red area was documented on Day 3 but not followed up. (0.5pts)

    · Describe the correct communication and escalation steps a nurse should take when early skin changes are observed.

    3.
    **Patient-Centered Care ❤️**
    Linda reported pain that was dismissed as “normal post-op discomfort.” (0.5pts)

    · How can nurses validate and advocate for a patient’s concerns to prevent harm?

    4.
    **Preventive Nursing Measures 🛏️**
    List at least
    **three specific interventions** that should have been implemented by Day 1–2 to prevent the pressure injury from progressing. (0.5pts)

    **Part B – Reflection (Short Paragraph)**(2.5pts)

    · 💡
    **Looking Forward**
    Based on Linda’s experience, reflect on
    **one key change** you would personally make in your nursing practice (or on a unit) to prevent a similar incident.

    · How will you help ensure
    _every patient’s_ skin safety is protected, even during busy or understaffed shifts?

  • [Solved] Nursing

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    Executive Solution Overview

    – ## DocumentationTracheostomyCare1.docx **## DocumentationTracheostomyCare1.docx** ![A blue and yellow logo Description automatically generated](https://www.sweetstudy.com/questions/nursing-20943821) **Documentation Tracheostomy Care** **ADNG 1050 Foundations of Nursing Skills** **Scenario:** · Jam…

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    Assignment Prompt & Instructions

    – ## DocumentationTracheostomyCare1.docx

    **## DocumentationTracheostomyCare1.docx**

    ![A blue and yellow logo Description automatically generated](https://www.sweetstudy.com/questions/nursing-20943821)

    **Documentation Tracheostomy Care**

    **ADNG 1050 Foundations of Nursing Skills**

    **Scenario:**

    · James Porter is a 68-year-old male with Chronic Obstructive Pulmonary Disease (COPD) exacerbation; respiratory failure requiring mechanical ventilation via tracheostomy. He is post-op day 3 following tracheostomy placement.

    · Mr. Porter has been gradually weaning from the ventilator and is currently on a trach collar with humidified oxygen at 35% FiO₂. He is awake, oriented, but anxious when he feels increased secretions or difficulty breathing.

    · When you enter the room for your scheduled tracheostomy care, Mr. Porter is sitting upright in bed. He gestures toward his trach and mouths the word “clogged.” You notice moderate white secretions visible around the inner cannula and hear coarse gurgling breath sounds. SpO₂ is 90%, respiratory rate 26/min, pulse 102 bpm.

    **🗂️ Documentation**

    📍
    **To complete:** Upload this document to your computer & fill it out electronically (directly into the assignment)

    📍
    **To turn it in:** Re-upload it to the correct file/drop box in D2L.

    \_\_\__________________________________________________________________________________

    ✍️
    **1.** Write a
    **DARP** note including:

    **D: Data**

    **A: Action**

    **R: Response/Results**

    **P: Plan**

    🧑‍🏫
    **2. Patient Education (Write as a Script) Keep short and to the point.**

    **🔐 3. National Patient Safety Goal (NPSG) Choose 1 priority NPSG that is relevant to this scenario and tell us why in 1 paragraph.**

    **NPSG Chosen:** **Why It Matters:**

    **📝 4. Nursing Diagnosis & Care Plan**

    **✅ 3-Part Nursing Diagnosis:**

    **🎯 5. SMART Goal:**

    **Student SMART goal:**

    **🩹 List:**

    ·
    2 Interventions to accomplish this goal

    · Rationale for each intervention

    · Evaluation for each intervention

    1. Intervention:

    · Rationale:

    · Evaluation:

    2. Intervention:

    · Rationale:

    · Evaluation:

    **🎥Video Review:**

    ## image1.jpeg

    **## DocumentationTracheostomyCare1.docx**

    ![A blue and yellow logo Description automatically generated](https://www.sweetstudy.com/questions/nursing-20943821)

    **Documentation Tracheostomy Care**

    **ADNG 1050 Foundations of Nursing Skills**

    **Scenario:**

    · James Porter is a 68-year-old male with Chronic Obstructive Pulmonary Disease (COPD) exacerbation; respiratory failure requiring mechanical ventilation via tracheostomy. He is post-op day 3 following tracheostomy placement.

    · Mr. Porter has been gradually weaning from the ventilator and is currently on a trach collar with humidified oxygen at 35% FiO₂. He is awake, oriented, but anxious when he feels increased secretions or difficulty breathing.

    · When you enter the room for your scheduled tracheostomy care, Mr. Porter is sitting upright in bed. He gestures toward his trach and mouths the word “clogged.” You notice moderate white secretions visible around the inner cannula and hear coarse gurgling breath sounds. SpO₂ is 90%, respiratory rate 26/min, pulse 102 bpm.

    **🗂️ Documentation**

    📍
    **To complete:** Upload this document to your computer & fill it out electronically (directly into the assignment)

    📍
    **To turn it in:** Re-upload it to the correct file/drop box in D2L.

    \_\_\__________________________________________________________________________________

    ✍️
    **1.** Write a
    **DARP** note including:

    **D: Data**

    **A: Action**

    **R: Response/Results**

    **P: Plan**

    🧑‍🏫
    **2. Patient Education (Write as a Script) Keep short and to the point.**

    **🔐 3. National Patient Safety Goal (NPSG) Choose 1 priority NPSG that is relevant to this scenario and tell us why in 1 paragraph.**

    **NPSG Chosen:** **Why It Matters:**

    **📝 4. Nursing Diagnosis & Care Plan**

    **✅ 3-Part Nursing Diagnosis:**

    **🎯 5. SMART Goal:**

    **Student SMART goal:**

    **🩹 List:**

    ·
    2 Interventions to accomplish this goal

    · Rationale for each intervention

    · Evaluation for each intervention

    1. Intervention:

    · Rationale:

    · Evaluation:

    2. Intervention:

    · Rationale:

    · Evaluation:

    **🎥Video Review:**

    ## image1.jpeg

  • [Solved] Lorem

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Briefly describe a business you are familiar with and explain how it might use each of the five ways to adjust its short-term capacity levels.

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    Assignment Prompt & Instructions

    Briefly describe a business you are familiar with and explain how it might use each of the five ways to adjust its short-term capacity levels.

  • [Solved] journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    need done by today – ## Supplyanddemandcurvesworksheet.docx – IMG_8046.png **## Supplyanddemandcurvesworksheet.docx** ## **Supply and Demand Curves Worksheet** ### Data The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a c…

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    Assignment Prompt & Instructions

    need done by today

    – ## Supplyanddemandcurvesworksheet.docx

    – IMG_8046.png

    **## Supplyanddemandcurvesworksheet.docx**

    ## **Supply and Demand Curves Worksheet**

    ### Data

    The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. Complete the worksheet, using this graph as a reference.

    ![](https://www.sweetstudy.com/questions/journal-20943755)

    Long description: The graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. The horizontal axis (x-axis) represents the quantity of a good or service. The vertical axis (y-axis) represents the price of the good or service. There are two linear curves on the graph:

    · The demand curve slopes downward from left to right, indicating that as the price decreases, the quantity demanded increases. It is labeled as D1.

    · The supply curve slopes upward from left to right, indicating that as the price increases, the quantity supplied also increases. It is labeled as S1.

    The intersection of the supply and demand curves marks the market equilibrium, where the quantity demanded equals the quantity supplied. This point is labeled with the equilibrium price (P1) and equilibrium quantity (Q1).

    In this worksheet, you will be presented with four scenarios. For each of the scenarios, complete the following two tasks.

    · Draw the shifts of demand and supply curves as applicable.

    · Comment whether the price and quantities have increased or decreased.

    **Note: You don’t have to use Excel’s Chart feature for this worksheet. A generic AD–AS graph should suffice.**

    ### Scenarios

    1. On a hot day, the demand and supply of lemonade increase.

    Note: Paste the graph here.

    Select here to enter text.

    2. On a cold day, the demand and supply of lemonade decrease.

    Note: Paste the graph here.

    Select here to enter text.

    3. When Hawaii's Mt. Kilauea erupts violently, the demand for sightseeing flights from tourists increases, but the supply of pilots willing to offer these risky flights decreases.

    Note: Paste the graph here.

    Select here to enter text.

    4. In a hot area of Arizona where they generate most of the electricity with wind turbines, the demand for electricity decreases on windy days as people switch off their air conditioners and enjoy the breeze. But at the same time, the amount of electricity supplied increases as the wind turbines spin faster.

    Note: Paste the graph here.

    Select here to enter text.

    ## image2.png

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    **## Supplyanddemandcurvesworksheet.docx**

    ## **Supply and Demand Curves Worksheet**

    ### Data

    The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. Complete the worksheet, using this graph as a reference.

    ![](https://www.sweetstudy.com/questions/journal-20943755)

    Long description: The graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. The horizontal axis (x-axis) represents the quantity of a good or service. The vertical axis (y-axis) represents the price of the good or service. There are two linear curves on the graph:

    · The demand curve slopes downward from left to right, indicating that as the price decreases, the quantity demanded increases. It is labeled as D1.

    · The supply curve slopes upward from left to right, indicating that as the price increases, the quantity supplied also increases. It is labeled as S1.

    The intersection of the supply and demand curves marks the market equilibrium, where the quantity demanded equals the quantity supplied. This point is labeled with the equilibrium price (P1) and equilibrium quantity (Q1).

    In this worksheet, you will be presented with four scenarios. For each of the scenarios, complete the following two tasks.

    · Draw the shifts of demand and supply curves as applicable.

    · Comment whether the price and quantities have increased or decreased.

    **Note: You don’t have to use Excel’s Chart feature for this worksheet. A generic AD–AS graph should suffice.**

    ### Scenarios

    1. On a hot day, the demand and supply of lemonade increase.

    Note: Paste the graph here.

    Select here to enter text.

    2. On a cold day, the demand and supply of lemonade decrease.

    Note: Paste the graph here.

    Select here to enter text.

    3. When Hawaii's Mt. Kilauea erupts violently, the demand for sightseeing flights from tourists increases, but the supply of pilots willing to offer these risky flights decreases.

    Note: Paste the graph here.

    Select here to enter text.

    4. In a hot area of Arizona where they generate most of the electricity with wind turbines, the demand for electricity decreases on windy days as people switch off their air conditioners and enjoy the breeze. But at the same time, the amount of electricity supplied increases as the wind turbines spin faster.

    Note: Paste the graph here.

    Select here to enter text.

    ## image2.png

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    **## Supplyanddemandcurvesworksheet.docx**

    ## **Supply and Demand Curves Worksheet**

    ### Data

    The following graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. Complete the worksheet, using this graph as a reference.

    ![](https://www.sweetstudy.com/questions/journal-20943755)

    Long description: The graph illustrates a standard supply and demand model, which shows the relationship between price and quantity in a competitive market. The horizontal axis (x-axis) represents the quantity of a good or service. The vertical axis (y-axis) represents the price of the good or service. There are two linear curves on the graph:

    · The demand curve slopes downward from left to right, indicating that as the price decreases, the quantity demanded increases. It is labeled as D1.

    · The supply curve slopes upward from left to right, indicating that as the price increases, the quantity supplied also increases. It is labeled as S1.

    The intersection of the supply and demand curves marks the market equilibrium, where the quantity demanded equals the quantity supplied. This point is labeled with the equilibrium price (P1) and equilibrium quantity (Q1).

    In this worksheet, you will be presented with four scenarios. For each of the scenarios, complete the following two tasks.

    · Draw the shifts of demand and supply curves as applicable.

    · Comment whether the price and quantities have increased or decreased.

    **Note: You don’t have to use Excel’s Chart feature for this worksheet. A generic AD–AS graph should suffice.**

    ### Scenarios

    1. On a hot day, the demand and supply of lemonade increase.

    Note: Paste the graph here.

    Select here to enter text.

    2. On a cold day, the demand and supply of lemonade decrease.

    Note: Paste the graph here.

    Select here to enter text.

    3. When Hawaii's Mt. Kilauea erupts violently, the demand for sightseeing flights from tourists increases, but the supply of pilots willing to offer these risky flights decreases.

    Note: Paste the graph here.

    Select here to enter text.

    4. In a hot area of Arizona where they generate most of the electricity with wind turbines, the demand for electricity decreases on windy days as people switch off their air conditioners and enjoy the breeze. But at the same time, the amount of electricity supplied increases as the wind turbines spin faster.

    Note: Paste the graph here.

    Select here to enter text.

    ## image2.png

    **IMG_8046.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8046-png)

    – 1
    – 2

  • [Solved] real jornal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    need done by end if day \ IMG_8047.png](https://www.sweetstudy.com/files/img-8047-png-10421551 "IMG_8047.png") \ IMG_8048.png](https://www.sweetstudy.com/files/img-8048-png-10421553 "IMG_8048.png")

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    Assignment Prompt & Instructions

    need done by end if day
    \
    IMG_8047.png](https://www.sweetstudy.com/files/img-8047-png-10421551 "IMG_8047.png")
    \
    IMG_8048.png](https://www.sweetstudy.com/files/img-8048-png-10421553 "IMG_8048.png")

  • [Solved] Revise Rough Draft

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    Executive Solution Overview

    – ## WrittenIntroductionParagraph2.edited.docx – ## Revise.pdf **## WrittenIntroductionParagraph2.edited.docx** 2 **The Case for Paying College Athletes** **The Case for Paying College Athletes** College sports are not mere sideshows but a massive business that makes millions of dollars selling tick…

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    – ## WrittenIntroductionParagraph2.edited.docx

    – ## Revise.pdf

    **## WrittenIntroductionParagraph2.edited.docx**

    2

    **The Case for Paying College Athletes**

    **The Case for Paying College Athletes**

    College sports are not mere sideshows but a massive business that makes millions of dollars selling tickets, merchandise, and TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to the earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. For a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go 'amateur' once players start getting paid. In fact, the schools, networks, and sponsors benefit, not the players themselves (Haile, 2023). Additionally, many college athletes put in about 30-40 hours a week into training, travelling, and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.

    It is not unjust to pay student-athletes due to the equal amount of time they give to their sport on a full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling, and competing. It is this amount of time that most adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding, besides being highly psychologically straining as they combine sport with academics. These long hours leave them with little time or energy to pursue outside employment, hence they cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships; however, these are not always reflective of the actual cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing, and transportation costs out of their own purse, which may be hard to do without a stable income-generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, effort, and energy to a billion-dollar business and still failing to meet the ministry's needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded for their devotion.

    Many student-athletes struggle financially in addition to their time commitment, which highlights the shortcomings of the current system. Even though they are frequently offered as a solution, scholarships usually fall short of covering the entire cost of living, particularly given the annual increases in tuition, housing, and food prices (Gurney, 2025). Athletes still have to cover necessities like food, housing, transportation, and personal expenses, even if they receive full or partial tuition assistance. These expenses are inevitable and put additional strain on students who already have a lot on their plates. Most athletes are unable to work part-time jobs to supplement their income because their athletic commitments take up a significant part of their week (Kite & Parris, 2025). Many consequently struggle to maintain a minimal standard of living, which makes it difficult for them to give their all to their studies and sports. This disparity in income emphasizes how urgent it is to compensate athletes fairly.

    Additionally, the current system is also incredibly unfair because it permits colleges, coaches, and media outlets to take advantage of athletes without paying them for their labor. The performance, popularity, and marketability of athletes bring in billions of dollars each year for schools, television networks, and corporate sponsors. However, the athletes themselves receive virtually none of these profits, even though they are the primary contributors. For example, while the school, networks, and sponsors benefited greatly from Johnny Manziel's fame, the Texas A&M quarterback and 2012 Heisman Trophy winner only received a scholarship worth roughly $20,000 despite generating an estimated $37 million in media attention for his university (Bachman & Cohen, 2013). Investigations into Manziel's alleged acceptance of payment for autographs revealed the hypocrisy of NCAA regulations that penalize athletes for requesting payment while allowing schools to freely take advantage of their marketability (Bachman & Cohen, 2013). Players are limited to scholarships that do not adequately compensate them for the enormous profits they bring in, even as these salaries keep increasing. In the end, the system treats athletes more like commodities than like human beings worthy of respect, putting institutional profit ahead of athlete justice. This disparity will continue to be a glaring instance of exploitation until compensation is implemented.

    Lastly, athletes should be compensated for the substantial health risks they incur each time they take the court or field. A student-athlete's career could be abruptly ended by a single injury, delaying their athletic aspirations and their chance to pursue a career in professional sports. Many injuries result in long-term physical problems, such as chronic pain, concussions, and mental health difficulties, that last well beyond college years, even when they do not end careers (Jiao & Hou, 2025). Athletes in all sports must deal with these risks; they are not hypothetical. Athletes themselves pay the psychological and physical costs, but colleges make money whether or not a player is hurt. While offering monetary compensation would not eliminate these risks, it would recognize the tremendous physical sacrifices made by athletes in the name of achievement.

    In conclusion, student-athletes ought to receive compensation due to the long hours they put in, the financial struggles they experience, the systemic exploitation that takes advantage of their skill, and the serious health risks they face. These athletes are essential to the existence of college athletics, but they are not given the financial benefits that their labors bring. In addition to promoting equity, compensating athletes would uphold the integrity of the system as a whole by honoring their efforts and sacrifices. In the end, paying student-athletes would guarantee that they are seen as more than just performers; rather, they are valued contributors who should be respected and given financial assistance.

    **References**

    Delventhal, M. L. (2021).
    _A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y

    ein.journals/bclr64&div=45&id=&page=

    Gurney, G. S. (2025).
    _The Cost of Winning: An Insider's Perspective on Exploitation and Greed in College Sports_. Rowman & Littlefield.

    Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
    _BCL Rev._,
    _64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h

    Jiao, Z., & Hou, T. (2025). Analyzing the causes of sports injuries in college sports activities and research on the recovery strategy using an intelligent approach.
    _Scientific Reports_, 15(1), 13357. https://doi.org/10.1038/s41598-025-96770-5

    Kite, R. J., & Parris, Z. (2025). Athletes’ transitions from part-time to full-time performance programmes: Athletes’ and coaches’ perceptions.
    _International Journal of Sports Science & Coaching_, 17479541251334740. https://doi.org/10.1177/17479541251334740

    Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
    _Nutrients_,
    _16_(9), 1346. https://doi.org/10.3390/nu16091346

    **## Revise.pdf**

    Revise My rough Draft with the rubric provided and the feedback

    Feedback: The final body paragraph could benefit from one more supporting point from a
    research article, but other than that, this looks great! Other than minor tweaks, this is
    pretty much ready for final draft submission. Detailed, well-researched, well-organized,
    and well-written. A pleasure to read a strong rough draft.

    Submit the final draft of your research paper, incorporating the feedback you previously
    received on your draft, as well as further revisions you have made. Use the revision and
    editing checklist in order to ensure you have applied all the lessons learned throughout
    the term: Revision & Editing Checklist

    Download Revision & Editing Checklist

    Signature Assignment: Argumentative Essay (Full Instructions)

    Download Signature Assignment: Argumentative Essay (Full Instructions)

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Points: 200

    Due Sunday, 11: 59 p.m. (Pacific time)

    Rubric
    Final Draft Rubric

    Criteria Ratings Pts

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    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    This criterion
    is linked to a
    Learning
    Outcome

    Content

    60 to >53.4 ptsThe writer demonstrates original thought and critical
    thinking skills. He/she presents a clear, focused central argument
    (thesis) and supports it effectively with concrete details, examples, and
    sound logic. Other authors’ ideas are skillfully paraphrased. Direct
    quotations are minimal and well-chosen. All sources are relevant and
    appropriate, and the writer’s ideas are convincing, even for those who
    disagree with his/her premise.

    53.4 to >47.4 ptsThe writer presents and supports a clear and focused
    central argument (thesis), but ideas may not be consistently
    convincing. Supporting details are relevant and logical but may lack
    depth. Other authors’ ideas are effectively paraphrased, and direct
    quotations are minimal. All sources are relevant and appropriate.

    47.4 to >43.2 ptsThe writer presents a central argument (thesis), but it
    may be overly general/broad. He/she adequately supports the central
    argument, but supporting points may at times be vague, too obvious, or
    otherwise unconvincing. The writer makes an effort to paraphrase but at
    times struggles to express ideas in his/her own words. The essay lacks
    interesting details, and/or not all sources are relevant and appropriate.

    43.2 to >0 ptsThe writer’s central argument (thesis) is unclear or
    missing, and the essay lacks focus. Supporting details are insufficient,
    not relevant, and/or not based on sound logic. Attempts to paraphrase
    do not always reflect understanding. The writer has not used enough
    sources, and/or the sources are not all relevant and appropriate.

    60
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Organizatio
    n

    40 to >35.6 ptsThe writer demonstrates a clear sense of direction. The
    paper includes an engaging introduction and conclusion. Paragraphs
    are unified and arranged in a logical order. Each paragraph begins with
    a clear topic sentence that introduces the main idea of that paragraph.
    The writer smoothly transitions from paragraph to paragraph, showing
    connections between related ideas. Supporting details within
    paragraphs are well-organized, and research is well-integrated.

    35.6 to >31.6 ptsThe writer demonstrates a sense of direction. The
    paper includes a strong introduction and conclusion. Paragraphs are
    unified and include topic sentences, but they may lack smooth
    transitions between ideas. The organization of supporting details within
    paragraphs may need improvement.

    31.6 to >28.8 ptsThe writer demonstrates some direction and includes
    an adequate introduction and conclusion, but topic sentences and
    transitions are weak. The paragraphs show unity, but they are not
    arranged in any discernable order, and supporting details may not
    always be well-organized.

    28.8 to >0 ptsThe writer demonstrates little or no direction. The
    introduction and conclusion are weak. It is difficult to identify a single
    subtopic for each paragraph because paragraphs are not unified and
    lack clear topic sentences or transitions. The order of body paragraphs
    seems random, as do the supporting details within them.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Style/Langu
    age

    40 to >35.6 ptsThe writer’s tone is confident, engaging, and appropriate
    for the assignment and/or the intended audience. The text demonstrates
    strong vocabulary skills and does not suffer from errors in word choice.
    The writer expresses ideas concisely, only using as many words as
    necessary to communicate a point. The writer achieves flow and
    readability by employing sentence variety successfully.

    35.6 to >31.6 ptsThe writer’s tone is appropriate and effective overall.
    The text demonstrates good use of vocabulary and contains few (if any)
    errors in word choice. The writer expresses ideas concisely and clearly
    most of the time. The writer makes an effort to employ sentence variety.

    31.6 to >28.8 ptsThe writer’s tone suffers from one or more possible
    problems. Depending on the assignment, it may be too informal, too
    personal, not authoritative enough, etc. Numerous sentences suffer
    from lack of variety, awkward constructions, wordiness, limited
    vocabulary, and/or errors in word choice.

    28.8 to >0 ptsThe writer often fails to communicate ideas effectively
    because the paper suffers from significant problems with tone,
    language use, and/or wordiness.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Sentence
    Structure
    and
    Mechanics

    40 to >35.6 ptsThe writer makes minimal (if any) errors in grammar,
    spelling, and/or punctuation. There are no fragments or run-on
    sentences.

    35.6 to >31.6 ptsThe writer makes some errors in grammar, spelling,
    and/or punctuation, but these errors do not significantly distract the
    reader from the substance of the text. The paper contains few (if any)
    fragments and/or run-on sentences.

    31.6 to >28.8 ptsThe writer makes numerous errors in grammar,
    spelling, punctuation, and/or sentence structure, which at times distract
    the reader from the substance of the text.

    28.8 to >0 ptsThe writer makes a significant number of errors in
    grammar, spelling, punctuation, and/or sentence structure, regularly
    distracting the reader from the substance of the text and hindering
    comprehension.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Format/Cred
    iting
    Sources

    20 to >17.8 ptsThe writer makes minimal (if any) errors in APA format,
    citations, or references.

    17.8 to >15.8 ptsThe writer makes some errors in APA format, citations,
    or references.

    15.8 to >14.4 ptsThe writer makes numerous errors in APA format,
    citations, or references.

    14.4 to >0 ptsThe writer makes significant errors in APA format,
    citations, or references.

    20
    pts

    Total Points: 200

    – Rubric

    **## Revise.pdf**

    Revise My rough Draft with the rubric provided and the feedback

    Feedback: The final body paragraph could benefit from one more supporting point from a
    research article, but other than that, this looks great! Other than minor tweaks, this is
    pretty much ready for final draft submission. Detailed, well-researched, well-organized,
    and well-written. A pleasure to read a strong rough draft.

    Submit the final draft of your research paper, incorporating the feedback you previously
    received on your draft, as well as further revisions you have made. Use the revision and
    editing checklist in order to ensure you have applied all the lessons learned throughout
    the term: Revision & Editing Checklist

    Download Revision & Editing Checklist

    Signature Assignment: Argumentative Essay (Full Instructions)

    Download Signature Assignment: Argumentative Essay (Full Instructions)

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Points: 200

    Due Sunday, 11: 59 p.m. (Pacific time)

    Rubric
    Final Draft Rubric

    Criteria Ratings Pts

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265772/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265772/download?wrap=1)

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    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    This criterion
    is linked to a
    Learning
    Outcome

    Content

    60 to >53.4 ptsThe writer demonstrates original thought and critical
    thinking skills. He/she presents a clear, focused central argument
    (thesis) and supports it effectively with concrete details, examples, and
    sound logic. Other authors’ ideas are skillfully paraphrased. Direct
    quotations are minimal and well-chosen. All sources are relevant and
    appropriate, and the writer’s ideas are convincing, even for those who
    disagree with his/her premise.

    53.4 to >47.4 ptsThe writer presents and supports a clear and focused
    central argument (thesis), but ideas may not be consistently
    convincing. Supporting details are relevant and logical but may lack
    depth. Other authors’ ideas are effectively paraphrased, and direct
    quotations are minimal. All sources are relevant and appropriate.

    47.4 to >43.2 ptsThe writer presents a central argument (thesis), but it
    may be overly general/broad. He/she adequately supports the central
    argument, but supporting points may at times be vague, too obvious, or
    otherwise unconvincing. The writer makes an effort to paraphrase but at
    times struggles to express ideas in his/her own words. The essay lacks
    interesting details, and/or not all sources are relevant and appropriate.

    43.2 to >0 ptsThe writer’s central argument (thesis) is unclear or
    missing, and the essay lacks focus. Supporting details are insufficient,
    not relevant, and/or not based on sound logic. Attempts to paraphrase
    do not always reflect understanding. The writer has not used enough
    sources, and/or the sources are not all relevant and appropriate.

    60
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Organizatio
    n

    40 to >35.6 ptsThe writer demonstrates a clear sense of direction. The
    paper includes an engaging introduction and conclusion. Paragraphs
    are unified and arranged in a logical order. Each paragraph begins with
    a clear topic sentence that introduces the main idea of that paragraph.
    The writer smoothly transitions from paragraph to paragraph, showing
    connections between related ideas. Supporting details within
    paragraphs are well-organized, and research is well-integrated.

    35.6 to >31.6 ptsThe writer demonstrates a sense of direction. The
    paper includes a strong introduction and conclusion. Paragraphs are
    unified and include topic sentences, but they may lack smooth
    transitions between ideas. The organization of supporting details within
    paragraphs may need improvement.

    31.6 to >28.8 ptsThe writer demonstrates some direction and includes
    an adequate introduction and conclusion, but topic sentences and
    transitions are weak. The paragraphs show unity, but they are not
    arranged in any discernable order, and supporting details may not
    always be well-organized.

    28.8 to >0 ptsThe writer demonstrates little or no direction. The
    introduction and conclusion are weak. It is difficult to identify a single
    subtopic for each paragraph because paragraphs are not unified and
    lack clear topic sentences or transitions. The order of body paragraphs
    seems random, as do the supporting details within them.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Style/Langu
    age

    40 to >35.6 ptsThe writer’s tone is confident, engaging, and appropriate
    for the assignment and/or the intended audience. The text demonstrates
    strong vocabulary skills and does not suffer from errors in word choice.
    The writer expresses ideas concisely, only using as many words as
    necessary to communicate a point. The writer achieves flow and
    readability by employing sentence variety successfully.

    35.6 to >31.6 ptsThe writer’s tone is appropriate and effective overall.
    The text demonstrates good use of vocabulary and contains few (if any)
    errors in word choice. The writer expresses ideas concisely and clearly
    most of the time. The writer makes an effort to employ sentence variety.

    31.6 to >28.8 ptsThe writer’s tone suffers from one or more possible
    problems. Depending on the assignment, it may be too informal, too
    personal, not authoritative enough, etc. Numerous sentences suffer
    from lack of variety, awkward constructions, wordiness, limited
    vocabulary, and/or errors in word choice.

    28.8 to >0 ptsThe writer often fails to communicate ideas effectively
    because the paper suffers from significant problems with tone,
    language use, and/or wordiness.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Sentence
    Structure
    and
    Mechanics

    40 to >35.6 ptsThe writer makes minimal (if any) errors in grammar,
    spelling, and/or punctuation. There are no fragments or run-on
    sentences.

    35.6 to >31.6 ptsThe writer makes some errors in grammar, spelling,
    and/or punctuation, but these errors do not significantly distract the
    reader from the substance of the text. The paper contains few (if any)
    fragments and/or run-on sentences.

    31.6 to >28.8 ptsThe writer makes numerous errors in grammar,
    spelling, punctuation, and/or sentence structure, which at times distract
    the reader from the substance of the text.

    28.8 to >0 ptsThe writer makes a significant number of errors in
    grammar, spelling, punctuation, and/or sentence structure, regularly
    distracting the reader from the substance of the text and hindering
    comprehension.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Format/Cred
    iting
    Sources

    20 to >17.8 ptsThe writer makes minimal (if any) errors in APA format,
    citations, or references.

    17.8 to >15.8 ptsThe writer makes some errors in APA format, citations,
    or references.

    15.8 to >14.4 ptsThe writer makes numerous errors in APA format,
    citations, or references.

    14.4 to >0 ptsThe writer makes significant errors in APA format,
    citations, or references.

    20
    pts

    Total Points: 200

    – Rubric

    **## WrittenIntroductionParagraph2.edited.docx**

    2

    **The Case for Paying College Athletes**

    **The Case for Paying College Athletes**

    College sports are not mere sideshows but a massive business that makes millions of dollars selling tickets, merchandise, and TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to the earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. For a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go 'amateur' once players start getting paid. In fact, the schools, networks, and sponsors benefit, not the players themselves (Haile, 2023). Additionally, many college athletes put in about 30-40 hours a week into training, travelling, and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.

    It is not unjust to pay student-athletes due to the equal amount of time they give to their sport on a full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling, and competing. It is this amount of time that most adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding, besides being highly psychologically straining as they combine sport with academics. These long hours leave them with little time or energy to pursue outside employment, hence they cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships; however, these are not always reflective of the actual cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing, and transportation costs out of their own purse, which may be hard to do without a stable income-generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, effort, and energy to a billion-dollar business and still failing to meet the ministry's needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded for their devotion.

    Many student-athletes struggle financially in addition to their time commitment, which highlights the shortcomings of the current system. Even though they are frequently offered as a solution, scholarships usually fall short of covering the entire cost of living, particularly given the annual increases in tuition, housing, and food prices (Gurney, 2025). Athletes still have to cover necessities like food, housing, transportation, and personal expenses, even if they receive full or partial tuition assistance. These expenses are inevitable and put additional strain on students who already have a lot on their plates. Most athletes are unable to work part-time jobs to supplement their income because their athletic commitments take up a significant part of their week (Kite & Parris, 2025). Many consequently struggle to maintain a minimal standard of living, which makes it difficult for them to give their all to their studies and sports. This disparity in income emphasizes how urgent it is to compensate athletes fairly.

    Additionally, the current system is also incredibly unfair because it permits colleges, coaches, and media outlets to take advantage of athletes without paying them for their labor. The performance, popularity, and marketability of athletes bring in billions of dollars each year for schools, television networks, and corporate sponsors. However, the athletes themselves receive virtually none of these profits, even though they are the primary contributors. For example, while the school, networks, and sponsors benefited greatly from Johnny Manziel's fame, the Texas A&M quarterback and 2012 Heisman Trophy winner only received a scholarship worth roughly $20,000 despite generating an estimated $37 million in media attention for his university (Bachman & Cohen, 2013). Investigations into Manziel's alleged acceptance of payment for autographs revealed the hypocrisy of NCAA regulations that penalize athletes for requesting payment while allowing schools to freely take advantage of their marketability (Bachman & Cohen, 2013). Players are limited to scholarships that do not adequately compensate them for the enormous profits they bring in, even as these salaries keep increasing. In the end, the system treats athletes more like commodities than like human beings worthy of respect, putting institutional profit ahead of athlete justice. This disparity will continue to be a glaring instance of exploitation until compensation is implemented.

    Lastly, athletes should be compensated for the substantial health risks they incur each time they take the court or field. A student-athlete's career could be abruptly ended by a single injury, delaying their athletic aspirations and their chance to pursue a career in professional sports. Many injuries result in long-term physical problems, such as chronic pain, concussions, and mental health difficulties, that last well beyond college years, even when they do not end careers (Jiao & Hou, 2025). Athletes in all sports must deal with these risks; they are not hypothetical. Athletes themselves pay the psychological and physical costs, but colleges make money whether or not a player is hurt. While offering monetary compensation would not eliminate these risks, it would recognize the tremendous physical sacrifices made by athletes in the name of achievement.

    In conclusion, student-athletes ought to receive compensation due to the long hours they put in, the financial struggles they experience, the systemic exploitation that takes advantage of their skill, and the serious health risks they face. These athletes are essential to the existence of college athletics, but they are not given the financial benefits that their labors bring. In addition to promoting equity, compensating athletes would uphold the integrity of the system as a whole by honoring their efforts and sacrifices. In the end, paying student-athletes would guarantee that they are seen as more than just performers; rather, they are valued contributors who should be respected and given financial assistance.

    **References**

    Delventhal, M. L. (2021).
    _A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y

    ein.journals/bclr64&div=45&id=&page=

    Gurney, G. S. (2025).
    _The Cost of Winning: An Insider's Perspective on Exploitation and Greed in College Sports_. Rowman & Littlefield.

    Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
    _BCL Rev._,
    _64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h

    Jiao, Z., & Hou, T. (2025). Analyzing the causes of sports injuries in college sports activities and research on the recovery strategy using an intelligent approach.
    _Scientific Reports_, 15(1), 13357. https://doi.org/10.1038/s41598-025-96770-5

    Kite, R. J., & Parris, Z. (2025). Athletes’ transitions from part-time to full-time performance programmes: Athletes’ and coaches’ perceptions.
    _International Journal of Sports Science & Coaching_, 17479541251334740. https://doi.org/10.1177/17479541251334740

    Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
    _Nutrients_,
    _16_(9), 1346. https://doi.org/10.3390/nu16091346

    **## Revise.pdf**

    Revise My rough Draft with the rubric provided and the feedback

    Feedback: The final body paragraph could benefit from one more supporting point from a
    research article, but other than that, this looks great! Other than minor tweaks, this is
    pretty much ready for final draft submission. Detailed, well-researched, well-organized,
    and well-written. A pleasure to read a strong rough draft.

    Submit the final draft of your research paper, incorporating the feedback you previously
    received on your draft, as well as further revisions you have made. Use the revision and
    editing checklist in order to ensure you have applied all the lessons learned throughout
    the term: Revision & Editing Checklist

    Download Revision & Editing Checklist

    Signature Assignment: Argumentative Essay (Full Instructions)

    Download Signature Assignment: Argumentative Essay (Full Instructions)

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Points: 200

    Due Sunday, 11: 59 p.m. (Pacific time)

    Rubric
    Final Draft Rubric

    Criteria Ratings Pts

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    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    This criterion
    is linked to a
    Learning
    Outcome

    Content

    60 to >53.4 ptsThe writer demonstrates original thought and critical
    thinking skills. He/she presents a clear, focused central argument
    (thesis) and supports it effectively with concrete details, examples, and
    sound logic. Other authors’ ideas are skillfully paraphrased. Direct
    quotations are minimal and well-chosen. All sources are relevant and
    appropriate, and the writer’s ideas are convincing, even for those who
    disagree with his/her premise.

    53.4 to >47.4 ptsThe writer presents and supports a clear and focused
    central argument (thesis), but ideas may not be consistently
    convincing. Supporting details are relevant and logical but may lack
    depth. Other authors’ ideas are effectively paraphrased, and direct
    quotations are minimal. All sources are relevant and appropriate.

    47.4 to >43.2 ptsThe writer presents a central argument (thesis), but it
    may be overly general/broad. He/she adequately supports the central
    argument, but supporting points may at times be vague, too obvious, or
    otherwise unconvincing. The writer makes an effort to paraphrase but at
    times struggles to express ideas in his/her own words. The essay lacks
    interesting details, and/or not all sources are relevant and appropriate.

    43.2 to >0 ptsThe writer’s central argument (thesis) is unclear or
    missing, and the essay lacks focus. Supporting details are insufficient,
    not relevant, and/or not based on sound logic. Attempts to paraphrase
    do not always reflect understanding. The writer has not used enough
    sources, and/or the sources are not all relevant and appropriate.

    60
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Organizatio
    n

    40 to >35.6 ptsThe writer demonstrates a clear sense of direction. The
    paper includes an engaging introduction and conclusion. Paragraphs
    are unified and arranged in a logical order. Each paragraph begins with
    a clear topic sentence that introduces the main idea of that paragraph.
    The writer smoothly transitions from paragraph to paragraph, showing
    connections between related ideas. Supporting details within
    paragraphs are well-organized, and research is well-integrated.

    35.6 to >31.6 ptsThe writer demonstrates a sense of direction. The
    paper includes a strong introduction and conclusion. Paragraphs are
    unified and include topic sentences, but they may lack smooth
    transitions between ideas. The organization of supporting details within
    paragraphs may need improvement.

    31.6 to >28.8 ptsThe writer demonstrates some direction and includes
    an adequate introduction and conclusion, but topic sentences and
    transitions are weak. The paragraphs show unity, but they are not
    arranged in any discernable order, and supporting details may not
    always be well-organized.

    28.8 to >0 ptsThe writer demonstrates little or no direction. The
    introduction and conclusion are weak. It is difficult to identify a single
    subtopic for each paragraph because paragraphs are not unified and
    lack clear topic sentences or transitions. The order of body paragraphs
    seems random, as do the supporting details within them.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Style/Langu
    age

    40 to >35.6 ptsThe writer’s tone is confident, engaging, and appropriate
    for the assignment and/or the intended audience. The text demonstrates
    strong vocabulary skills and does not suffer from errors in word choice.
    The writer expresses ideas concisely, only using as many words as
    necessary to communicate a point. The writer achieves flow and
    readability by employing sentence variety successfully.

    35.6 to >31.6 ptsThe writer’s tone is appropriate and effective overall.
    The text demonstrates good use of vocabulary and contains few (if any)
    errors in word choice. The writer expresses ideas concisely and clearly
    most of the time. The writer makes an effort to employ sentence variety.

    31.6 to >28.8 ptsThe writer’s tone suffers from one or more possible
    problems. Depending on the assignment, it may be too informal, too
    personal, not authoritative enough, etc. Numerous sentences suffer
    from lack of variety, awkward constructions, wordiness, limited
    vocabulary, and/or errors in word choice.

    28.8 to >0 ptsThe writer often fails to communicate ideas effectively
    because the paper suffers from significant problems with tone,
    language use, and/or wordiness.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Sentence
    Structure
    and
    Mechanics

    40 to >35.6 ptsThe writer makes minimal (if any) errors in grammar,
    spelling, and/or punctuation. There are no fragments or run-on
    sentences.

    35.6 to >31.6 ptsThe writer makes some errors in grammar, spelling,
    and/or punctuation, but these errors do not significantly distract the
    reader from the substance of the text. The paper contains few (if any)
    fragments and/or run-on sentences.

    31.6 to >28.8 ptsThe writer makes numerous errors in grammar,
    spelling, punctuation, and/or sentence structure, which at times distract
    the reader from the substance of the text.

    28.8 to >0 ptsThe writer makes a significant number of errors in
    grammar, spelling, punctuation, and/or sentence structure, regularly
    distracting the reader from the substance of the text and hindering
    comprehension.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Format/Cred
    iting
    Sources

    20 to >17.8 ptsThe writer makes minimal (if any) errors in APA format,
    citations, or references.

    17.8 to >15.8 ptsThe writer makes some errors in APA format, citations,
    or references.

    15.8 to >14.4 ptsThe writer makes numerous errors in APA format,
    citations, or references.

    14.4 to >0 ptsThe writer makes significant errors in APA format,
    citations, or references.

    20
    pts

    Total Points: 200

    – Rubric

    **## WrittenIntroductionParagraph2.edited.docx**

    2

    **The Case for Paying College Athletes**

    **The Case for Paying College Athletes**

    College sports are not mere sideshows but a massive business that makes millions of dollars selling tickets, merchandise, and TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to the earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. For a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go 'amateur' once players start getting paid. In fact, the schools, networks, and sponsors benefit, not the players themselves (Haile, 2023). Additionally, many college athletes put in about 30-40 hours a week into training, travelling, and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.

    It is not unjust to pay student-athletes due to the equal amount of time they give to their sport on a full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling, and competing. It is this amount of time that most adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding, besides being highly psychologically straining as they combine sport with academics. These long hours leave them with little time or energy to pursue outside employment, hence they cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships; however, these are not always reflective of the actual cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing, and transportation costs out of their own purse, which may be hard to do without a stable income-generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, effort, and energy to a billion-dollar business and still failing to meet the ministry's needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded for their devotion.

    Many student-athletes struggle financially in addition to their time commitment, which highlights the shortcomings of the current system. Even though they are frequently offered as a solution, scholarships usually fall short of covering the entire cost of living, particularly given the annual increases in tuition, housing, and food prices (Gurney, 2025). Athletes still have to cover necessities like food, housing, transportation, and personal expenses, even if they receive full or partial tuition assistance. These expenses are inevitable and put additional strain on students who already have a lot on their plates. Most athletes are unable to work part-time jobs to supplement their income because their athletic commitments take up a significant part of their week (Kite & Parris, 2025). Many consequently struggle to maintain a minimal standard of living, which makes it difficult for them to give their all to their studies and sports. This disparity in income emphasizes how urgent it is to compensate athletes fairly.

    Additionally, the current system is also incredibly unfair because it permits colleges, coaches, and media outlets to take advantage of athletes without paying them for their labor. The performance, popularity, and marketability of athletes bring in billions of dollars each year for schools, television networks, and corporate sponsors. However, the athletes themselves receive virtually none of these profits, even though they are the primary contributors. For example, while the school, networks, and sponsors benefited greatly from Johnny Manziel's fame, the Texas A&M quarterback and 2012 Heisman Trophy winner only received a scholarship worth roughly $20,000 despite generating an estimated $37 million in media attention for his university (Bachman & Cohen, 2013). Investigations into Manziel's alleged acceptance of payment for autographs revealed the hypocrisy of NCAA regulations that penalize athletes for requesting payment while allowing schools to freely take advantage of their marketability (Bachman & Cohen, 2013). Players are limited to scholarships that do not adequately compensate them for the enormous profits they bring in, even as these salaries keep increasing. In the end, the system treats athletes more like commodities than like human beings worthy of respect, putting institutional profit ahead of athlete justice. This disparity will continue to be a glaring instance of exploitation until compensation is implemented.

    Lastly, athletes should be compensated for the substantial health risks they incur each time they take the court or field. A student-athlete's career could be abruptly ended by a single injury, delaying their athletic aspirations and their chance to pursue a career in professional sports. Many injuries result in long-term physical problems, such as chronic pain, concussions, and mental health difficulties, that last well beyond college years, even when they do not end careers (Jiao & Hou, 2025). Athletes in all sports must deal with these risks; they are not hypothetical. Athletes themselves pay the psychological and physical costs, but colleges make money whether or not a player is hurt. While offering monetary compensation would not eliminate these risks, it would recognize the tremendous physical sacrifices made by athletes in the name of achievement.

    In conclusion, student-athletes ought to receive compensation due to the long hours they put in, the financial struggles they experience, the systemic exploitation that takes advantage of their skill, and the serious health risks they face. These athletes are essential to the existence of college athletics, but they are not given the financial benefits that their labors bring. In addition to promoting equity, compensating athletes would uphold the integrity of the system as a whole by honoring their efforts and sacrifices. In the end, paying student-athletes would guarantee that they are seen as more than just performers; rather, they are valued contributors who should be respected and given financial assistance.

    **References**

    Delventhal, M. L. (2021).
    _A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y

    ein.journals/bclr64&div=45&id=&page=

    Gurney, G. S. (2025).
    _The Cost of Winning: An Insider's Perspective on Exploitation and Greed in College Sports_. Rowman & Littlefield.

    Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
    _BCL Rev._,
    _64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h

    Jiao, Z., & Hou, T. (2025). Analyzing the causes of sports injuries in college sports activities and research on the recovery strategy using an intelligent approach.
    _Scientific Reports_, 15(1), 13357. https://doi.org/10.1038/s41598-025-96770-5

    Kite, R. J., & Parris, Z. (2025). Athletes’ transitions from part-time to full-time performance programmes: Athletes’ and coaches’ perceptions.
    _International Journal of Sports Science & Coaching_, 17479541251334740. https://doi.org/10.1177/17479541251334740

    Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
    _Nutrients_,
    _16_(9), 1346. https://doi.org/10.3390/nu16091346

    **## Revise.pdf**

    Revise My rough Draft with the rubric provided and the feedback

    Feedback: The final body paragraph could benefit from one more supporting point from a
    research article, but other than that, this looks great! Other than minor tweaks, this is
    pretty much ready for final draft submission. Detailed, well-researched, well-organized,
    and well-written. A pleasure to read a strong rough draft.

    Submit the final draft of your research paper, incorporating the feedback you previously
    received on your draft, as well as further revisions you have made. Use the revision and
    editing checklist in order to ensure you have applied all the lessons learned throughout
    the term: Revision & Editing Checklist

    Download Revision & Editing Checklist

    Signature Assignment: Argumentative Essay (Full Instructions)

    Download Signature Assignment: Argumentative Essay (Full Instructions)

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Points: 200

    Due Sunday, 11: 59 p.m. (Pacific time)

    Rubric
    Final Draft Rubric

    Criteria Ratings Pts

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265772/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265772/download?wrap=1)

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    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    This criterion
    is linked to a
    Learning
    Outcome

    Content

    60 to >53.4 ptsThe writer demonstrates original thought and critical
    thinking skills. He/she presents a clear, focused central argument
    (thesis) and supports it effectively with concrete details, examples, and
    sound logic. Other authors’ ideas are skillfully paraphrased. Direct
    quotations are minimal and well-chosen. All sources are relevant and
    appropriate, and the writer’s ideas are convincing, even for those who
    disagree with his/her premise.

    53.4 to >47.4 ptsThe writer presents and supports a clear and focused
    central argument (thesis), but ideas may not be consistently
    convincing. Supporting details are relevant and logical but may lack
    depth. Other authors’ ideas are effectively paraphrased, and direct
    quotations are minimal. All sources are relevant and appropriate.

    47.4 to >43.2 ptsThe writer presents a central argument (thesis), but it
    may be overly general/broad. He/she adequately supports the central
    argument, but supporting points may at times be vague, too obvious, or
    otherwise unconvincing. The writer makes an effort to paraphrase but at
    times struggles to express ideas in his/her own words. The essay lacks
    interesting details, and/or not all sources are relevant and appropriate.

    43.2 to >0 ptsThe writer’s central argument (thesis) is unclear or
    missing, and the essay lacks focus. Supporting details are insufficient,
    not relevant, and/or not based on sound logic. Attempts to paraphrase
    do not always reflect understanding. The writer has not used enough
    sources, and/or the sources are not all relevant and appropriate.

    60
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Organizatio
    n

    40 to >35.6 ptsThe writer demonstrates a clear sense of direction. The
    paper includes an engaging introduction and conclusion. Paragraphs
    are unified and arranged in a logical order. Each paragraph begins with
    a clear topic sentence that introduces the main idea of that paragraph.
    The writer smoothly transitions from paragraph to paragraph, showing
    connections between related ideas. Supporting details within
    paragraphs are well-organized, and research is well-integrated.

    35.6 to >31.6 ptsThe writer demonstrates a sense of direction. The
    paper includes a strong introduction and conclusion. Paragraphs are
    unified and include topic sentences, but they may lack smooth
    transitions between ideas. The organization of supporting details within
    paragraphs may need improvement.

    31.6 to >28.8 ptsThe writer demonstrates some direction and includes
    an adequate introduction and conclusion, but topic sentences and
    transitions are weak. The paragraphs show unity, but they are not
    arranged in any discernable order, and supporting details may not
    always be well-organized.

    28.8 to >0 ptsThe writer demonstrates little or no direction. The
    introduction and conclusion are weak. It is difficult to identify a single
    subtopic for each paragraph because paragraphs are not unified and
    lack clear topic sentences or transitions. The order of body paragraphs
    seems random, as do the supporting details within them.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Style/Langu
    age

    40 to >35.6 ptsThe writer’s tone is confident, engaging, and appropriate
    for the assignment and/or the intended audience. The text demonstrates
    strong vocabulary skills and does not suffer from errors in word choice.
    The writer expresses ideas concisely, only using as many words as
    necessary to communicate a point. The writer achieves flow and
    readability by employing sentence variety successfully.

    35.6 to >31.6 ptsThe writer’s tone is appropriate and effective overall.
    The text demonstrates good use of vocabulary and contains few (if any)
    errors in word choice. The writer expresses ideas concisely and clearly
    most of the time. The writer makes an effort to employ sentence variety.

    31.6 to >28.8 ptsThe writer’s tone suffers from one or more possible
    problems. Depending on the assignment, it may be too informal, too
    personal, not authoritative enough, etc. Numerous sentences suffer
    from lack of variety, awkward constructions, wordiness, limited
    vocabulary, and/or errors in word choice.

    28.8 to >0 ptsThe writer often fails to communicate ideas effectively
    because the paper suffers from significant problems with tone,
    language use, and/or wordiness.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Sentence
    Structure
    and
    Mechanics

    40 to >35.6 ptsThe writer makes minimal (if any) errors in grammar,
    spelling, and/or punctuation. There are no fragments or run-on
    sentences.

    35.6 to >31.6 ptsThe writer makes some errors in grammar, spelling,
    and/or punctuation, but these errors do not significantly distract the
    reader from the substance of the text. The paper contains few (if any)
    fragments and/or run-on sentences.

    31.6 to >28.8 ptsThe writer makes numerous errors in grammar,
    spelling, punctuation, and/or sentence structure, which at times distract
    the reader from the substance of the text.

    28.8 to >0 ptsThe writer makes a significant number of errors in
    grammar, spelling, punctuation, and/or sentence structure, regularly
    distracting the reader from the substance of the text and hindering
    comprehension.

    40
    pts

    This criterion
    is linked to a
    Learning
    Outcome

    Format/Cred
    iting
    Sources

    20 to >17.8 ptsThe writer makes minimal (if any) errors in APA format,
    citations, or references.

    17.8 to >15.8 ptsThe writer makes some errors in APA format, citations,
    or references.

    15.8 to >14.4 ptsThe writer makes numerous errors in APA format,
    citations, or references.

    14.4 to >0 ptsThe writer makes significant errors in APA format,
    citations, or references.

    20
    pts

    Total Points: 200

    – Rubric

    – 1
    – 2

  • [Solved] Nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Assignment8-Preventioniseasierthantreatment-LindasStory.docx **## Assignment8-Preventioniseasierthantreatment-LindasStory.docx** **🩺 Assignment: Preventing Pressure Injuries—Learning from Linda’s Story** **Directions:** · Read the case study carefully, then answer the following questions **in c…

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    – ## Assignment8-Preventioniseasierthantreatment-LindasStory.docx

    **## Assignment8-Preventioniseasierthantreatment-LindasStory.docx**

    **🩺 Assignment: Preventing Pressure Injuries—Learning from Linda’s Story**

    **Directions:**

    · Read the case study carefully, then answer the following questions
    **in complete sentences** using evidence-based nursing practice.

    · May use course materials and U Central as needed to support your answers. Please write in your own words.

    · Download and type directly into the assignment

    · Please highlight answers

    **Story: The Case of “Linda’s Pressure Injury”**

    _(Name changed for privacy; drawn from a real, publicly reported patient safety case used in hospital safety trainings)_

    **Background:**
    Linda, a 72-year-old retired schoolteacher, was admitted to a large community hospital after elective abdominal surgery. She had several risk factors: diabetes, mild malnutrition, and limited mobility post-surgery.

    **Timeline of Events:**

    ·
    **Day 1–2:** Nurses documented that Linda had a
    **Braden score of 14** (
    _mild risk_). The care plan included repositioning every 2 hours, but the unit was short-staffed. Turning was inconsistently done, and no pressure-relieving mattress was ordered.

    ·
    **Day 3:** A small red area was noted on her sacrum, but no wound care consult was placed. Documentation was incomplete, and the day shift assumed the night shift would follow up.

    ·
    **Day 5:** The redness turned into a blistered Stage 2 pressure injury. Linda began complaining of pain, but her pain was dismissed as “normal post-op discomfort.”

    ·
    **Day 7:** The wound deteriorated to a
    **Stage 3 ulcer** with drainage. Infection set in, requiring IV antibiotics and a longer hospital stay.

    ·
    **Outcome:** Linda was discharged after an additional 12 days with a complex wound requiring home health care. She described feeling
    _ignored_ and
    _helpless_ and later became an advocate for pressure injury prevention in hospitals.

    ·
    **Part A – Questions (Answer All 5)**

    1.
    **Risk Identification 🔎**
    Linda’s initial Braden score was 14. (0.5pts)

    · What specific risk factors contributed to this score, and why should a score of 14 trigger preventive interventions?

    ·
    **System Factors 🏥**
    Staffing shortages were noted during Linda’s hospitalization. (0.5pts)

    · How should nurses and the healthcare team respond when short staffing threatens completion of essential safety measures (e.g., repositioning every 2 hours)?

    2.
    **Communication 💬**
    A red area was documented on Day 3 but not followed up. (0.5pts)

    · Describe the correct communication and escalation steps a nurse should take when early skin changes are observed.

    3.
    **Patient-Centered Care ❤️**
    Linda reported pain that was dismissed as “normal post-op discomfort.” (0.5pts)

    · How can nurses validate and advocate for a patient’s concerns to prevent harm?

    4.
    **Preventive Nursing Measures 🛏️**
    List at least
    **three specific interventions** that should have been implemented by Day 1–2 to prevent the pressure injury from progressing. (0.5pts)

    **Part B – Reflection (Short Paragraph)**(2.5pts)

    · 💡
    **Looking Forward**
    Based on Linda’s experience, reflect on
    **one key change** you would personally make in your nursing practice (or on a unit) to prevent a similar incident.

    · How will you help ensure
    _every patient’s_ skin safety is protected, even during busy or understaffed shifts?

    **## Assignment8-Preventioniseasierthantreatment-LindasStory.docx**

    **🩺 Assignment: Preventing Pressure Injuries—Learning from Linda’s Story**

    **Directions:**

    · Read the case study carefully, then answer the following questions
    **in complete sentences** using evidence-based nursing practice.

    · May use course materials and U Central as needed to support your answers. Please write in your own words.

    · Download and type directly into the assignment

    · Please highlight answers

    **Story: The Case of “Linda’s Pressure Injury”**

    _(Name changed for privacy; drawn from a real, publicly reported patient safety case used in hospital safety trainings)_

    **Background:**
    Linda, a 72-year-old retired schoolteacher, was admitted to a large community hospital after elective abdominal surgery. She had several risk factors: diabetes, mild malnutrition, and limited mobility post-surgery.

    **Timeline of Events:**

    ·
    **Day 1–2:** Nurses documented that Linda had a
    **Braden score of 14** (
    _mild risk_). The care plan included repositioning every 2 hours, but the unit was short-staffed. Turning was inconsistently done, and no pressure-relieving mattress was ordered.

    ·
    **Day 3:** A small red area was noted on her sacrum, but no wound care consult was placed. Documentation was incomplete, and the day shift assumed the night shift would follow up.

    ·
    **Day 5:** The redness turned into a blistered Stage 2 pressure injury. Linda began complaining of pain, but her pain was dismissed as “normal post-op discomfort.”

    ·
    **Day 7:** The wound deteriorated to a
    **Stage 3 ulcer** with drainage. Infection set in, requiring IV antibiotics and a longer hospital stay.

    ·
    **Outcome:** Linda was discharged after an additional 12 days with a complex wound requiring home health care. She described feeling
    _ignored_ and
    _helpless_ and later became an advocate for pressure injury prevention in hospitals.

    ·
    **Part A – Questions (Answer All 5)**

    1.
    **Risk Identification 🔎**
    Linda’s initial Braden score was 14. (0.5pts)

    · What specific risk factors contributed to this score, and why should a score of 14 trigger preventive interventions?

    ·
    **System Factors 🏥**
    Staffing shortages were noted during Linda’s hospitalization. (0.5pts)

    · How should nurses and the healthcare team respond when short staffing threatens completion of essential safety measures (e.g., repositioning every 2 hours)?

    2.
    **Communication 💬**
    A red area was documented on Day 3 but not followed up. (0.5pts)

    · Describe the correct communication and escalation steps a nurse should take when early skin changes are observed.

    3.
    **Patient-Centered Care ❤️**
    Linda reported pain that was dismissed as “normal post-op discomfort.” (0.5pts)

    · How can nurses validate and advocate for a patient’s concerns to prevent harm?

    4.
    **Preventive Nursing Measures 🛏️**
    List at least
    **three specific interventions** that should have been implemented by Day 1–2 to prevent the pressure injury from progressing. (0.5pts)

    **Part B – Reflection (Short Paragraph)**(2.5pts)

    · 💡
    **Looking Forward**
    Based on Linda’s experience, reflect on
    **one key change** you would personally make in your nursing practice (or on a unit) to prevent a similar incident.

    · How will you help ensure
    _every patient’s_ skin safety is protected, even during busy or understaffed shifts?

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    As managers and HR professionals, we must be proactive in addressing possible. – ## HRFinalResearchPaper.docx **## HRFinalResearchPaper.docx** **Final Research Paper:** **_Please read instructions carefully._** **Overview** You have acquired a vast knowledge about multiple topics relevant to manager…

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    Assignment Prompt & Instructions

    As managers and HR professionals, we must be proactive in addressing possible.

    – ## HRFinalResearchPaper.docx

    **## HRFinalResearchPaper.docx**

    **Final Research Paper:**

    **_Please read instructions carefully._**

    **Overview**

    You have acquired a vast knowledge about multiple topics relevant to managers and HR professionals. As managers and HR professionals, we must be proactive in addressing possible opportunities and threats in our environments (internal and external), and prepare for possible catalysts of change.

    If not prompted to by senior management, we should identify and define the challenges, opportunities, and threats in both our internal and external environments, how will these impact the organization, and provide solutions in which the organization can implement.

    For your final paper, you are being asked to weigh in on an issue or trend (some examples below – do not limit yourself to this list).

    Consider including the following elements in your paper:
    **defining and educating management exactly what the challenge or trend is, analyzing and discussing the implications for organizations, and what can be done**.

    **Do not limit yourself in your approach and elements, as you want to make sure that the executive management has the needed information to decide or act.**

    If you have questions or are unsure of your approach, please let me know so we can work on a solution that will be beneficial and give you the immediate takeaways you can implement if needed.

    **Examples of Issues and Trends:**

    · Addressing the organization’s skill gaps

    · Supporting managers – managers are employees too 😊

    · Balancing remote working and returning to work environment

    · Artificial intelligence in the workplace

    · Work-life balance outweighs wages as a motivator – or does it, is it a generational challenge, all level of employees or ???

    · Employee disengagement – why?

    · Diversity, equity, and inclusion initiatives are negatively impacting the company culture more than helping

    · Performance reviews are outdated and ineffective

    · Inability for employees and departments to work collaborative and effectively

    · Employee retention

    · Skill-based hiring

    · Multiple generations in the Workforce (i.e., life longevity means multiple and long careers)

    · Modernizing employment-based immigration

    · Creating flexible work schedules and environments

    · Investing in mental health and wellbeing of employees

    · Upskilling the workforce to meet advances in technology

    · Preventing employee burnout

    · People Analytics to Analytics for the People

    · Increase States' Acceptance of Recreational Cannabis Use

    ·
    **You can also look to an issue or need within your organization that needs attention**

    ·
    **Or, simply “Google” the statement, “Workplace issues” or similar verbiage to see if you find a topic that inspires you.**

    **Additional Assignment Guidance:**

    · Your paper should be a minimum of 8 pages in APA format (excluding title page and references) but encouraged use the number of pages needed to complete your assignment and address each of the elements effectively.  NO ABSTRACT IS REQUIRED

    · You need to use a minimum of 8 sources. Remember, for every source, you will have at least one citation. You cite information that is 1) not common knowledge, 2) paraphrased, and 3) directly quoted.

    · Submit your work as an MS WORD ATTACHMENT in either a .doc, .docx, or .rtf format.

    · You are encouraged to use subheadings. A subheading reflects the content that follows. Subheadings provide a point of reference for the reader as well as guide the reader through your paper.   If you do not have a clear thesis or your introduction is a bit complicated, the reader spends time guessing and is unclear as to what they are reading and why.

    **Some Additional Writing tips:**

    · When making a point, one of the most common mistakes is not to offer enough details. A paragraph without much detail will seem vague and incomplete. A paper is always strengthened when your claims are as specific as possible, the more detailed evidence you offer, and the more reference points your reader will have. Remember that you are communicating your understanding to a reader who has only your description to go by.

    · Third person is preferred in academic writing. Use first-person perspective where applicable and appropriate, i.e., describing your own role, distinguishing from your point of view and others, referring to your actions, or writing is reflective or contains personal elements, otherwise use 3rd person.

    · A flat statement of your intentions in the composition is called an announcement, which weakens the introduction. Try introducing the subject more temptingly, piquing the reader's interest.

    · Avoid anthropomorphisms (attributing human characteristics to nonhuman or inanimate objects). Consider that no report can "address."  When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic.

    **Here is some guidance in formatting your citations:**

    · Author mentioned in text: Smith (2007), otherwise use (Smith, 2007).

    · Include a page or paragraph number with all direct quotations = (Smith, 2007, p. 32).

    · Place the period at the end of a sentence after the citation.

    · When using a cite within your source it is as follows: (Smith 2007, as cited by Smythe, 2016, p. 32).

    · Eliminate URL addresses with in-text citations.

    · Direct quotations greater than 40 words must be blocked and indented. Block quotations do not have quotation marks (except those already included in the source material).

    · Direct quotes should support your work and not replace it. You should use direct quotes ONLY:

    · to show that an authority supports your point

    · to present a position or argument to critique or comment on

    · to include especially moving or historically significant language

    · to present a particularly well-stated passage whose meaning would be lost or changed if paraphrased or summarized.

    **## HRFinalResearchPaper.docx**

    **Final Research Paper:**

    **_Please read instructions carefully._**

    **Overview**

    You have acquired a vast knowledge about multiple topics relevant to managers and HR professionals. As managers and HR professionals, we must be proactive in addressing possible opportunities and threats in our environments (internal and external), and prepare for possible catalysts of change.

    If not prompted to by senior management, we should identify and define the challenges, opportunities, and threats in both our internal and external environments, how will these impact the organization, and provide solutions in which the organization can implement.

    For your final paper, you are being asked to weigh in on an issue or trend (some examples below – do not limit yourself to this list).

    Consider including the following elements in your paper:
    **defining and educating management exactly what the challenge or trend is, analyzing and discussing the implications for organizations, and what can be done**.

    **Do not limit yourself in your approach and elements, as you want to make sure that the executive management has the needed information to decide or act.**

    If you have questions or are unsure of your approach, please let me know so we can work on a solution that will be beneficial and give you the immediate takeaways you can implement if needed.

    **Examples of Issues and Trends:**

    · Addressing the organization’s skill gaps

    · Supporting managers – managers are employees too 😊

    · Balancing remote working and returning to work environment

    · Artificial intelligence in the workplace

    · Work-life balance outweighs wages as a motivator – or does it, is it a generational challenge, all level of employees or ???

    · Employee disengagement – why?

    · Diversity, equity, and inclusion initiatives are negatively impacting the company culture more than helping

    · Performance reviews are outdated and ineffective

    · Inability for employees and departments to work collaborative and effectively

    · Employee retention

    · Skill-based hiring

    · Multiple generations in the Workforce (i.e., life longevity means multiple and long careers)

    · Modernizing employment-based immigration

    · Creating flexible work schedules and environments

    · Investing in mental health and wellbeing of employees

    · Upskilling the workforce to meet advances in technology

    · Preventing employee burnout

    · People Analytics to Analytics for the People

    · Increase States' Acceptance of Recreational Cannabis Use

    ·
    **You can also look to an issue or need within your organization that needs attention**

    ·
    **Or, simply “Google” the statement, “Workplace issues” or similar verbiage to see if you find a topic that inspires you.**

    **Additional Assignment Guidance:**

    · Your paper should be a minimum of 8 pages in APA format (excluding title page and references) but encouraged use the number of pages needed to complete your assignment and address each of the elements effectively.  NO ABSTRACT IS REQUIRED

    · You need to use a minimum of 8 sources. Remember, for every source, you will have at least one citation. You cite information that is 1) not common knowledge, 2) paraphrased, and 3) directly quoted.

    · Submit your work as an MS WORD ATTACHMENT in either a .doc, .docx, or .rtf format.

    · You are encouraged to use subheadings. A subheading reflects the content that follows. Subheadings provide a point of reference for the reader as well as guide the reader through your paper.   If you do not have a clear thesis or your introduction is a bit complicated, the reader spends time guessing and is unclear as to what they are reading and why.

    **Some Additional Writing tips:**

    · When making a point, one of the most common mistakes is not to offer enough details. A paragraph without much detail will seem vague and incomplete. A paper is always strengthened when your claims are as specific as possible, the more detailed evidence you offer, and the more reference points your reader will have. Remember that you are communicating your understanding to a reader who has only your description to go by.

    · Third person is preferred in academic writing. Use first-person perspective where applicable and appropriate, i.e., describing your own role, distinguishing from your point of view and others, referring to your actions, or writing is reflective or contains personal elements, otherwise use 3rd person.

    · A flat statement of your intentions in the composition is called an announcement, which weakens the introduction. Try introducing the subject more temptingly, piquing the reader's interest.

    · Avoid anthropomorphisms (attributing human characteristics to nonhuman or inanimate objects). Consider that no report can "address."  When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic.

    **Here is some guidance in formatting your citations:**

    · Author mentioned in text: Smith (2007), otherwise use (Smith, 2007).

    · Include a page or paragraph number with all direct quotations = (Smith, 2007, p. 32).

    · Place the period at the end of a sentence after the citation.

    · When using a cite within your source it is as follows: (Smith 2007, as cited by Smythe, 2016, p. 32).

    · Eliminate URL addresses with in-text citations.

    · Direct quotations greater than 40 words must be blocked and indented. Block quotations do not have quotation marks (except those already included in the source material).

    · Direct quotes should support your work and not replace it. You should use direct quotes ONLY:

    · to show that an authority supports your point

    · to present a position or argument to critique or comment on

    · to include especially moving or historically significant language

    · to present a particularly well-stated passage whose meaning would be lost or changed if paraphrased or summarized.