Tag: Model Answer

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## AssignmentWeek2IdentifyingIndependentandDependentVariablesinNursingResearch.docx **## AssignmentWeek2IdentifyingIndependentandDependentVariablesinNursingResearch.docx** _Assignment Week 2 Identifying Independent and Dependent Variables in Nursing Research_ Include submission instructions for th…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## AssignmentWeek2IdentifyingIndependentandDependentVariablesinNursingResearch.docx

    **## AssignmentWeek2IdentifyingIndependentandDependentVariablesinNursingResearch.docx**

    _Assignment Week 2 Identifying Independent and Dependent Variables in Nursing Research_

    Include submission instructions for the assignment. The instructions should be clear and precise and cover all the information needed in order for the student to be successful in accomplishing objectives. Include related material, links, or attachments. Make sure there is a topic as well as directions for the formatting of the submission.

    **Instructions:**

    **Part 1 – Concept Review**

    1. Define in your own words:

    ·
    **Independent Variable**

    ·
    **Dependent Variable**

    2. Provide
    **two examples** from clinical or community health practice illustrating both variables.

    _(Example: Impact of patient education (independent) on medication adherence (dependent))._

    **Part 2 – Article Analysis**

    1. Select one recent (2019–2025)
    **quantitative research article** from a peer-reviewed nursing or healthcare journal.

    2. Summarize:

    · Study purpose and population.

    · The
    **independent** and
    **dependent** variables investigated.

    · How the researchers measured each variable (data type and scale).

    · The statistical test(s) used and whether they fit the variables’ measurement level.

    3. Attach a PDF of your article or include the full APA citation.

    _(1–2 pages, APA 7th edition formatting.)_

    **Part 3 – Application to Your DNP Project**

    In one paragraph, explain how you plan to identify and measure the independent and dependent variables within your DNP project or future quality-improvement initiative.
    Include your
    **measurement tools** (e.g., PHQ-9, BP readings, compliance rate) and
    **expected relationship** between variables.

    _(Approx. 150–200 words.)_

    **Submission Requirements**

    · Length: 2–3 pages (excluding title & references).

    · Format: Microsoft Word (.docx), APA 7th edition.

    · Minimum of
    **two scholarly sources (2019–2025)**.

    Fill in this sentence:
    Contribute a minimum of (number) pages. It should include at least (number) academic sources, formatted and cited in APA.

    **## AssignmentWeek2IdentifyingIndependentandDependentVariablesinNursingResearch.docx**

    _Assignment Week 2 Identifying Independent and Dependent Variables in Nursing Research_

    Include submission instructions for the assignment. The instructions should be clear and precise and cover all the information needed in order for the student to be successful in accomplishing objectives. Include related material, links, or attachments. Make sure there is a topic as well as directions for the formatting of the submission.

    **Instructions:**

    **Part 1 – Concept Review**

    1. Define in your own words:

    ·
    **Independent Variable**

    ·
    **Dependent Variable**

    2. Provide
    **two examples** from clinical or community health practice illustrating both variables.

    _(Example: Impact of patient education (independent) on medication adherence (dependent))._

    **Part 2 – Article Analysis**

    1. Select one recent (2019–2025)
    **quantitative research article** from a peer-reviewed nursing or healthcare journal.

    2. Summarize:

    · Study purpose and population.

    · The
    **independent** and
    **dependent** variables investigated.

    · How the researchers measured each variable (data type and scale).

    · The statistical test(s) used and whether they fit the variables’ measurement level.

    3. Attach a PDF of your article or include the full APA citation.

    _(1–2 pages, APA 7th edition formatting.)_

    **Part 3 – Application to Your DNP Project**

    In one paragraph, explain how you plan to identify and measure the independent and dependent variables within your DNP project or future quality-improvement initiative.
    Include your
    **measurement tools** (e.g., PHQ-9, BP readings, compliance rate) and
    **expected relationship** between variables.

    _(Approx. 150–200 words.)_

    **Submission Requirements**

    · Length: 2–3 pages (excluding title & references).

    · Format: Microsoft Word (.docx), APA 7th edition.

    · Minimum of
    **two scholarly sources (2019–2025)**.

    Fill in this sentence:
    Contribute a minimum of (number) pages. It should include at least (number) academic sources, formatted and cited in APA.

  • [Solved] Nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Assignment1.docx – ## Assignment2.docx – ## Assignment3.docx – ## EBPEVIDENCEAPPRAISALTABLEM41.docx **## Assignment1.docx** **Reflection Exercise: Applying CITI RCR Principles in Nursing Research** Completing the CITI Social Behavioral RCR modules is a crucial step in preparing for ethical rese…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Assignment1.docx

    – ## Assignment2.docx

    – ## Assignment3.docx

    – ## EBPEVIDENCEAPPRAISALTABLEM41.docx

    **## Assignment1.docx**

    **Reflection Exercise: Applying CITI RCR Principles in Nursing Research**

    Completing the CITI Social Behavioral RCR modules is a crucial step in preparing for ethical research involvement. This exercise encourages you to reflect on the key principles presented in the modules and consider their direct relevance to nursing research and practice.

    **Instructions:** After completing the required CITI Social Behavioral Responsible Conduct of Research modules, write a reflective essay addressing the following prompts. Your reflection should demonstrate a thoughtful understanding of the ethical principles and their practical application in nursing research.

    **Key Takeaways & Surprise Learnings:**

    · Identify and briefly describe at least three core ethical principles or concepts that resonated most with you from the CITI modules (e.g., informed consent, confidentiality, vulnerable populations, conflict of interest, data management, authorship).

    · Was there any information presented in the modules that surprised you or changed your perspective on research ethics? Explain why.

    **Relevance to Nursing Research & Practice:**

    · Choose one specific nursing research scenario (either hypothetical or from your readings/experiences) where applying the ethical principles learned from CITI would be particularly critical. Describe the scenario.

    · Explain how specific principles from the CITI modules (be explicit about which principles) would guide ethical decision-making and actions in that scenario. Consider both the protection of participants and the integrity of the research.

    · How might a breach of these ethical principles in this scenario impact patients, nurses, or the integrity of nursing science?

    **Your Role as a BSN Nurse:**

    · As a future BSN-prepared nurse, how do you envision your role in promoting ethical conduct in research, even if you are not directly leading a study?

    · What steps can you take to ensure you uphold these ethical responsibilities in your future practice or if you were to participate in a research study?

    **## Assignment2.docx**

    **Step 0: Cultivate a Spirit of Inquiry**

    Select a scenario (or describe one from your own practice) that demonstrates your spirit of inquiry.

    ·
    **Scenario 1:** A nurse notes that their unit has a higher-than-desired rate of Catheter-Associated Urinary Tract Infections (CAUTIs). This drives a desire to find more effective prevention strategies, leading to exploration of evidence-based catheter care bundles.

    ·
    **Scenario 2:** A nurse recognizes persistent fall incidents among older adult patients, despite universal precautions. The nurse questions whether a more individualized, nurse-driven approach could be more effective.

    ·
    **Scenario 3:** A nurse observes that many post-operative patients still report high pain scores or experience significant side effects from opioid medications, despite standard pain management. The nurse is curious about the effectiveness of alternative or complementary interventions like music therapy.

    ·
    **Scenario 4:** Describe a scenario from your own practice that demonstrates your spirit of inquiry.

    **Step 1: Ask Clinical Questions in PICOT Format**

    Write a burning clinical intervention question in PICOT format.

    **Step 2: Search for the Best Evidence**

    Meet with Nursing Research Librarian to devise a plan for an effective literature search based on your PICOT question.

    · Search for at least 10 research articles related to your question.

    · (You will decide which articles to keep in the next module.)

    **Step 3: Critically Appraise the Evidence**

    Enter the 10 articles from your literature search and complete an
    _evidence appraisal table_ (Word or Excel). Include the following information for each article:

    · Citation (APA)

    · Purpose or Aim of Study

    · Research Type & Design/Method

    · Sample/Setting

    · Study Findings (Results/Significance)

    · Level of Evidence (Evidence Hierarchy)

    · Appraisal Summary

    **Submission Requirements**

    Your written submission (Word document) should include:

    · Your chosen scenario (Step 0).

    · Your PICOT question (Step 1).

    · Evidence of meeting with the Nursing Research Librarian (e.g., summary of discussion, search strategy devised).

    · A list of 10 research article citations.

    · Your evidence appraisal table (Step 3) with all requested information.

    **## Assignment3.docx**

    **Instructions**

    Update the following documents (you will need them to complete the culminating project):

    · EBP Process Journal

    · Evidence Appraisal Table

    · Enter at least 10 research articles.

    · Identify “Keeper” studies.

    · Provide rationale for studies you did not keep.

    · Summarize your analysis of the keeper studies while addressing multiple characteristics of the research findings in relation to your PICOT question.

    · Follow APA 7th ed. guidelines in preparation for the culminating project.

    ·
    **Step 4, 5, 6 Plans:** Draft your plans for Integration, Evaluation, and Dissemination. Address all stakeholders and aspects of the steps.

    ·
    **Submit a reflection paper (described below).**

    To turn in this module, write a reflective essay addressing the prompts below. Your reflection should demonstrate critical thinking, integrate concepts from the module, and connect your learning to your role as a future BSN-prepared nurse.

    📘 Reflecting on Evidence Appraisal (Step 3)

    · Describe the most challenging aspect you encountered while critically appraising your 10 research articles. Explain why this was challenging for you.

    · Elaborate on your decision-making process for identifying your "keeper" studies. Provide rationale for a study you did not keep.

    · Summarize the significant insights or conclusions that emerged from your synthesis of the "keeper" studies regarding your PICOT question.

    ⚙️ Reflecting on Planning for Integration (Step 4)

    · Explain how findings from your appraised evidence informed your integration plan. Provide at least two examples.

    · Identify the most important stakeholders to involve in the integration phase and explain why their perspectives are crucial.

    📊 Reflecting on Planning for Evaluation (Step 5)

    · Describe the most challenging aspect of designing your evaluation plan and how you addressed it.

    · Explain why a comprehensive evaluation plan is critical before implementing any practice change. Provide at least two reasons.

    📢 Reflecting on Planning for Dissemination (Step 6)

    · Discuss the ethical imperative of disseminating EBP findings in nursing. Why is this a professional responsibility?

    · Which aspect of planning dissemination (audience, methods, message) did you find most thought-provoking, and why?

    🌱 Overall Learning and Future Practice

    · How has completing Steps 0–6 deepened your understanding of the EBP process as cyclical, iterative, and dynamic?

    · How will you apply the appraisal and planning skills learned to your future role as a BSN-prepared nurse?

    **Submission Requirements**

    ·
    **Format:** Double-spaced, 12-point font (Times New Roman or Arial).

    ·
    **Citations:** Use APA 7th edition for any external sources referenced (e.g., the EBP model itself, appraisal criteria, specific concepts from the modules).

    ·
    **Scoring:** This assignment is worth 100 points and will be evaluated by a grading rubric.

    **Reminder:** This reflection is not just about summarizing. Be specific, provide examples, and connect your insights to your development as a BSN-prepared nurse.

    **## EBPEVIDENCEAPPRAISALTABLEM41.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **EBP EVIDENCE APPRAISAL TABLE (Landscape Sample)** | |
    | | |
    | **PICOT Question:** | | |
    | **Databases used:** | | |
    | **Keywords used:** | | |
    | **Citation** | **Purpose or Aim of Study** | **Research Type (Quant/Qual) Design/Method** | **Sample/Setting** | **Study Findings (Results/Significance)** | **Level of Evidence (Evidence Hierarchy)** | **Keeper?**<br>**Y/N** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | **Appraisal Summary** | |

    **## EBPEVIDENCEAPPRAISALTABLEM41.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **EBP EVIDENCE APPRAISAL TABLE (Landscape Sample)** | |
    | | |
    | **PICOT Question:** | | |
    | **Databases used:** | | |
    | **Keywords used:** | | |
    | **Citation** | **Purpose or Aim of Study** | **Research Type (Quant/Qual) Design/Method** | **Sample/Setting** | **Study Findings (Results/Significance)** | **Level of Evidence (Evidence Hierarchy)** | **Keeper?**<br>**Y/N** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | **Appraisal Summary** | |

    **## Assignment1.docx**

    **Reflection Exercise: Applying CITI RCR Principles in Nursing Research**

    Completing the CITI Social Behavioral RCR modules is a crucial step in preparing for ethical research involvement. This exercise encourages you to reflect on the key principles presented in the modules and consider their direct relevance to nursing research and practice.

    **Instructions:** After completing the required CITI Social Behavioral Responsible Conduct of Research modules, write a reflective essay addressing the following prompts. Your reflection should demonstrate a thoughtful understanding of the ethical principles and their practical application in nursing research.

    **Key Takeaways & Surprise Learnings:**

    · Identify and briefly describe at least three core ethical principles or concepts that resonated most with you from the CITI modules (e.g., informed consent, confidentiality, vulnerable populations, conflict of interest, data management, authorship).

    · Was there any information presented in the modules that surprised you or changed your perspective on research ethics? Explain why.

    **Relevance to Nursing Research & Practice:**

    · Choose one specific nursing research scenario (either hypothetical or from your readings/experiences) where applying the ethical principles learned from CITI would be particularly critical. Describe the scenario.

    · Explain how specific principles from the CITI modules (be explicit about which principles) would guide ethical decision-making and actions in that scenario. Consider both the protection of participants and the integrity of the research.

    · How might a breach of these ethical principles in this scenario impact patients, nurses, or the integrity of nursing science?

    **Your Role as a BSN Nurse:**

    · As a future BSN-prepared nurse, how do you envision your role in promoting ethical conduct in research, even if you are not directly leading a study?

    · What steps can you take to ensure you uphold these ethical responsibilities in your future practice or if you were to participate in a research study?

    **## Assignment2.docx**

    **Step 0: Cultivate a Spirit of Inquiry**

    Select a scenario (or describe one from your own practice) that demonstrates your spirit of inquiry.

    ·
    **Scenario 1:** A nurse notes that their unit has a higher-than-desired rate of Catheter-Associated Urinary Tract Infections (CAUTIs). This drives a desire to find more effective prevention strategies, leading to exploration of evidence-based catheter care bundles.

    ·
    **Scenario 2:** A nurse recognizes persistent fall incidents among older adult patients, despite universal precautions. The nurse questions whether a more individualized, nurse-driven approach could be more effective.

    ·
    **Scenario 3:** A nurse observes that many post-operative patients still report high pain scores or experience significant side effects from opioid medications, despite standard pain management. The nurse is curious about the effectiveness of alternative or complementary interventions like music therapy.

    ·
    **Scenario 4:** Describe a scenario from your own practice that demonstrates your spirit of inquiry.

    **Step 1: Ask Clinical Questions in PICOT Format**

    Write a burning clinical intervention question in PICOT format.

    **Step 2: Search for the Best Evidence**

    Meet with Nursing Research Librarian to devise a plan for an effective literature search based on your PICOT question.

    · Search for at least 10 research articles related to your question.

    · (You will decide which articles to keep in the next module.)

    **Step 3: Critically Appraise the Evidence**

    Enter the 10 articles from your literature search and complete an
    _evidence appraisal table_ (Word or Excel). Include the following information for each article:

    · Citation (APA)

    · Purpose or Aim of Study

    · Research Type & Design/Method

    · Sample/Setting

    · Study Findings (Results/Significance)

    · Level of Evidence (Evidence Hierarchy)

    · Appraisal Summary

    **Submission Requirements**

    Your written submission (Word document) should include:

    · Your chosen scenario (Step 0).

    · Your PICOT question (Step 1).

    · Evidence of meeting with the Nursing Research Librarian (e.g., summary of discussion, search strategy devised).

    · A list of 10 research article citations.

    · Your evidence appraisal table (Step 3) with all requested information.

    **## Assignment3.docx**

    **Instructions**

    Update the following documents (you will need them to complete the culminating project):

    · EBP Process Journal

    · Evidence Appraisal Table

    · Enter at least 10 research articles.

    · Identify “Keeper” studies.

    · Provide rationale for studies you did not keep.

    · Summarize your analysis of the keeper studies while addressing multiple characteristics of the research findings in relation to your PICOT question.

    · Follow APA 7th ed. guidelines in preparation for the culminating project.

    ·
    **Step 4, 5, 6 Plans:** Draft your plans for Integration, Evaluation, and Dissemination. Address all stakeholders and aspects of the steps.

    ·
    **Submit a reflection paper (described below).**

    To turn in this module, write a reflective essay addressing the prompts below. Your reflection should demonstrate critical thinking, integrate concepts from the module, and connect your learning to your role as a future BSN-prepared nurse.

    📘 Reflecting on Evidence Appraisal (Step 3)

    · Describe the most challenging aspect you encountered while critically appraising your 10 research articles. Explain why this was challenging for you.

    · Elaborate on your decision-making process for identifying your "keeper" studies. Provide rationale for a study you did not keep.

    · Summarize the significant insights or conclusions that emerged from your synthesis of the "keeper" studies regarding your PICOT question.

    ⚙️ Reflecting on Planning for Integration (Step 4)

    · Explain how findings from your appraised evidence informed your integration plan. Provide at least two examples.

    · Identify the most important stakeholders to involve in the integration phase and explain why their perspectives are crucial.

    📊 Reflecting on Planning for Evaluation (Step 5)

    · Describe the most challenging aspect of designing your evaluation plan and how you addressed it.

    · Explain why a comprehensive evaluation plan is critical before implementing any practice change. Provide at least two reasons.

    📢 Reflecting on Planning for Dissemination (Step 6)

    · Discuss the ethical imperative of disseminating EBP findings in nursing. Why is this a professional responsibility?

    · Which aspect of planning dissemination (audience, methods, message) did you find most thought-provoking, and why?

    🌱 Overall Learning and Future Practice

    · How has completing Steps 0–6 deepened your understanding of the EBP process as cyclical, iterative, and dynamic?

    · How will you apply the appraisal and planning skills learned to your future role as a BSN-prepared nurse?

    **Submission Requirements**

    ·
    **Format:** Double-spaced, 12-point font (Times New Roman or Arial).

    ·
    **Citations:** Use APA 7th edition for any external sources referenced (e.g., the EBP model itself, appraisal criteria, specific concepts from the modules).

    ·
    **Scoring:** This assignment is worth 100 points and will be evaluated by a grading rubric.

    **Reminder:** This reflection is not just about summarizing. Be specific, provide examples, and connect your insights to your development as a BSN-prepared nurse.

    **## EBPEVIDENCEAPPRAISALTABLEM41.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **EBP EVIDENCE APPRAISAL TABLE (Landscape Sample)** | |
    | | |
    | **PICOT Question:** | | |
    | **Databases used:** | | |
    | **Keywords used:** | | |
    | **Citation** | **Purpose or Aim of Study** | **Research Type (Quant/Qual) Design/Method** | **Sample/Setting** | **Study Findings (Results/Significance)** | **Level of Evidence (Evidence Hierarchy)** | **Keeper?**<br>**Y/N** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | **Appraisal Summary** | |

    **## Assignment1.docx**

    **Reflection Exercise: Applying CITI RCR Principles in Nursing Research**

    Completing the CITI Social Behavioral RCR modules is a crucial step in preparing for ethical research involvement. This exercise encourages you to reflect on the key principles presented in the modules and consider their direct relevance to nursing research and practice.

    **Instructions:** After completing the required CITI Social Behavioral Responsible Conduct of Research modules, write a reflective essay addressing the following prompts. Your reflection should demonstrate a thoughtful understanding of the ethical principles and their practical application in nursing research.

    **Key Takeaways & Surprise Learnings:**

    · Identify and briefly describe at least three core ethical principles or concepts that resonated most with you from the CITI modules (e.g., informed consent, confidentiality, vulnerable populations, conflict of interest, data management, authorship).

    · Was there any information presented in the modules that surprised you or changed your perspective on research ethics? Explain why.

    **Relevance to Nursing Research & Practice:**

    · Choose one specific nursing research scenario (either hypothetical or from your readings/experiences) where applying the ethical principles learned from CITI would be particularly critical. Describe the scenario.

    · Explain how specific principles from the CITI modules (be explicit about which principles) would guide ethical decision-making and actions in that scenario. Consider both the protection of participants and the integrity of the research.

    · How might a breach of these ethical principles in this scenario impact patients, nurses, or the integrity of nursing science?

    **Your Role as a BSN Nurse:**

    · As a future BSN-prepared nurse, how do you envision your role in promoting ethical conduct in research, even if you are not directly leading a study?

    · What steps can you take to ensure you uphold these ethical responsibilities in your future practice or if you were to participate in a research study?

    **## Assignment2.docx**

    **Step 0: Cultivate a Spirit of Inquiry**

    Select a scenario (or describe one from your own practice) that demonstrates your spirit of inquiry.

    ·
    **Scenario 1:** A nurse notes that their unit has a higher-than-desired rate of Catheter-Associated Urinary Tract Infections (CAUTIs). This drives a desire to find more effective prevention strategies, leading to exploration of evidence-based catheter care bundles.

    ·
    **Scenario 2:** A nurse recognizes persistent fall incidents among older adult patients, despite universal precautions. The nurse questions whether a more individualized, nurse-driven approach could be more effective.

    ·
    **Scenario 3:** A nurse observes that many post-operative patients still report high pain scores or experience significant side effects from opioid medications, despite standard pain management. The nurse is curious about the effectiveness of alternative or complementary interventions like music therapy.

    ·
    **Scenario 4:** Describe a scenario from your own practice that demonstrates your spirit of inquiry.

    **Step 1: Ask Clinical Questions in PICOT Format**

    Write a burning clinical intervention question in PICOT format.

    **Step 2: Search for the Best Evidence**

    Meet with Nursing Research Librarian to devise a plan for an effective literature search based on your PICOT question.

    · Search for at least 10 research articles related to your question.

    · (You will decide which articles to keep in the next module.)

    **Step 3: Critically Appraise the Evidence**

    Enter the 10 articles from your literature search and complete an
    _evidence appraisal table_ (Word or Excel). Include the following information for each article:

    · Citation (APA)

    · Purpose or Aim of Study

    · Research Type & Design/Method

    · Sample/Setting

    · Study Findings (Results/Significance)

    · Level of Evidence (Evidence Hierarchy)

    · Appraisal Summary

    **Submission Requirements**

    Your written submission (Word document) should include:

    · Your chosen scenario (Step 0).

    · Your PICOT question (Step 1).

    · Evidence of meeting with the Nursing Research Librarian (e.g., summary of discussion, search strategy devised).

    · A list of 10 research article citations.

    · Your evidence appraisal table (Step 3) with all requested information.

    **## Assignment3.docx**

    **Instructions**

    Update the following documents (you will need them to complete the culminating project):

    · EBP Process Journal

    · Evidence Appraisal Table

    · Enter at least 10 research articles.

    · Identify “Keeper” studies.

    · Provide rationale for studies you did not keep.

    · Summarize your analysis of the keeper studies while addressing multiple characteristics of the research findings in relation to your PICOT question.

    · Follow APA 7th ed. guidelines in preparation for the culminating project.

    ·
    **Step 4, 5, 6 Plans:** Draft your plans for Integration, Evaluation, and Dissemination. Address all stakeholders and aspects of the steps.

    ·
    **Submit a reflection paper (described below).**

    To turn in this module, write a reflective essay addressing the prompts below. Your reflection should demonstrate critical thinking, integrate concepts from the module, and connect your learning to your role as a future BSN-prepared nurse.

    📘 Reflecting on Evidence Appraisal (Step 3)

    · Describe the most challenging aspect you encountered while critically appraising your 10 research articles. Explain why this was challenging for you.

    · Elaborate on your decision-making process for identifying your "keeper" studies. Provide rationale for a study you did not keep.

    · Summarize the significant insights or conclusions that emerged from your synthesis of the "keeper" studies regarding your PICOT question.

    ⚙️ Reflecting on Planning for Integration (Step 4)

    · Explain how findings from your appraised evidence informed your integration plan. Provide at least two examples.

    · Identify the most important stakeholders to involve in the integration phase and explain why their perspectives are crucial.

    📊 Reflecting on Planning for Evaluation (Step 5)

    · Describe the most challenging aspect of designing your evaluation plan and how you addressed it.

    · Explain why a comprehensive evaluation plan is critical before implementing any practice change. Provide at least two reasons.

    📢 Reflecting on Planning for Dissemination (Step 6)

    · Discuss the ethical imperative of disseminating EBP findings in nursing. Why is this a professional responsibility?

    · Which aspect of planning dissemination (audience, methods, message) did you find most thought-provoking, and why?

    🌱 Overall Learning and Future Practice

    · How has completing Steps 0–6 deepened your understanding of the EBP process as cyclical, iterative, and dynamic?

    · How will you apply the appraisal and planning skills learned to your future role as a BSN-prepared nurse?

    **Submission Requirements**

    ·
    **Format:** Double-spaced, 12-point font (Times New Roman or Arial).

    ·
    **Citations:** Use APA 7th edition for any external sources referenced (e.g., the EBP model itself, appraisal criteria, specific concepts from the modules).

    ·
    **Scoring:** This assignment is worth 100 points and will be evaluated by a grading rubric.

    **Reminder:** This reflection is not just about summarizing. Be specific, provide examples, and connect your insights to your development as a BSN-prepared nurse.

    **## EBPEVIDENCEAPPRAISALTABLEM41.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **EBP EVIDENCE APPRAISAL TABLE (Landscape Sample)** | |
    | | |
    | **PICOT Question:** | | |
    | **Databases used:** | | |
    | **Keywords used:** | | |
    | **Citation** | **Purpose or Aim of Study** | **Research Type (Quant/Qual) Design/Method** | **Sample/Setting** | **Study Findings (Results/Significance)** | **Level of Evidence (Evidence Hierarchy)** | **Keeper?**<br>**Y/N** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | **Appraisal Summary** | |

    – 1
    – 2
    – 3
    – 4

  • [Solved] criminal law wk 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## CriminalLawExercise.docx **## CriminalLawExercise.docx** Criminal Law Exercise #1: Case Briefing · **Submitting** a text entry box or a file upload · **Available** after Oct 19 at 12am Using the Keeler Case brief format as a reference on pages 1.6.5, 1.6.6 & 1.6.8, provide a case briefing for […

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## CriminalLawExercise.docx

    **## CriminalLawExercise.docx**

    Criminal Law Exercise #1: Case Briefing

    ·
    **Submitting** a text entry box or a file upload

    ·
    **Available** after Oct 19 at 12am

    Using the Keeler Case brief format as a reference on pages 1.6.5, 1.6.6 & 1.6.8, provide a case briefing for
    [Texas v. JohnsonLinks to an external site.](http://www.law.cornell.edu/supct/html/historics/USSC_CR_0491_0397_ZO.html), 491. U.S. 397 (1989) on page 1.6.3.

    [https://www.law.cornell.edu/supremecourt/text/491/397](https://www.law.cornell.edu/supremecourt/text/491/397)

    The case briefing
    **must** contain the following components:

    1. The title, plus citation. The citation indicates where to find the case.

    2. The procedural facts of the case. The procedural facts discuss who is appealing and in which court the case is located.

    3. The substantive facts. The substantive facts discuss what happened to instigate the case.

    4. The issue. The issue is the question the court is examining.

    5. The substantive holding. The substantive holding answers the issue question and is the case law.

    6. The procedural holding. The procedural holding discusses what the court did procedurally with the case.

    7. The rationale. The rationale is the reason the court held the way it did.

    **## CriminalLawExercise.docx**

    Criminal Law Exercise #1: Case Briefing

    ·
    **Submitting** a text entry box or a file upload

    ·
    **Available** after Oct 19 at 12am

    Using the Keeler Case brief format as a reference on pages 1.6.5, 1.6.6 & 1.6.8, provide a case briefing for
    [Texas v. JohnsonLinks to an external site.](http://www.law.cornell.edu/supct/html/historics/USSC_CR_0491_0397_ZO.html), 491. U.S. 397 (1989) on page 1.6.3.

    [https://www.law.cornell.edu/supremecourt/text/491/397](https://www.law.cornell.edu/supremecourt/text/491/397)

    The case briefing
    **must** contain the following components:

    1. The title, plus citation. The citation indicates where to find the case.

    2. The procedural facts of the case. The procedural facts discuss who is appealing and in which court the case is located.

    3. The substantive facts. The substantive facts discuss what happened to instigate the case.

    4. The issue. The issue is the question the court is examining.

    5. The substantive holding. The substantive holding answers the issue question and is the case law.

    6. The procedural holding. The procedural holding discusses what the court did procedurally with the case.

    7. The rationale. The rationale is the reason the court held the way it did.

  • [Solved] NUR502W2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Cardiovascular2.docx **## Cardiovascular2.docx** **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfor…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Cardiovascular2.docx

    **## Cardiovascular2.docx**

    **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

    **Case Study Questions**

    1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.

    2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?

    3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?

    4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

    5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## Cardiovascular2.docx**

    **Cardiovascular** Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

    **Case Study Questions**

    1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.

    2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?

    3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?

    4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

    5. Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] NEED ASSISGNMENT 10/29/2025. THIS IS 2 ASSISGNMENTS..NO PLAGARISM.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    THIS IS 2 ASSIGNMENT. NEED ASSISIGNMENT FOR EACH OPTION BELOW read or listen to the presentation and write 2-3 paragraphs about 2 take home points from this presentation. Upload this to the extra credit drop box. Each topic is worth 2 points. You may earn a maximum of 10 extra credit points. The dro…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    THIS IS 2 ASSIGNMENT. NEED ASSISIGNMENT FOR EACH OPTION BELOW
    read or listen to the presentation and write 2-3 paragraphs about 2 take home points from this presentation. Upload this to the extra credit drop box.
    Each topic is worth 2 points. You may earn a maximum of 10 extra credit points. The drop box allows you to upload more than one item.
    **Module 4 Unit B**
    1. EBB podcast on membrane sweeping
    2. EBB podcast on mechanical cervical ripening

  • [Solved] week 9

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    instructions and readings attached – ## week9.pdf – ## 511Excerpt.pdf – TurningtheTablesText.pdf **## week9.pdf** Answer the following questions 1. Have you had personal negotiations experience in which you either did or did not adequately prepare? Explain. 2. You will be leading collective bargai…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    instructions and readings attached

    – ## week9.pdf

    – ## 511Excerpt.pdf

    – TurningtheTablesText.pdf

    **## week9.pdf**

    Answer the following questions

    1. Have you had personal negotiations experience in which you either did or did not
    adequately prepare? Explain.

    2. You will be leading collective bargaining for a union of nursing home workers at a
    large nursing home in San Francisco. Please tell us the first three (most
    important) steps you will take. Why are these the most important?

    3. Based on this week’s lecture and readings etc., compare the approaches to
    bargaining preparation. Are there differences? Explain.

    Reference:
    https://mronline.org/2014/04/05/rachleff050414-html-2/

    [https://mronline.org/2014/04/05/rachleff050414-html-2/](https://mronline.org/2014/04/05/rachleff050414-html-2/)

    **## 511Excerpt.pdf**

    Cornell University Press
    ILR Press

    Chapter Title: The Negotiations Process and Strikes

    Book Title: An Introduction to U.S. Collective Bargaining and Labor Relations
    Book Author(s): Harry C. Katz, Thomas A. Kochan and Alexander J. S. Colvin
    Published by: Cornell University Press, ILR Press. (2017)
    Stable URL: http://www.jstor.org/stable/10.7591/j.ctt1vjqr3z.13

    JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide

    range of content in a trusted digital archive. We use information technology and tools to increase productivity and

    facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

    Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at

    http://about.jstor.org/terms

    Cornell University Press, ILR Press are collaborating with JSTOR to digitize, preserve and
    extend access to An Introduction to U.S. Collective Bargaining and Labor Relations

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    200 Part III. The Functional Level of Labor Relations

    Thus, management has tried to shift away from factors such as wages in the
    industry or increases in the cost of living and toward the fi rm ’ s ability to pay.

    Internal Comparisons
    Every negotiation is carefully watched by a fi rm ’ s other employees. Management
    must consider how a wage settlement might infl uence the expectations and
    demands of other employees in the fi rm regardless of whether those employees
    are represented by unions. Management, for example, often considers whether
    wage increases for unionized hourly workers will lead to pay increases for supervisors
    and other white-collar employees outside the bargaining unit. One reason manage-
    ment give pay increases to white-collar employees is such increases weaken these
    employees’ potential attraction to unionization.

    The Dynamics of Management ’ s Decision-Making Process
    So far we have painted a rather static picture of management ’ s decision making.
    Yet the actual process of decision making over the course of a bargaining cycle
    (from the pre-negotiation planning stage to the signing of the fi nal agreement)
    is a dynamic one. The process is replete with ambiguities over who has the
    authority to set policies, confl icts among decision makers over the appropriate
    weight to be attached to different goals, and power struggles among competing
    decision makers.

    The process by which management establishes bargaining strategies involves
    extensive intraorganizational bargaining that is every bit as intense as the bargaining
    between the union and management. Because the successful resolution of internal
    differences is a prerequisite to a smoothly functioning bargaining process, it is
    important to understand how fi rms prepare for negotiations.

    To provide a more complete picture of how management prepares for collective
    bargaining, Box 8.2 describes a typical case. This fi rm is preparing to negotiate
    a contract with the major bargaining unit in its largest manufacturing facility.
    The contract traditionally sets the pattern for the economic settlements with
    several smaller units at other locations.

    Before negotiations (or very early in negotiations), the labor relations staff tries
    to predict as closely as possible what it will take to get a settlement. But ultimately
    the staff is ready at all times to revise its estimates based on new or better information
    about the union ’ s position as the negotiations proceed.

    The case in Box 8.2 illustrates the diversity of interests that exists in the different
    levels of any modern company. It shows that the development of a company
    strategy for negotiations is a highly political process, one in which the different
    goals of various groups must ultimately be accommodated. Although the labor
    relations staff serves as a key participant in the development of the strategy, the
    concerns of operating management, fi nancial staff, and other interest groups in
    the corporation are also integral to any fi nal decision.

    It is interesting to examine how preparations for traditional negotiations compare
    to preparation for an interest-based bargaining process. Box 8.3 draws on the
    experiences of the same fi rm as it prepared for a recent round of interest-based

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Start Here

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 201

    BOX 8.2
    Management ’ s Preparations for Negotiations in a Typical Firm

    Stage One: Input from the Plants

    The fi rst step in the process of preparing for negotiations takes place at the
    plant level. 7 The plant labor relations staff holds meetings with plant supervisors
    to discuss problems they have experienced in administering the existing
    contract. From these discussions, the staff compiles a list of suggested contract
    changes. At the same time, the staff also conducts a systematic review of
    the grievances that have arisen under the current contract and collects
    information on local labor market conditions and on the wages in other
    fi rms in the community.

    The staff then holds a meeting with the plant manager, who raises the
    industrial relations problems the company has confronted in the plant. The
    concerns of management are classifi ed into two groups: contractual problems
    and problems that should be addressed outside the negotiating process.
    In addition, the staff asks the plant manager to rank suggested contract
    changes based on their potential for making a signifi cant improvement in
    plant operations.

    Stage Two: Input from Higher Levels of the Firm

    Next, a series of meetings is held at the division level that involves the
    division labor relations staff, operations managers at the division level, and
    the corporate labor relations director and staff. From time to time, outside
    industrial relations consultants sit in on these division-level meetings. Here
    the concerns of the various plants are evaluated against two criteria: (1) the
    operational benefi ts expected from proposed contract changes; and (2) the
    likelihood that the desired changes can be achieved in the negotiations
    process.

    The corporate labor relations staff plays a vital role in these division-level
    discussions, since the expected benefi ts of different contractual changes can
    be a matter of dispute across the various plants. In addition, the division
    labor relations staff is responsible for carefully examining the contract language
    that exists in the various local agreements for inconsistencies or problems
    that could be removed by clauses that refl ect corporate labor relations
    preferences. Sometimes the plant labor relations representatives object to
    changes suggested at the division level because they do not correspond to
    the priorities of the plant offi cials and because the existing “discrepancies”
    may be serving a useful purpose in the plant.

    The corporate labor relations staff works closely with the vice-president
    for fi nance to develop wage targets. Information on plant labor costs,
    corporate earnings, and the long-term fi nancial prospects of the company
    and the industry are built into the wage target the corporate staff ultimately
    recommends.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    202 Part III. The Functional Level of Labor Relations

    Stage Three: Input from Research

    A research subgroup in the labor relations staff of the company also conducts
    background research that is used in management ’ s preparations for negotiations.
    At least a year and a half before the opening of formal negotiations, the
    research staff begins to prepare the background information necessary for
    developing the company ’ s proposals.

    The researchers use a database on the demographic characteristics of
    employees and analyze personnel statistics such as turnover, absentee, and
    grievance rates. They also monitor internal union developments, specifi cally
    resolutions the union has passed at its conventions, union publications, and
    union leaders’ statements about the upcoming negotiations. In addition, they
    survey plant managers for their views on their relations with the union and
    the problems they would like to see addressed in the negotiations. The staff
    also consults plant labor relations staff members to obtain their suggestions.
    This fi rm probably invests more resources and assigns more authority for
    bargaining preparation to its research staff than do most other corporations.

    The research staff is ultimately responsible for putting together a summary
    report that goes to the vice-president of industrial relations and the corporate
    director of compensation. These executives then work with the manager
    of the research and planning department to develop targets for bargaining.

    Stage Four: Final Preparations

    The fi nal step in management ’ s preparation for negotiations is a meeting
    that includes the corporate labor relations staff, the chief executive offi cer,
    and the board of directors. At this meeting, the corporate labor relations
    director presents the proposed wage targets and other proposed contract
    changes for board approval and states the reasons for seeking the proposed
    changes. Sometimes this meeting does not take place until after the fi rst
    negotiations session with the union. The industrial relations director might
    prefer to wait until then because it may be useful to hear from the union
    before he or she makes a fi nal recommendation to top management. This
    helps the industrial relations director identify the relative importance the
    union is likely to give to pay issues and the intensity of the union ’ s concern
    about other areas of the contract.

    One labor relations director described to us how he presents his recom-
    mendation to top management in this way:

    I always number my proposed target settlements as proposed settlement target
    number 1. Someone once asked me what that meant. I said that this is what I
    think it will take to get a settlement but I number it because I may have to
    come back to you at some point with my proposed settlement number 2 or
    even my proposed settlement number 3, et cetera.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    204 Part III. The Functional Level of Labor Relations

    We still had discipline at the table. We had chief spokespersons. In fact,
    we got very upset and disappointed when at one point the process broke
    down. When we started talking about overtime, we had already done some
    joint staff work looking at some pilot programs we had started in a couple
    of settings to let the union handle how overtime is distributed. This is
    always a big problem and headache for management, and [it is] a costly
    issue. The staff had pretty much agreed privately to extend the pilot approach
    to the whole bargaining unit, but when the issue came up for discussion,
    the manufacturing representative on our team said: “We ’ d never agree to
    that!” We read him the riot act later in private for springing this on us, but
    it essentially killed discussion of this issue, and we never did get the job
    done on this issue.

    As we got into the tough economic issues, bargaining took on more
    traditional features. These were very tough and the union leaders needed
    to be able to demonstrate to their constituents [that] they squeezed us as
    hard as they could to get the best deal possible. We understood this.

    Still, there was better communications, and we never worked past 8 p.m.

    bargaining. While much of the background research and information gathering
    is similar, some of this is done jointly with the union. In this case, the problem-
    solving processes that had been put in place in the company-union relationship
    at the workplace provided the foundation for taking a problem-solving approach
    to negotiations.

    UNIONS’ AND WORKERS’ PREPARATIONS FOR
    NEGOTIATIONS

    This section reviews the common procedures unions and workers follow during
    the negotiation of a collective bargaining contract. This material parallels the
    discussion of the procedures used by management in preparing for negotiations
    described above.

    The Role of the Union Negotiating Committee
    The union is represented by a negotiating committee in negotiations with manage-
    ment. The makeup of the union negotiating committee varies across unions,
    although it typically includes some union offi cers, support staff (such as members
    of the local or the national union ’ s research staff or both), and elected worker
    representatives. Often the leaders of the union ’ s negotiating committee are the
    highest elected offi cers of the union that is covered by the collective bargaining
    agreement under negotiation. Some unions, such as local construction, hotel and
    restaurant, or trucking unions, tend to rely on hired business agents to lead their
    negotiations.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 205

    The negotiating committee will meet several times before the start of negotia-
    tions to formulate the union ’ s list of demands and to begin to establish expecta-
    tions about what the union can win in negotiations. Before these meetings,
    the negotiating committee will solicit demands from union members, either
    directly through meetings called to discuss the upcoming negotiations or through
    polls. In the UAW, for example, elected representatives from the local unions
    meet in a convention and vote on bargaining resolutions during preparations for
    companywide bargaining. The UAW leadership also consults union members
    during the negotiation of plant contracts that supplement the companywide
    agreements.

    A union negotiating committee typically also receives information and
    advice from the national union ’ s research staff during its preparations for
    bargaining. The information provided frequently covers the fi nancial perfor-
    mance of the company, forecasts the future performance of the company and
    the economy, and summarizes recent settlements in other unions or the pay
    improvements unorganized workers in the same city, fi rm, or industry have
    received.

    Some unions, such as the Air Line Pilots Association (ALPA), do extensive
    research and analysis of economic developments in their industry and of the
    fi nancial situation of each company. Prior to entering negotiations, the ALPA
    research staff conducts extensive briefi ngs with the bargaining committee of an
    airline and in some cases, such as at Continental Airlines, meets with company
    representatives to compare fi nancial data and analysis. It is not uncommon for
    union and company research staff to share information with each other if for no
    other reason than to avoid debates over some of the basic facts each side needs
    to prepare their team for negotiations.

    Many unions now use surveys, focus groups, and/or direct interviews with
    rank-and-fi le members to gather information about their concerns and their priorities
    for negotiations. This serves as a two-way communications process. It both provides
    data on the priorities of rank-and-fi le members and begins to engage the rank
    and fi le in the negotiations process by informing them of some of the issues that
    may come up.

    Acquisition of Strike Authorization If an Impasse
    Is Reached
    If the union comes to an impasse with management during the negotiations and
    is considering going on strike over unresolved disputes, two steps occur. In local
    contract negotiations, the union ’ s constitution typically requires the local to seek
    strike authorization from the national union. Strike approval is an important
    process because, among other things, it enables striking workers to receive strike
    benefi ts from the national union ’ s strike fund.

    A union considering a strike will also typically poll its members. The strike
    vote serves a dual purpose: it tells the union leadership whether the union ’ s
    members support such an action and it helps rally the workers around the purpose
    of the strike.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    206 Part III. The Functional Level of Labor Relations

    Contract Ratifi cation
    When an agreement is reached between the union ’ s negotiating committee and
    management ’ s representatives, the union proceeds through its contract ratifi cation
    procedures. Here there is much variation in the exact procedures unions use.
    The fi rst step some unions take is to send a proposed agreement to a council
    made up of lower-level union offi cers. This council includes local union offi cers
    when a companywide agreement is negotiated (as in the steel and auto industries).
    Union constitutions typically also require that the workers covered by a negotiated
    agreement vote on any proposed settlement.

    There are some notable exceptions to the normal pattern of union members
    voting on proposed contracts. But in the usual case, workers must approve contract
    settlements, often by majority vote. This sort of voting is an example of participatory
    democracy in this critical aspect of union decision making.

    The Role of Union Leaders in Shaping Strategies
    The actual bargaining demands of unions refl ect more than just an averaging of
    their members’ preferences. Several factors combine to produce the complex
    process by which union leaders arrive at their bargaining objectives.

    First, in addition to considering the preferences of their members, union leaders
    must evaluate how likely it is that objectives can be attained. Unrealistic goals
    must be discarded during pre-negotiation planning sessions or early on in
    negotiations.

    Second, union leaders must take into account the varying political infl uence
    of subgroups within the union. Older or more skilled workers, for example, may
    be more politically infl uential than other members. Thus, the objectives leaders
    ultimately select may refl ect some workers’ goals more than others.

    Third, union leaders must also be concerned about the long-term survival of
    the union and must take steps to preserve those interests. However, there is always
    the risk that union leaders will emphasize union security at the expense of
    member preferences.

    Finally, a central job for union leaders, like all leaders, is to lead! Union leaders
    must weigh strategic options, make decisions, and secure the ongoing support of
    their members for the decisions they make.

    One of the keys to union leadership is effective internal communication. Union
    leaders need regular upward communication from the rank and fi le and from
    local union offi cers. Effective union leadership also requires that decision makers
    communicate their activities and decisions back to the members. Unions use such
    techniques as opinion surveys, satellite hookups, television advertising, and the
    Internet to communicate with their members. Indeed, the Internet is becoming
    a key resource in bargaining today. Union leaders are learning that they must
    develop the skill to use this tool to communicate with members, for it is certain
    that rival groups in the union will have those skills. In one case, ALPA found
    that the tentative wage agreement it had reached with Delta Airlines was criticized
    on a rival group ’ s website before the union team could even describe its terms
    to union members! Thus, the means of communication in unions and the role

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 207

    of communications in negotiations in general are changing rapidly in the age of
    the Internet.

    THE CYCLE OF TRADITIONAL NEGOTIATIONS

    Negotiations often proceed through a cycle in which the four subprocesses of
    bargaining emerge and interrelate. 8 A typical cycle for a traditional negotiations
    process is described below.

    The Early Stages
    In the initial stage of a traditional negotiation, the parties present their opening
    proposals. This stage often involves a larger number of people than will be involved
    in the negotiations of the fi nal agreement. The union, for example, may bring
    in representatives from various interest groups and several levels of the union
    hierarchy. These people participate in developing the initial proposals and later
    become involved in securing ratifi cation of any agreement. The involvement of
    all these different representatives can smooth the process of intraorganizational
    bargaining in the union.

    The union then presents proposals that cover the entire range of its concerns.
    Some of the proposals will be of critical importance and will be at the heart of
    the discussions as the strike deadline approaches. Some are important but may
    be traded off at the last minute. Some may be translated into more specifi c
    demands at a later stage of bargaining or may be issues to which the union will
    assign a high priority in some future round of negotiations. Other issues are of
    low priority and will be dropped as negotiations proceed into the serious decision-
    making stages.

    The Presentation of a Laundry List
    The union ’ s presentation of a laundry list of issues serves several purposes. It
    allows union leaders to recognize different interest groups by at least mentioning
    their proposals. Some unrealistic demands will be aired, the problems underlying
    these demands can be explored, and the employer can then reject these demands.
    This process takes the pressure off union offi cers who might otherwise appear to
    have arbitrarily nixed some group ’ s pet proposal. In a laundry list, either side also
    could introduce issues that it hopes will be pursued in future negotiations.

    Presenting a long list of proposals and infl ated demands as a fi rst step might
    also be a useful way to camoufl age the real priorities of the union. Or a long list
    of proposals could be helpful in integrative bargaining by facilitating trades across
    issues.

    Behavior of the Employer in the Early Phase
    The behavior of employers at the outset of bargaining varies considerably. Some
    employers will present a set of proposals to counterbalance the union demands.
    Other employers will receive the union demands and promise a response at a
    future negotiating session. Many management representatives prefer to delay

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    **TurningtheTablesText.pdf**

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

    **TurningtheTablesText.pdf**

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

    **## week9.pdf**

    Answer the following questions

    1. Have you had personal negotiations experience in which you either did or did not
    adequately prepare? Explain.

    2. You will be leading collective bargaining for a union of nursing home workers at a
    large nursing home in San Francisco. Please tell us the first three (most
    important) steps you will take. Why are these the most important?

    3. Based on this week’s lecture and readings etc., compare the approaches to
    bargaining preparation. Are there differences? Explain.

    Reference:
    https://mronline.org/2014/04/05/rachleff050414-html-2/

    [https://mronline.org/2014/04/05/rachleff050414-html-2/](https://mronline.org/2014/04/05/rachleff050414-html-2/)

    **## 511Excerpt.pdf**

    Cornell University Press
    ILR Press

    Chapter Title: The Negotiations Process and Strikes

    Book Title: An Introduction to U.S. Collective Bargaining and Labor Relations
    Book Author(s): Harry C. Katz, Thomas A. Kochan and Alexander J. S. Colvin
    Published by: Cornell University Press, ILR Press. (2017)
    Stable URL: http://www.jstor.org/stable/10.7591/j.ctt1vjqr3z.13

    JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide

    range of content in a trusted digital archive. We use information technology and tools to increase productivity and

    facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

    Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at

    http://about.jstor.org/terms

    Cornell University Press, ILR Press are collaborating with JSTOR to digitize, preserve and
    extend access to An Introduction to U.S. Collective Bargaining and Labor Relations

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    200 Part III. The Functional Level of Labor Relations

    Thus, management has tried to shift away from factors such as wages in the
    industry or increases in the cost of living and toward the fi rm ’ s ability to pay.

    Internal Comparisons
    Every negotiation is carefully watched by a fi rm ’ s other employees. Management
    must consider how a wage settlement might infl uence the expectations and
    demands of other employees in the fi rm regardless of whether those employees
    are represented by unions. Management, for example, often considers whether
    wage increases for unionized hourly workers will lead to pay increases for supervisors
    and other white-collar employees outside the bargaining unit. One reason manage-
    ment give pay increases to white-collar employees is such increases weaken these
    employees’ potential attraction to unionization.

    The Dynamics of Management ’ s Decision-Making Process
    So far we have painted a rather static picture of management ’ s decision making.
    Yet the actual process of decision making over the course of a bargaining cycle
    (from the pre-negotiation planning stage to the signing of the fi nal agreement)
    is a dynamic one. The process is replete with ambiguities over who has the
    authority to set policies, confl icts among decision makers over the appropriate
    weight to be attached to different goals, and power struggles among competing
    decision makers.

    The process by which management establishes bargaining strategies involves
    extensive intraorganizational bargaining that is every bit as intense as the bargaining
    between the union and management. Because the successful resolution of internal
    differences is a prerequisite to a smoothly functioning bargaining process, it is
    important to understand how fi rms prepare for negotiations.

    To provide a more complete picture of how management prepares for collective
    bargaining, Box 8.2 describes a typical case. This fi rm is preparing to negotiate
    a contract with the major bargaining unit in its largest manufacturing facility.
    The contract traditionally sets the pattern for the economic settlements with
    several smaller units at other locations.

    Before negotiations (or very early in negotiations), the labor relations staff tries
    to predict as closely as possible what it will take to get a settlement. But ultimately
    the staff is ready at all times to revise its estimates based on new or better information
    about the union ’ s position as the negotiations proceed.

    The case in Box 8.2 illustrates the diversity of interests that exists in the different
    levels of any modern company. It shows that the development of a company
    strategy for negotiations is a highly political process, one in which the different
    goals of various groups must ultimately be accommodated. Although the labor
    relations staff serves as a key participant in the development of the strategy, the
    concerns of operating management, fi nancial staff, and other interest groups in
    the corporation are also integral to any fi nal decision.

    It is interesting to examine how preparations for traditional negotiations compare
    to preparation for an interest-based bargaining process. Box 8.3 draws on the
    experiences of the same fi rm as it prepared for a recent round of interest-based

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Start Here

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 201

    BOX 8.2
    Management ’ s Preparations for Negotiations in a Typical Firm

    Stage One: Input from the Plants

    The fi rst step in the process of preparing for negotiations takes place at the
    plant level. 7 The plant labor relations staff holds meetings with plant supervisors
    to discuss problems they have experienced in administering the existing
    contract. From these discussions, the staff compiles a list of suggested contract
    changes. At the same time, the staff also conducts a systematic review of
    the grievances that have arisen under the current contract and collects
    information on local labor market conditions and on the wages in other
    fi rms in the community.

    The staff then holds a meeting with the plant manager, who raises the
    industrial relations problems the company has confronted in the plant. The
    concerns of management are classifi ed into two groups: contractual problems
    and problems that should be addressed outside the negotiating process.
    In addition, the staff asks the plant manager to rank suggested contract
    changes based on their potential for making a signifi cant improvement in
    plant operations.

    Stage Two: Input from Higher Levels of the Firm

    Next, a series of meetings is held at the division level that involves the
    division labor relations staff, operations managers at the division level, and
    the corporate labor relations director and staff. From time to time, outside
    industrial relations consultants sit in on these division-level meetings. Here
    the concerns of the various plants are evaluated against two criteria: (1) the
    operational benefi ts expected from proposed contract changes; and (2) the
    likelihood that the desired changes can be achieved in the negotiations
    process.

    The corporate labor relations staff plays a vital role in these division-level
    discussions, since the expected benefi ts of different contractual changes can
    be a matter of dispute across the various plants. In addition, the division
    labor relations staff is responsible for carefully examining the contract language
    that exists in the various local agreements for inconsistencies or problems
    that could be removed by clauses that refl ect corporate labor relations
    preferences. Sometimes the plant labor relations representatives object to
    changes suggested at the division level because they do not correspond to
    the priorities of the plant offi cials and because the existing “discrepancies”
    may be serving a useful purpose in the plant.

    The corporate labor relations staff works closely with the vice-president
    for fi nance to develop wage targets. Information on plant labor costs,
    corporate earnings, and the long-term fi nancial prospects of the company
    and the industry are built into the wage target the corporate staff ultimately
    recommends.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    202 Part III. The Functional Level of Labor Relations

    Stage Three: Input from Research

    A research subgroup in the labor relations staff of the company also conducts
    background research that is used in management ’ s preparations for negotiations.
    At least a year and a half before the opening of formal negotiations, the
    research staff begins to prepare the background information necessary for
    developing the company ’ s proposals.

    The researchers use a database on the demographic characteristics of
    employees and analyze personnel statistics such as turnover, absentee, and
    grievance rates. They also monitor internal union developments, specifi cally
    resolutions the union has passed at its conventions, union publications, and
    union leaders’ statements about the upcoming negotiations. In addition, they
    survey plant managers for their views on their relations with the union and
    the problems they would like to see addressed in the negotiations. The staff
    also consults plant labor relations staff members to obtain their suggestions.
    This fi rm probably invests more resources and assigns more authority for
    bargaining preparation to its research staff than do most other corporations.

    The research staff is ultimately responsible for putting together a summary
    report that goes to the vice-president of industrial relations and the corporate
    director of compensation. These executives then work with the manager
    of the research and planning department to develop targets for bargaining.

    Stage Four: Final Preparations

    The fi nal step in management ’ s preparation for negotiations is a meeting
    that includes the corporate labor relations staff, the chief executive offi cer,
    and the board of directors. At this meeting, the corporate labor relations
    director presents the proposed wage targets and other proposed contract
    changes for board approval and states the reasons for seeking the proposed
    changes. Sometimes this meeting does not take place until after the fi rst
    negotiations session with the union. The industrial relations director might
    prefer to wait until then because it may be useful to hear from the union
    before he or she makes a fi nal recommendation to top management. This
    helps the industrial relations director identify the relative importance the
    union is likely to give to pay issues and the intensity of the union ’ s concern
    about other areas of the contract.

    One labor relations director described to us how he presents his recom-
    mendation to top management in this way:

    I always number my proposed target settlements as proposed settlement target
    number 1. Someone once asked me what that meant. I said that this is what I
    think it will take to get a settlement but I number it because I may have to
    come back to you at some point with my proposed settlement number 2 or
    even my proposed settlement number 3, et cetera.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    204 Part III. The Functional Level of Labor Relations

    We still had discipline at the table. We had chief spokespersons. In fact,
    we got very upset and disappointed when at one point the process broke
    down. When we started talking about overtime, we had already done some
    joint staff work looking at some pilot programs we had started in a couple
    of settings to let the union handle how overtime is distributed. This is
    always a big problem and headache for management, and [it is] a costly
    issue. The staff had pretty much agreed privately to extend the pilot approach
    to the whole bargaining unit, but when the issue came up for discussion,
    the manufacturing representative on our team said: “We ’ d never agree to
    that!” We read him the riot act later in private for springing this on us, but
    it essentially killed discussion of this issue, and we never did get the job
    done on this issue.

    As we got into the tough economic issues, bargaining took on more
    traditional features. These were very tough and the union leaders needed
    to be able to demonstrate to their constituents [that] they squeezed us as
    hard as they could to get the best deal possible. We understood this.

    Still, there was better communications, and we never worked past 8 p.m.

    bargaining. While much of the background research and information gathering
    is similar, some of this is done jointly with the union. In this case, the problem-
    solving processes that had been put in place in the company-union relationship
    at the workplace provided the foundation for taking a problem-solving approach
    to negotiations.

    UNIONS’ AND WORKERS’ PREPARATIONS FOR
    NEGOTIATIONS

    This section reviews the common procedures unions and workers follow during
    the negotiation of a collective bargaining contract. This material parallels the
    discussion of the procedures used by management in preparing for negotiations
    described above.

    The Role of the Union Negotiating Committee
    The union is represented by a negotiating committee in negotiations with manage-
    ment. The makeup of the union negotiating committee varies across unions,
    although it typically includes some union offi cers, support staff (such as members
    of the local or the national union ’ s research staff or both), and elected worker
    representatives. Often the leaders of the union ’ s negotiating committee are the
    highest elected offi cers of the union that is covered by the collective bargaining
    agreement under negotiation. Some unions, such as local construction, hotel and
    restaurant, or trucking unions, tend to rely on hired business agents to lead their
    negotiations.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 205

    The negotiating committee will meet several times before the start of negotia-
    tions to formulate the union ’ s list of demands and to begin to establish expecta-
    tions about what the union can win in negotiations. Before these meetings,
    the negotiating committee will solicit demands from union members, either
    directly through meetings called to discuss the upcoming negotiations or through
    polls. In the UAW, for example, elected representatives from the local unions
    meet in a convention and vote on bargaining resolutions during preparations for
    companywide bargaining. The UAW leadership also consults union members
    during the negotiation of plant contracts that supplement the companywide
    agreements.

    A union negotiating committee typically also receives information and
    advice from the national union ’ s research staff during its preparations for
    bargaining. The information provided frequently covers the fi nancial perfor-
    mance of the company, forecasts the future performance of the company and
    the economy, and summarizes recent settlements in other unions or the pay
    improvements unorganized workers in the same city, fi rm, or industry have
    received.

    Some unions, such as the Air Line Pilots Association (ALPA), do extensive
    research and analysis of economic developments in their industry and of the
    fi nancial situation of each company. Prior to entering negotiations, the ALPA
    research staff conducts extensive briefi ngs with the bargaining committee of an
    airline and in some cases, such as at Continental Airlines, meets with company
    representatives to compare fi nancial data and analysis. It is not uncommon for
    union and company research staff to share information with each other if for no
    other reason than to avoid debates over some of the basic facts each side needs
    to prepare their team for negotiations.

    Many unions now use surveys, focus groups, and/or direct interviews with
    rank-and-fi le members to gather information about their concerns and their priorities
    for negotiations. This serves as a two-way communications process. It both provides
    data on the priorities of rank-and-fi le members and begins to engage the rank
    and fi le in the negotiations process by informing them of some of the issues that
    may come up.

    Acquisition of Strike Authorization If an Impasse
    Is Reached
    If the union comes to an impasse with management during the negotiations and
    is considering going on strike over unresolved disputes, two steps occur. In local
    contract negotiations, the union ’ s constitution typically requires the local to seek
    strike authorization from the national union. Strike approval is an important
    process because, among other things, it enables striking workers to receive strike
    benefi ts from the national union ’ s strike fund.

    A union considering a strike will also typically poll its members. The strike
    vote serves a dual purpose: it tells the union leadership whether the union ’ s
    members support such an action and it helps rally the workers around the purpose
    of the strike.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    206 Part III. The Functional Level of Labor Relations

    Contract Ratifi cation
    When an agreement is reached between the union ’ s negotiating committee and
    management ’ s representatives, the union proceeds through its contract ratifi cation
    procedures. Here there is much variation in the exact procedures unions use.
    The fi rst step some unions take is to send a proposed agreement to a council
    made up of lower-level union offi cers. This council includes local union offi cers
    when a companywide agreement is negotiated (as in the steel and auto industries).
    Union constitutions typically also require that the workers covered by a negotiated
    agreement vote on any proposed settlement.

    There are some notable exceptions to the normal pattern of union members
    voting on proposed contracts. But in the usual case, workers must approve contract
    settlements, often by majority vote. This sort of voting is an example of participatory
    democracy in this critical aspect of union decision making.

    The Role of Union Leaders in Shaping Strategies
    The actual bargaining demands of unions refl ect more than just an averaging of
    their members’ preferences. Several factors combine to produce the complex
    process by which union leaders arrive at their bargaining objectives.

    First, in addition to considering the preferences of their members, union leaders
    must evaluate how likely it is that objectives can be attained. Unrealistic goals
    must be discarded during pre-negotiation planning sessions or early on in
    negotiations.

    Second, union leaders must take into account the varying political infl uence
    of subgroups within the union. Older or more skilled workers, for example, may
    be more politically infl uential than other members. Thus, the objectives leaders
    ultimately select may refl ect some workers’ goals more than others.

    Third, union leaders must also be concerned about the long-term survival of
    the union and must take steps to preserve those interests. However, there is always
    the risk that union leaders will emphasize union security at the expense of
    member preferences.

    Finally, a central job for union leaders, like all leaders, is to lead! Union leaders
    must weigh strategic options, make decisions, and secure the ongoing support of
    their members for the decisions they make.

    One of the keys to union leadership is effective internal communication. Union
    leaders need regular upward communication from the rank and fi le and from
    local union offi cers. Effective union leadership also requires that decision makers
    communicate their activities and decisions back to the members. Unions use such
    techniques as opinion surveys, satellite hookups, television advertising, and the
    Internet to communicate with their members. Indeed, the Internet is becoming
    a key resource in bargaining today. Union leaders are learning that they must
    develop the skill to use this tool to communicate with members, for it is certain
    that rival groups in the union will have those skills. In one case, ALPA found
    that the tentative wage agreement it had reached with Delta Airlines was criticized
    on a rival group ’ s website before the union team could even describe its terms
    to union members! Thus, the means of communication in unions and the role

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 207

    of communications in negotiations in general are changing rapidly in the age of
    the Internet.

    THE CYCLE OF TRADITIONAL NEGOTIATIONS

    Negotiations often proceed through a cycle in which the four subprocesses of
    bargaining emerge and interrelate. 8 A typical cycle for a traditional negotiations
    process is described below.

    The Early Stages
    In the initial stage of a traditional negotiation, the parties present their opening
    proposals. This stage often involves a larger number of people than will be involved
    in the negotiations of the fi nal agreement. The union, for example, may bring
    in representatives from various interest groups and several levels of the union
    hierarchy. These people participate in developing the initial proposals and later
    become involved in securing ratifi cation of any agreement. The involvement of
    all these different representatives can smooth the process of intraorganizational
    bargaining in the union.

    The union then presents proposals that cover the entire range of its concerns.
    Some of the proposals will be of critical importance and will be at the heart of
    the discussions as the strike deadline approaches. Some are important but may
    be traded off at the last minute. Some may be translated into more specifi c
    demands at a later stage of bargaining or may be issues to which the union will
    assign a high priority in some future round of negotiations. Other issues are of
    low priority and will be dropped as negotiations proceed into the serious decision-
    making stages.

    The Presentation of a Laundry List
    The union ’ s presentation of a laundry list of issues serves several purposes. It
    allows union leaders to recognize different interest groups by at least mentioning
    their proposals. Some unrealistic demands will be aired, the problems underlying
    these demands can be explored, and the employer can then reject these demands.
    This process takes the pressure off union offi cers who might otherwise appear to
    have arbitrarily nixed some group ’ s pet proposal. In a laundry list, either side also
    could introduce issues that it hopes will be pursued in future negotiations.

    Presenting a long list of proposals and infl ated demands as a fi rst step might
    also be a useful way to camoufl age the real priorities of the union. Or a long list
    of proposals could be helpful in integrative bargaining by facilitating trades across
    issues.

    Behavior of the Employer in the Early Phase
    The behavior of employers at the outset of bargaining varies considerably. Some
    employers will present a set of proposals to counterbalance the union demands.
    Other employers will receive the union demands and promise a response at a
    future negotiating session. Many management representatives prefer to delay

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    **TurningtheTablesText.pdf**

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

    **## week9.pdf**

    Answer the following questions

    1. Have you had personal negotiations experience in which you either did or did not
    adequately prepare? Explain.

    2. You will be leading collective bargaining for a union of nursing home workers at a
    large nursing home in San Francisco. Please tell us the first three (most
    important) steps you will take. Why are these the most important?

    3. Based on this week’s lecture and readings etc., compare the approaches to
    bargaining preparation. Are there differences? Explain.

    Reference:
    https://mronline.org/2014/04/05/rachleff050414-html-2/

    [https://mronline.org/2014/04/05/rachleff050414-html-2/](https://mronline.org/2014/04/05/rachleff050414-html-2/)

    **## 511Excerpt.pdf**

    Cornell University Press
    ILR Press

    Chapter Title: The Negotiations Process and Strikes

    Book Title: An Introduction to U.S. Collective Bargaining and Labor Relations
    Book Author(s): Harry C. Katz, Thomas A. Kochan and Alexander J. S. Colvin
    Published by: Cornell University Press, ILR Press. (2017)
    Stable URL: http://www.jstor.org/stable/10.7591/j.ctt1vjqr3z.13

    JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide

    range of content in a trusted digital archive. We use information technology and tools to increase productivity and

    facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

    Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at

    http://about.jstor.org/terms

    Cornell University Press, ILR Press are collaborating with JSTOR to digitize, preserve and
    extend access to An Introduction to U.S. Collective Bargaining and Labor Relations

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    200 Part III. The Functional Level of Labor Relations

    Thus, management has tried to shift away from factors such as wages in the
    industry or increases in the cost of living and toward the fi rm ’ s ability to pay.

    Internal Comparisons
    Every negotiation is carefully watched by a fi rm ’ s other employees. Management
    must consider how a wage settlement might infl uence the expectations and
    demands of other employees in the fi rm regardless of whether those employees
    are represented by unions. Management, for example, often considers whether
    wage increases for unionized hourly workers will lead to pay increases for supervisors
    and other white-collar employees outside the bargaining unit. One reason manage-
    ment give pay increases to white-collar employees is such increases weaken these
    employees’ potential attraction to unionization.

    The Dynamics of Management ’ s Decision-Making Process
    So far we have painted a rather static picture of management ’ s decision making.
    Yet the actual process of decision making over the course of a bargaining cycle
    (from the pre-negotiation planning stage to the signing of the fi nal agreement)
    is a dynamic one. The process is replete with ambiguities over who has the
    authority to set policies, confl icts among decision makers over the appropriate
    weight to be attached to different goals, and power struggles among competing
    decision makers.

    The process by which management establishes bargaining strategies involves
    extensive intraorganizational bargaining that is every bit as intense as the bargaining
    between the union and management. Because the successful resolution of internal
    differences is a prerequisite to a smoothly functioning bargaining process, it is
    important to understand how fi rms prepare for negotiations.

    To provide a more complete picture of how management prepares for collective
    bargaining, Box 8.2 describes a typical case. This fi rm is preparing to negotiate
    a contract with the major bargaining unit in its largest manufacturing facility.
    The contract traditionally sets the pattern for the economic settlements with
    several smaller units at other locations.

    Before negotiations (or very early in negotiations), the labor relations staff tries
    to predict as closely as possible what it will take to get a settlement. But ultimately
    the staff is ready at all times to revise its estimates based on new or better information
    about the union ’ s position as the negotiations proceed.

    The case in Box 8.2 illustrates the diversity of interests that exists in the different
    levels of any modern company. It shows that the development of a company
    strategy for negotiations is a highly political process, one in which the different
    goals of various groups must ultimately be accommodated. Although the labor
    relations staff serves as a key participant in the development of the strategy, the
    concerns of operating management, fi nancial staff, and other interest groups in
    the corporation are also integral to any fi nal decision.

    It is interesting to examine how preparations for traditional negotiations compare
    to preparation for an interest-based bargaining process. Box 8.3 draws on the
    experiences of the same fi rm as it prepared for a recent round of interest-based

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Start Here

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 201

    BOX 8.2
    Management ’ s Preparations for Negotiations in a Typical Firm

    Stage One: Input from the Plants

    The fi rst step in the process of preparing for negotiations takes place at the
    plant level. 7 The plant labor relations staff holds meetings with plant supervisors
    to discuss problems they have experienced in administering the existing
    contract. From these discussions, the staff compiles a list of suggested contract
    changes. At the same time, the staff also conducts a systematic review of
    the grievances that have arisen under the current contract and collects
    information on local labor market conditions and on the wages in other
    fi rms in the community.

    The staff then holds a meeting with the plant manager, who raises the
    industrial relations problems the company has confronted in the plant. The
    concerns of management are classifi ed into two groups: contractual problems
    and problems that should be addressed outside the negotiating process.
    In addition, the staff asks the plant manager to rank suggested contract
    changes based on their potential for making a signifi cant improvement in
    plant operations.

    Stage Two: Input from Higher Levels of the Firm

    Next, a series of meetings is held at the division level that involves the
    division labor relations staff, operations managers at the division level, and
    the corporate labor relations director and staff. From time to time, outside
    industrial relations consultants sit in on these division-level meetings. Here
    the concerns of the various plants are evaluated against two criteria: (1) the
    operational benefi ts expected from proposed contract changes; and (2) the
    likelihood that the desired changes can be achieved in the negotiations
    process.

    The corporate labor relations staff plays a vital role in these division-level
    discussions, since the expected benefi ts of different contractual changes can
    be a matter of dispute across the various plants. In addition, the division
    labor relations staff is responsible for carefully examining the contract language
    that exists in the various local agreements for inconsistencies or problems
    that could be removed by clauses that refl ect corporate labor relations
    preferences. Sometimes the plant labor relations representatives object to
    changes suggested at the division level because they do not correspond to
    the priorities of the plant offi cials and because the existing “discrepancies”
    may be serving a useful purpose in the plant.

    The corporate labor relations staff works closely with the vice-president
    for fi nance to develop wage targets. Information on plant labor costs,
    corporate earnings, and the long-term fi nancial prospects of the company
    and the industry are built into the wage target the corporate staff ultimately
    recommends.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    202 Part III. The Functional Level of Labor Relations

    Stage Three: Input from Research

    A research subgroup in the labor relations staff of the company also conducts
    background research that is used in management ’ s preparations for negotiations.
    At least a year and a half before the opening of formal negotiations, the
    research staff begins to prepare the background information necessary for
    developing the company ’ s proposals.

    The researchers use a database on the demographic characteristics of
    employees and analyze personnel statistics such as turnover, absentee, and
    grievance rates. They also monitor internal union developments, specifi cally
    resolutions the union has passed at its conventions, union publications, and
    union leaders’ statements about the upcoming negotiations. In addition, they
    survey plant managers for their views on their relations with the union and
    the problems they would like to see addressed in the negotiations. The staff
    also consults plant labor relations staff members to obtain their suggestions.
    This fi rm probably invests more resources and assigns more authority for
    bargaining preparation to its research staff than do most other corporations.

    The research staff is ultimately responsible for putting together a summary
    report that goes to the vice-president of industrial relations and the corporate
    director of compensation. These executives then work with the manager
    of the research and planning department to develop targets for bargaining.

    Stage Four: Final Preparations

    The fi nal step in management ’ s preparation for negotiations is a meeting
    that includes the corporate labor relations staff, the chief executive offi cer,
    and the board of directors. At this meeting, the corporate labor relations
    director presents the proposed wage targets and other proposed contract
    changes for board approval and states the reasons for seeking the proposed
    changes. Sometimes this meeting does not take place until after the fi rst
    negotiations session with the union. The industrial relations director might
    prefer to wait until then because it may be useful to hear from the union
    before he or she makes a fi nal recommendation to top management. This
    helps the industrial relations director identify the relative importance the
    union is likely to give to pay issues and the intensity of the union ’ s concern
    about other areas of the contract.

    One labor relations director described to us how he presents his recom-
    mendation to top management in this way:

    I always number my proposed target settlements as proposed settlement target
    number 1. Someone once asked me what that meant. I said that this is what I
    think it will take to get a settlement but I number it because I may have to
    come back to you at some point with my proposed settlement number 2 or
    even my proposed settlement number 3, et cetera.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    204 Part III. The Functional Level of Labor Relations

    We still had discipline at the table. We had chief spokespersons. In fact,
    we got very upset and disappointed when at one point the process broke
    down. When we started talking about overtime, we had already done some
    joint staff work looking at some pilot programs we had started in a couple
    of settings to let the union handle how overtime is distributed. This is
    always a big problem and headache for management, and [it is] a costly
    issue. The staff had pretty much agreed privately to extend the pilot approach
    to the whole bargaining unit, but when the issue came up for discussion,
    the manufacturing representative on our team said: “We ’ d never agree to
    that!” We read him the riot act later in private for springing this on us, but
    it essentially killed discussion of this issue, and we never did get the job
    done on this issue.

    As we got into the tough economic issues, bargaining took on more
    traditional features. These were very tough and the union leaders needed
    to be able to demonstrate to their constituents [that] they squeezed us as
    hard as they could to get the best deal possible. We understood this.

    Still, there was better communications, and we never worked past 8 p.m.

    bargaining. While much of the background research and information gathering
    is similar, some of this is done jointly with the union. In this case, the problem-
    solving processes that had been put in place in the company-union relationship
    at the workplace provided the foundation for taking a problem-solving approach
    to negotiations.

    UNIONS’ AND WORKERS’ PREPARATIONS FOR
    NEGOTIATIONS

    This section reviews the common procedures unions and workers follow during
    the negotiation of a collective bargaining contract. This material parallels the
    discussion of the procedures used by management in preparing for negotiations
    described above.

    The Role of the Union Negotiating Committee
    The union is represented by a negotiating committee in negotiations with manage-
    ment. The makeup of the union negotiating committee varies across unions,
    although it typically includes some union offi cers, support staff (such as members
    of the local or the national union ’ s research staff or both), and elected worker
    representatives. Often the leaders of the union ’ s negotiating committee are the
    highest elected offi cers of the union that is covered by the collective bargaining
    agreement under negotiation. Some unions, such as local construction, hotel and
    restaurant, or trucking unions, tend to rely on hired business agents to lead their
    negotiations.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 205

    The negotiating committee will meet several times before the start of negotia-
    tions to formulate the union ’ s list of demands and to begin to establish expecta-
    tions about what the union can win in negotiations. Before these meetings,
    the negotiating committee will solicit demands from union members, either
    directly through meetings called to discuss the upcoming negotiations or through
    polls. In the UAW, for example, elected representatives from the local unions
    meet in a convention and vote on bargaining resolutions during preparations for
    companywide bargaining. The UAW leadership also consults union members
    during the negotiation of plant contracts that supplement the companywide
    agreements.

    A union negotiating committee typically also receives information and
    advice from the national union ’ s research staff during its preparations for
    bargaining. The information provided frequently covers the fi nancial perfor-
    mance of the company, forecasts the future performance of the company and
    the economy, and summarizes recent settlements in other unions or the pay
    improvements unorganized workers in the same city, fi rm, or industry have
    received.

    Some unions, such as the Air Line Pilots Association (ALPA), do extensive
    research and analysis of economic developments in their industry and of the
    fi nancial situation of each company. Prior to entering negotiations, the ALPA
    research staff conducts extensive briefi ngs with the bargaining committee of an
    airline and in some cases, such as at Continental Airlines, meets with company
    representatives to compare fi nancial data and analysis. It is not uncommon for
    union and company research staff to share information with each other if for no
    other reason than to avoid debates over some of the basic facts each side needs
    to prepare their team for negotiations.

    Many unions now use surveys, focus groups, and/or direct interviews with
    rank-and-fi le members to gather information about their concerns and their priorities
    for negotiations. This serves as a two-way communications process. It both provides
    data on the priorities of rank-and-fi le members and begins to engage the rank
    and fi le in the negotiations process by informing them of some of the issues that
    may come up.

    Acquisition of Strike Authorization If an Impasse
    Is Reached
    If the union comes to an impasse with management during the negotiations and
    is considering going on strike over unresolved disputes, two steps occur. In local
    contract negotiations, the union ’ s constitution typically requires the local to seek
    strike authorization from the national union. Strike approval is an important
    process because, among other things, it enables striking workers to receive strike
    benefi ts from the national union ’ s strike fund.

    A union considering a strike will also typically poll its members. The strike
    vote serves a dual purpose: it tells the union leadership whether the union ’ s
    members support such an action and it helps rally the workers around the purpose
    of the strike.

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    206 Part III. The Functional Level of Labor Relations

    Contract Ratifi cation
    When an agreement is reached between the union ’ s negotiating committee and
    management ’ s representatives, the union proceeds through its contract ratifi cation
    procedures. Here there is much variation in the exact procedures unions use.
    The fi rst step some unions take is to send a proposed agreement to a council
    made up of lower-level union offi cers. This council includes local union offi cers
    when a companywide agreement is negotiated (as in the steel and auto industries).
    Union constitutions typically also require that the workers covered by a negotiated
    agreement vote on any proposed settlement.

    There are some notable exceptions to the normal pattern of union members
    voting on proposed contracts. But in the usual case, workers must approve contract
    settlements, often by majority vote. This sort of voting is an example of participatory
    democracy in this critical aspect of union decision making.

    The Role of Union Leaders in Shaping Strategies
    The actual bargaining demands of unions refl ect more than just an averaging of
    their members’ preferences. Several factors combine to produce the complex
    process by which union leaders arrive at their bargaining objectives.

    First, in addition to considering the preferences of their members, union leaders
    must evaluate how likely it is that objectives can be attained. Unrealistic goals
    must be discarded during pre-negotiation planning sessions or early on in
    negotiations.

    Second, union leaders must take into account the varying political infl uence
    of subgroups within the union. Older or more skilled workers, for example, may
    be more politically infl uential than other members. Thus, the objectives leaders
    ultimately select may refl ect some workers’ goals more than others.

    Third, union leaders must also be concerned about the long-term survival of
    the union and must take steps to preserve those interests. However, there is always
    the risk that union leaders will emphasize union security at the expense of
    member preferences.

    Finally, a central job for union leaders, like all leaders, is to lead! Union leaders
    must weigh strategic options, make decisions, and secure the ongoing support of
    their members for the decisions they make.

    One of the keys to union leadership is effective internal communication. Union
    leaders need regular upward communication from the rank and fi le and from
    local union offi cers. Effective union leadership also requires that decision makers
    communicate their activities and decisions back to the members. Unions use such
    techniques as opinion surveys, satellite hookups, television advertising, and the
    Internet to communicate with their members. Indeed, the Internet is becoming
    a key resource in bargaining today. Union leaders are learning that they must
    develop the skill to use this tool to communicate with members, for it is certain
    that rival groups in the union will have those skills. In one case, ALPA found
    that the tentative wage agreement it had reached with Delta Airlines was criticized
    on a rival group ’ s website before the union team could even describe its terms
    to union members! Thus, the means of communication in unions and the role

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    The Negotiations Process and Strikes 207

    of communications in negotiations in general are changing rapidly in the age of
    the Internet.

    THE CYCLE OF TRADITIONAL NEGOTIATIONS

    Negotiations often proceed through a cycle in which the four subprocesses of
    bargaining emerge and interrelate. 8 A typical cycle for a traditional negotiations
    process is described below.

    The Early Stages
    In the initial stage of a traditional negotiation, the parties present their opening
    proposals. This stage often involves a larger number of people than will be involved
    in the negotiations of the fi nal agreement. The union, for example, may bring
    in representatives from various interest groups and several levels of the union
    hierarchy. These people participate in developing the initial proposals and later
    become involved in securing ratifi cation of any agreement. The involvement of
    all these different representatives can smooth the process of intraorganizational
    bargaining in the union.

    The union then presents proposals that cover the entire range of its concerns.
    Some of the proposals will be of critical importance and will be at the heart of
    the discussions as the strike deadline approaches. Some are important but may
    be traded off at the last minute. Some may be translated into more specifi c
    demands at a later stage of bargaining or may be issues to which the union will
    assign a high priority in some future round of negotiations. Other issues are of
    low priority and will be dropped as negotiations proceed into the serious decision-
    making stages.

    The Presentation of a Laundry List
    The union ’ s presentation of a laundry list of issues serves several purposes. It
    allows union leaders to recognize different interest groups by at least mentioning
    their proposals. Some unrealistic demands will be aired, the problems underlying
    these demands can be explored, and the employer can then reject these demands.
    This process takes the pressure off union offi cers who might otherwise appear to
    have arbitrarily nixed some group ’ s pet proposal. In a laundry list, either side also
    could introduce issues that it hopes will be pursued in future negotiations.

    Presenting a long list of proposals and infl ated demands as a fi rst step might
    also be a useful way to camoufl age the real priorities of the union. Or a long list
    of proposals could be helpful in integrative bargaining by facilitating trades across
    issues.

    Behavior of the Employer in the Early Phase
    The behavior of employers at the outset of bargaining varies considerably. Some
    employers will present a set of proposals to counterbalance the union demands.
    Other employers will receive the union demands and promise a response at a
    future negotiating session. Many management representatives prefer to delay

    This content downloaded from 130.212.18.96 on Tue, 19 Jun 2018 14:02:03 UTC
    All use subject to http://about.jstor.org/terms

    Diane Frey

    Diane Frey

    **TurningtheTablesText.pdf**

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

    – 1
    – 2
    – 3

  • [Solved] MGMT 230

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I'll post the question to you Use the book for reference ### Management: Leading & Collaborating in the Competitive World ISBN: 9781265385811 By: Thomas Bateman

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I'll post the question to you
    Use the book for reference
    ### Management: Leading & Collaborating in the Competitive World
    ISBN: 9781265385811
    By: Thomas Bateman

  • [Solved] NUR502W2Hema

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module2Discussion2.docx **## Module2Discussion2.docx** **Hematopoietic:** J.D. is a 37 years old white woman who presents to her gynecologist complaining of a 2-month history of intermenstrual bleeding, menorrhagia, increased urinary frequency, mild incontinence, extreme fatigue, and weakness. …

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Module2Discussion2.docx

    **## Module2Discussion2.docx**

    **Hematopoietic:** J.D. is a 37 years old white woman who presents to her gynecologist complaining of a 2-month history of intermenstrual bleeding, menorrhagia, increased urinary frequency, mild incontinence, extreme fatigue, and weakness. Her menstrual period occurs every 28 days and lately there have been 6 days of heavy flow and cramping. She denies abdominal distension, back-ache, and constipation. She has not had her usual energy levels since before her last pregnancy.

    **Past Medical History (PMH):**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    **Case Study Questions**

    1. Name the contributing factors on J.D that might put her at risk to develop iron deficiency anemia.

    2. Within the case study, describe the reasons why J.D. might be presenting constipation and or dehydration.

    3. Why Vitamin B12 and folic acid are important on the erythropoiesis? What abnormalities their deficiency might cause on the red blood cells?

    4. The gynecologist is suspecting that J.D. might be experiencing iron deficiency anemia.
    In order to support the diagnosis, list and describe the clinical symptoms that J.D. might have positive for Iron deficiency anemia.

    5. If the patient is diagnosed with iron deficiency anemia, what do you expect to find as signs of this type of anemia? List and describe.

    6. Labs results came back for the patient. Hb 10.2 g/dL; Hct 30.8%; Ferritin 9 ng/dL; red blood cells are smaller and paler in color than normal. Research list and describe for appropriate recommendations and treatments for J.D.

    **## Module2Discussion2.docx**

    **Hematopoietic:** J.D. is a 37 years old white woman who presents to her gynecologist complaining of a 2-month history of intermenstrual bleeding, menorrhagia, increased urinary frequency, mild incontinence, extreme fatigue, and weakness. Her menstrual period occurs every 28 days and lately there have been 6 days of heavy flow and cramping. She denies abdominal distension, back-ache, and constipation. She has not had her usual energy levels since before her last pregnancy.

    **Past Medical History (PMH):**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

    **Case Study Questions**

    1. Name the contributing factors on J.D that might put her at risk to develop iron deficiency anemia.

    2. Within the case study, describe the reasons why J.D. might be presenting constipation and or dehydration.

    3. Why Vitamin B12 and folic acid are important on the erythropoiesis? What abnormalities their deficiency might cause on the red blood cells?

    4. The gynecologist is suspecting that J.D. might be experiencing iron deficiency anemia.
    In order to support the diagnosis, list and describe the clinical symptoms that J.D. might have positive for Iron deficiency anemia.

    5. If the patient is diagnosed with iron deficiency anemia, what do you expect to find as signs of this type of anemia? List and describe.

    6. Labs results came back for the patient. Hb 10.2 g/dL; Hct 30.8%; Ferritin 9 ng/dL; red blood cells are smaller and paler in color than normal. Research list and describe for appropriate recommendations and treatments for J.D.

  • [Solved] Case brief

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need you to write me a case brief of the international vs the state of washing case. below i attached the text of the case and i also attached the sample on how you should write the case brief. \ INTERNATIONALSHOECO.v.WASHINGTON326U.S.3101945FindLaw.pdf](https://www.sweetstudy.com/files/internati…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need you to write me a case brief of the international vs the state of washing case.
    below i attached the text of the case and i also attached the sample on how you should write the case brief.
    \
    INTERNATIONALSHOECO.v.WASHINGTON326U.S.3101945FindLaw.pdf](https://www.sweetstudy.com/files/internationalshoeco-v-washington326u-s-3101945findlaw-pdf "INTERNATIONALSHOECO.v.WASHINGTON326U.S.3101945FindLaw.pdf")
    \
    Brownv.BoardofEducationCaseBriefExample.pdf](https://www.sweetstudy.com/files/brownv-boardofeducationcasebriefexample-pdf "Brownv.BoardofEducationCaseBriefExample.pdf")

  • [Solved] Personal view of human nature

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Answer the question I believe at birth people are born

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Answer the question I believe at birth people are born