Tag: Model Answer

[Solved] jameire

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The final project for this class is a multimedia presentation to the mayor and city council of a city that is trying to entice a professional team to move to their city (e.g., NFL, NBA, WNBA, NWSL, NHL, etc.). You are the vice president of finance for a consulting firm that has been hired by the may…

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Assignment Prompt & Instructions

The final project for this class is a multimedia presentation to the mayor and city council of a city that is trying to entice a professional team to move to their city (e.g., NFL, NBA, WNBA, NWSL, NHL, etc.). You are the vice president of finance for a consulting firm that has been hired by the mayor and city council to give them a detailed analysis of what it would take to entice a team to move to their city. You are a member of the five person team that will conduct the analysis and make a presentation to the mayor and city council. Your responsibility is to provide the financial analysis for the project which includes the construction of a sports venue to accommodate the team.

For this assignment you will develop the year one operating budget. You will also complete a year one through five revenue and expense profit/loss forecast both of which will become part of your final presentation. Review the information on operating budgets and forecasting in your resources. The numbers used in this assignment are to be a realistic estimate based on your research of similar projects. Use a spreadsheet application such as Excel for this assignment. Provide at least one graph on both the budget and the forecast to help the mayor and city council better understand the information that you are providing.

– 2 years ago

November 5, 2026
[Solved] proofreading

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proofread this piece of writing and make sure it passes turnitin reports – 2 years ago **files (1)** – ## Microbiology.pdf **## Microbiology.pdf** 1 A Review of "A Model System for Studying Plant–Microbe Interactions Under Snow" NAME SCHOOL COURSE PROFESSOR DATE 2 A Review of "A Model System for Stu…

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proofread this piece of writing and make sure it passes turnitin reports

– 2 years ago

**files (1)**

– ## Microbiology.pdf

**## Microbiology.pdf**

1

A Review of "A Model System for Studying Plant–Microbe Interactions Under Snow"

NAME

SCHOOL

COURSE

PROFESSOR

DATE

2

A Review of "A Model System for Studying Plant–Microbe Interactions Under Snow"

Introduction

Plants and microbes interact in ways that can impact agriculture, especially in places with

long, snowy winters. The study "A Model System for Studying Plant–Microbe Interactions

Under Snow" explores how the plant Arabidopsis thaliana responds to a snow mold fungus

called Typhula ishikariensis under controlled snowy conditions (Kurokawa et al., 2021). This

research is important because many crops, like wheat and rye, grow during the winter but often

suffer from snow mold, leading to major losses in food production. Since farmers need better

ways to protect their crops, scientists studied how plants defend themselves against this fungus in

cold conditions. By understanding these defense mechanisms, researchers hope to develop

stronger, more resistant crops that can survive harsh winters and improve food security (Smith &

Jones, 2020).

Hypothesis

The researchers hypothesized that exposing plants to cold before winter, a process called

cold acclimation would help them resist T. ishikariensis, the fungus that causes snow mold. They

believed that cold temperatures would trigger specific defense responses in the plant, including

activating genes that help fight off infections (Kurokawa et al., 2021). Their goal was to test

whether plants that experienced cold temperatures beforehand would have a stronger defense

against snow mold and to identify the genetic pathways responsible for this resistance. This

hypothesis was based on previous research showing that plants undergo physical and molecular

3

changes in response to cold, which might also improve their ability to fight off harmful microbes

(Brown et al., 2019).

Methods and Results

The study’s results supported the researchers’ hypothesis, showing that A. thaliana plants

that had gone through cold acclimation were better at resisting T. ishikariensis than those that

had not. A detailed analysis of the plants’ genes showed that cold exposure activated defense-

related genes, helping the plant fight off snow mold infections (Kurokawa et al., 2021). To test

this, the researchers used different methods, including creating controlled environments that

mimicked snow cover, infecting plants with the pathogen, and analyzing gene activity. These

experiments provided strong evidence that cold acclimation improves a plant’s ability to resist

harmful microbes (Lee & White, 2018).

Significance and Future Research

This research is important beyond just understanding plant diseases. Learning how plants

naturally defend themselves against snow mold in cold conditions could help scientists develop

stronger crops through genetic modification or selective breeding. This could make crops more

resistant to winter diseases, which is especially useful for farming in areas with harsh winters

(Taylor et al., 2022). In the future, researchers should test if these findings apply to major food

crops and explore other environmental factors that might affect how plants and pathogens

interact under snow cover.

4

Conclusion

This study provides important insights into how plants defend themselves against snow

mold in cold environments. The findings could help improve agriculture by offering ways to

breed or modify crops to be more resistant to winter diseases. The research was well-organized,

informative, and clearly explained, making it a useful resource for scientists studying plants,

microbiology, and sustainable farming. Continuing to study how plants and pathogens interact in

extreme conditions will be key to developing stronger crops and protecting food production as

the climate changes.

5

References

Brown, J., Smith, P., & Taylor, R. (2019). Cold stress and plant defense mechanisms. Journal of

Plant Science, 45(3), 221-234. https://doi.org/xxxx

Kurokawa, S., Mochida, K., Tomita, R., & Yoshida, K. (2021). A model system for studying

plant–microbe interactions under snow. Frontiers in Plant Science, 12, 1-12.

https://pmc.ncbi.nlm.nih.gov/articles/PMC8133538/

Lee, M., & White, C. (2018). Pathogenesis-related gene expression in response to environmental

stress. Plant Biotechnology Journal, 16(2), 98-112. https://doi.org/xxxx

Smith, A., & Jones, L. (2020). Snow mold disease and crop resistance. Agricultural Research

Journal, 50(1), 30-45. https://doi.org/xxxx

Taylor, K., Brown, C., & Wilson, H. (2022). Advances in plant breeding for winter resilience.

Crop Science Today, 58(4), 310-325. https://doi.org/xxxx

– NAME
– SCHOOL
– COURSE
– PROFESSOR
– DATE
– Introduction
– Plants and microbes interact in ways that can impact agriculture, especially in places with long, snowy winters. The study "A Model System for Studying Plant–Microbe Interactions Under Snow" explores how the plant Arabidopsis thaliana responds to a sn…
– Hypothesis
– Methods and Results
– The study’s results supported the researchers’ hypothesis, showing that A. thaliana plants that had gone through cold acclimation were better at resisting T. ishikariensis than those that had not. A detailed analysis of the plants’ genes showed that c…
– Significance and Future Research
– Conclusion
– References

**## Microbiology.pdf**

1

A Review of "A Model System for Studying Plant–Microbe Interactions Under Snow"

NAME

SCHOOL

COURSE

PROFESSOR

DATE

2

A Review of "A Model System for Studying Plant–Microbe Interactions Under Snow"

Introduction

Plants and microbes interact in ways that can impact agriculture, especially in places with

long, snowy winters. The study "A Model System for Studying Plant–Microbe Interactions

Under Snow" explores how the plant Arabidopsis thaliana responds to a snow mold fungus

called Typhula ishikariensis under controlled snowy conditions (Kurokawa et al., 2021). This

research is important because many crops, like wheat and rye, grow during the winter but often

suffer from snow mold, leading to major losses in food production. Since farmers need better

ways to protect their crops, scientists studied how plants defend themselves against this fungus in

cold conditions. By understanding these defense mechanisms, researchers hope to develop

stronger, more resistant crops that can survive harsh winters and improve food security (Smith &

Jones, 2020).

Hypothesis

The researchers hypothesized that exposing plants to cold before winter, a process called

cold acclimation would help them resist T. ishikariensis, the fungus that causes snow mold. They

believed that cold temperatures would trigger specific defense responses in the plant, including

activating genes that help fight off infections (Kurokawa et al., 2021). Their goal was to test

whether plants that experienced cold temperatures beforehand would have a stronger defense

against snow mold and to identify the genetic pathways responsible for this resistance. This

hypothesis was based on previous research showing that plants undergo physical and molecular

3

changes in response to cold, which might also improve their ability to fight off harmful microbes

(Brown et al., 2019).

Methods and Results

The study’s results supported the researchers’ hypothesis, showing that A. thaliana plants

that had gone through cold acclimation were better at resisting T. ishikariensis than those that

had not. A detailed analysis of the plants’ genes showed that cold exposure activated defense-

related genes, helping the plant fight off snow mold infections (Kurokawa et al., 2021). To test

this, the researchers used different methods, including creating controlled environments that

mimicked snow cover, infecting plants with the pathogen, and analyzing gene activity. These

experiments provided strong evidence that cold acclimation improves a plant’s ability to resist

harmful microbes (Lee & White, 2018).

Significance and Future Research

This research is important beyond just understanding plant diseases. Learning how plants

naturally defend themselves against snow mold in cold conditions could help scientists develop

stronger crops through genetic modification or selective breeding. This could make crops more

resistant to winter diseases, which is especially useful for farming in areas with harsh winters

(Taylor et al., 2022). In the future, researchers should test if these findings apply to major food

crops and explore other environmental factors that might affect how plants and pathogens

interact under snow cover.

4

Conclusion

This study provides important insights into how plants defend themselves against snow

mold in cold environments. The findings could help improve agriculture by offering ways to

breed or modify crops to be more resistant to winter diseases. The research was well-organized,

informative, and clearly explained, making it a useful resource for scientists studying plants,

microbiology, and sustainable farming. Continuing to study how plants and pathogens interact in

extreme conditions will be key to developing stronger crops and protecting food production as

the climate changes.

5

References

Brown, J., Smith, P., & Taylor, R. (2019). Cold stress and plant defense mechanisms. Journal of

Plant Science, 45(3), 221-234. https://doi.org/xxxx

Kurokawa, S., Mochida, K., Tomita, R., & Yoshida, K. (2021). A model system for studying

plant–microbe interactions under snow. Frontiers in Plant Science, 12, 1-12.

https://pmc.ncbi.nlm.nih.gov/articles/PMC8133538/

Lee, M., & White, C. (2018). Pathogenesis-related gene expression in response to environmental

stress. Plant Biotechnology Journal, 16(2), 98-112. https://doi.org/xxxx

Smith, A., & Jones, L. (2020). Snow mold disease and crop resistance. Agricultural Research

Journal, 50(1), 30-45. https://doi.org/xxxx

Taylor, K., Brown, C., & Wilson, H. (2022). Advances in plant breeding for winter resilience.

Crop Science Today, 58(4), 310-325. https://doi.org/xxxx

– NAME
– SCHOOL
– COURSE
– PROFESSOR
– DATE
– Introduction
– Plants and microbes interact in ways that can impact agriculture, especially in places with long, snowy winters. The study "A Model System for Studying Plant–Microbe Interactions Under Snow" explores how the plant Arabidopsis thaliana responds to a sn…
– Hypothesis
– Methods and Results
– The study’s results supported the researchers’ hypothesis, showing that A. thaliana plants that had gone through cold acclimation were better at resisting T. ishikariensis than those that had not. A detailed analysis of the plants’ genes showed that c…
– Significance and Future Research
– Conclusion
– References

November 5, 2026
[Solved] discussion2

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– 2 years ago **files (1)** – ## discussionmod2ins.docx **## discussionmod2ins.docx** **Module 2: Discussion Forum** **Review the reading materials and engage in the discussion topic of Media in Politics** · [How Social Media Is Ruining PoliticsLinks to an external site.](https://www.politico.com/ma…

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– 2 years ago

**files (1)**

– ## discussionmod2ins.docx

**## discussionmod2ins.docx**

**Module 2: Discussion Forum**

**Review the reading materials and engage in the discussion topic of Media in Politics**

·
[How Social Media Is Ruining PoliticsLinks to an external site.](https://www.politico.com/magazine/story/2015/09/2016-election-social-media-ruining-politics-213104/)

·
[Social Media Are Ruining Political DiscourseLinks to an external site.](https://www.theatlantic.com/technology/archive/2019/05/why-social-media-ruining-political-discourse/589108/)

After completing the background reading, engage in a discussion that provides your informed opinion on the topic. Make sure to include citations to your questions/responses to help your classmates develop a deeper understanding of the topic.

**On the topic of Public Opinion and The Media – You must cover three of these questions in your 250 word original post.**

1. Since the advent of polling, political scientists have found that Americans don’t know much about the details of political issues or even the names of many leading politicians. Education is one distinguishing factor that separates the politically sophisticated from the unsophisticated, but, since education levels have increased over the last half-century, why hasn’t Americans’ knowledge of politics increased? How does democracy survive given such low levels of political knowledge among Americans over time?

2. Can democracy be sustained when so few people are involved in the political system? Voter turnout in a local election can run less than 10 percent, yet local governments are the ones that affect people more closely daily. Why do more people not vote in America? Explain.

3. The role of public opinion influences how we view and make our political decision based on media, family, education, religion, race, etc. Please comment on any of those elements and how did it influence your political decision.

4. Can the average American trust the media, given the amount of "fake news" that is placed on social media, I often wonder if we have a fair chance to understand the candidates and the political process. I will love to hear your comments.

**## discussionmod2ins.docx**

**Module 2: Discussion Forum**

**Review the reading materials and engage in the discussion topic of Media in Politics**

·
[How Social Media Is Ruining PoliticsLinks to an external site.](https://www.politico.com/magazine/story/2015/09/2016-election-social-media-ruining-politics-213104/)

·
[Social Media Are Ruining Political DiscourseLinks to an external site.](https://www.theatlantic.com/technology/archive/2019/05/why-social-media-ruining-political-discourse/589108/)

After completing the background reading, engage in a discussion that provides your informed opinion on the topic. Make sure to include citations to your questions/responses to help your classmates develop a deeper understanding of the topic.

**On the topic of Public Opinion and The Media – You must cover three of these questions in your 250 word original post.**

1. Since the advent of polling, political scientists have found that Americans don’t know much about the details of political issues or even the names of many leading politicians. Education is one distinguishing factor that separates the politically sophisticated from the unsophisticated, but, since education levels have increased over the last half-century, why hasn’t Americans’ knowledge of politics increased? How does democracy survive given such low levels of political knowledge among Americans over time?

2. Can democracy be sustained when so few people are involved in the political system? Voter turnout in a local election can run less than 10 percent, yet local governments are the ones that affect people more closely daily. Why do more people not vote in America? Explain.

3. The role of public opinion influences how we view and make our political decision based on media, family, education, religion, race, etc. Please comment on any of those elements and how did it influence your political decision.

4. Can the average American trust the media, given the amount of "fake news" that is placed on social media, I often wonder if we have a fair chance to understand the candidates and the political process. I will love to hear your comments.

November 5, 2026
[Solved] 3.2.1 discussion

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Need completed by Wednesday with 2 peer responses. – 2 years ago

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Need completed by Wednesday with 2 peer responses.

– 2 years ago

November 5, 2026
[Solved] Internet search

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need completed by Tuesday 10:55 – 2 years ago

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need completed by Tuesday 10:55

– 2 years ago

November 5, 2026
[Solved] Ch 3

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) i need help with this in 4-5 hours top – 2 years ago

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

i need help with this in 4-5 hours top

– 2 years ago

November 5, 2026
[Solved] s edwards

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Policy Issue and Solution Assignment feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and …

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Policy Issue and Solution Assignment

feedback from literature review assignment: Overall, this submission met the criteria for the grade awarded. However, there are some opportunities for improvement. See my rubric comments and markup file attachment for errors. Be certain that the instructions and rubric are well understood before beginning work. Review the proper citation format (and rules) in the current APA Publication Manual or a similar, reliable reference. Added review time and/or Online Writing Center assistance is recommended. Errors aside, this was a readily useful submission

attached are the instructions for current assignment as well as the literature review

– [\
\
edwardsshaquanna_MKUP1.docx](https://www.sweetstudy.com/files/edwardsshaquanna-mkup1-docx "edwardsshaquanna_MKUP1.docx")
– [\
\
ResearchPaperAssignmentInstructions2.docx](https://www.sweetstudy.com/files/researchpaperassignmentinstructions2-docx-10213275 "ResearchPaperAssignmentInstructions2.docx")

– 2 years ago

November 5, 2026
[Solved] Discussion

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Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with a…

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Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with at least 3 sentences.

– What strategy was used to help the patient with memory tasks?
– What other potential benefits could be gained with smartphone technology to help Alzheimer’s patients with memory?
– How do you use your smartphone/tablet/fitness monitoring device to help you with memory?

[https://www.sciencedaily.com/releases/2017/03/170301105526.htm](https://www.sciencedaily.com/releases/2017/03/170301105526.htm)

– 2 years ago

November 5, 2026
[Solved] I need help with home work

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I need help with homework – 2 years ago **files (3)** – ## RequiredReferencesforweek2topic2assignment.docx – ## PhonologicalandPhonemicAwarenessInstructions.docx – ## PhonologicalAwarenessTemplateforweektwoassignment.docx **## RequiredReferencesforweek2topic2assignment.docx** Required Refences: Phon…

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I need help with homework

– 2 years ago

**files (3)**

– ## RequiredReferencesforweek2topic2assignment.docx

– ## PhonologicalandPhonemicAwarenessInstructions.docx

– ## PhonologicalAwarenessTemplateforweektwoassignment.docx

**## RequiredReferencesforweek2topic2assignment.docx**

Required Refences:

Phonological Awareness and its Connection to Reading: Science of Reading

**Required**

Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

… Read More

https://youtu.be/OIesTCGsA3g

Basics: Phonological and Phonemic Awareness

**Required**

Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

What Is Scarborough’s Reading Rope and How Do Teachers Use It?

**Required**

Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

… Read More

https://www.weareteachers.com/scarboroughs-rope/

44 Phonemes

**Required**

Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

https://youtu.be/wBuA589kfMg

The Development of Phonological Skills

**Required**

Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

Phonemic Awareness vs. Phonics

**Required**

Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).

https://journal.imse.com/phonemic-awareness-vs-phonics/

Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

**Required**

Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

… Read More

https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

**Required**

Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

… Read More

https://youtu.be/TRzXYtf

**## PhonologicalandPhonemicAwarenessInstructions.docx**

Requires Lopeswrite

Assessment Description

As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

**Part 2: Multisensory Integration**

Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**Part 3: Technology Integration**

Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

Support your assignment with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Phonological Awareness**

18 points

**Criteria Description**

Phonological Awareness

**5. Target**

18 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Phonemic Awareness**

18 points

**Criteria Description**

Phonemic Awareness

**5. Target**

18 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Multisensory Integration**

6 points

**Criteria Description**

Multisensory Integration

**5. Target**

6 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**4. Acceptable**

5.22 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**No Submission**

0 points

Not addressed.

**Technology Integration**

6 points

**Criteria Description**

Technology Integration

**5. Target**

6 points

Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

**4. Acceptable**

5.22 points

Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

6 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

6 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

5.22 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

**## RequiredReferencesforweek2topic2assignment.docx**

Required Refences:

Phonological Awareness and its Connection to Reading: Science of Reading

**Required**

Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

… Read More

https://youtu.be/OIesTCGsA3g

Basics: Phonological and Phonemic Awareness

**Required**

Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

What Is Scarborough’s Reading Rope and How Do Teachers Use It?

**Required**

Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

… Read More

https://www.weareteachers.com/scarboroughs-rope/

44 Phonemes

**Required**

Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

https://youtu.be/wBuA589kfMg

The Development of Phonological Skills

**Required**

Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

Phonemic Awareness vs. Phonics

**Required**

Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).

https://journal.imse.com/phonemic-awareness-vs-phonics/

Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

**Required**

Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

… Read More

https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

**Required**

Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

… Read More

https://youtu.be/TRzXYtf

**## PhonologicalandPhonemicAwarenessInstructions.docx**

Requires Lopeswrite

Assessment Description

As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

**Part 2: Multisensory Integration**

Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**Part 3: Technology Integration**

Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

Support your assignment with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Phonological Awareness**

18 points

**Criteria Description**

Phonological Awareness

**5. Target**

18 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Phonemic Awareness**

18 points

**Criteria Description**

Phonemic Awareness

**5. Target**

18 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Multisensory Integration**

6 points

**Criteria Description**

Multisensory Integration

**5. Target**

6 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**4. Acceptable**

5.22 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**No Submission**

0 points

Not addressed.

**Technology Integration**

6 points

**Criteria Description**

Technology Integration

**5. Target**

6 points

Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

**4. Acceptable**

5.22 points

Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

6 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

6 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

5.22 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

**## RequiredReferencesforweek2topic2assignment.docx**

Required Refences:

Phonological Awareness and its Connection to Reading: Science of Reading

**Required**

Watch “Phonological Awareness and its Connection to Reading: Science of Reading,” by Side by Side Consulting, located on YouT

… Read More

https://youtu.be/OIesTCGsA3g

Basics: Phonological and Phonemic Awareness

**Required**

Explore “Basics: Phonological and Phonemic Awareness," located on the Reading Rockets website.

https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

What Is Scarborough’s Reading Rope and How Do Teachers Use It?

**Required**

Read "What Is Scarborough’s Reading Rope and How do Teachers Use it?" by Staake, located on the We Are Teachers website (2023).&nbs

… Read More

https://www.weareteachers.com/scarboroughs-rope/

44 Phonemes

**Required**

Watch “44 Phonemes,” by Rollins Center for Language, located on YouTube (2017).

https://youtu.be/wBuA589kfMg

The Development of Phonological Skills

**Required**

Read “The Development of Phonological Skills,” by Moats and Tolman, located on the Reading Rockets website.

https://www.readingrockets.org/topics/developmental-milestones/articles/development-phonological-skills

Phonemic Awareness vs. Phonics

**Required**

Read “Phonemic Awareness vs. Phonics,” from
_Institute for Multi-Sensory Education Journal_ (2019).

https://journal.imse.com/phonemic-awareness-vs-phonics/

Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties

**Required**

Read “Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties,” located

… Read More

https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/

Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons

**Required**

Watch “Orton Gillingham Coaching: “Hearing-It” in Multi-Sensory. Using Phonemic Awareness in Lessons,” located on

… Read More

https://youtu.be/TRzXYtf

**## PhonologicalandPhonemicAwarenessInstructions.docx**

Requires Lopeswrite

Assessment Description

As a teacher of emergent readers, it is essential to understand the foundation of successful reading instruction. The science of reading tells us daily, explicit, and systematic instruction in phonological awareness is key to future reading achievement. Phonological awareness is the ability to identify and manipulate various units of sounds in speech, including syllables, onsets, and rhymes (DeVries, 2021). While phonemic awareness falls under the umbrella of phonological awareness its emphasis is primarily on the manipulation of individual sounds or phonemes.

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

Complete Part 1 of the “Phonological Awareness and Phonemic Template” by defining the importance of each phonological skill, identifying your state standards the skills align to, and identifying two strategies to support the teaching of each.

**Part 2: Multisensory Integration**

Complete Part 2 of the “Phonological Awareness and Phonemic Template” by choosing two skills from Part 1 and in 100-200 words describing how the instructional strategies include multisensory techniques or how they could be modified to include multisensory techniques. In addition, explain how multisensory techniques support the Science of Reading and discuss how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**Part 3: Technology Integration**

Complete Part 3 of the “Phonological Awareness and Phonemic Template” by identifying and explaining in 100-150 words two technology tools that can be used to support and practice phonological awareness and phonemic awareness.

Support your assignment with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Phonological Awareness**

18 points

**Criteria Description**

Phonological Awareness

**5. Target**

18 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for word awareness, rhyming and alliteration, syllable awareness, and onset-rime manipulation are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Phonemic Awareness**

18 points

**Criteria Description**

Phonemic Awareness

**5. Target**

18 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are thorough. Explanation of the importance of each skill is insightful. Alignment to state standards is advanced. Strategies identified demonstrate best practices as they support each skill.

**4. Acceptable**

15.66 points

Definitions for phoneme blending, segmentation, isolation, discrimination, deletion, and substitution are complete. Explanation of the importance of each skill is noteworthy. Alignment to state standards is accurate. Strategies identified appropriately support each skill.

**No Submission**

0 points

Not addressed.

**Multisensory Integration**

6 points

**Criteria Description**

Multisensory Integration

**5. Target**

6 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sophisticated. Meaningful explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**4. Acceptable**

5.22 points

Description of how the instructional strategies include multisensory techniques or could be modified to include multisensory techniques is sound. Significant explanation of how multisensory techniques support the science of reading and how implementing them into instruction supports students with exceptionalities, such as dyslexia.

**No Submission**

0 points

Not addressed.

**Technology Integration**

6 points

**Criteria Description**

Technology Integration

**5. Target**

6 points

Technology tools proficiently provide support and opportunities to practice phonological and phonemic awareness skills.

**4. Acceptable**

5.22 points

Technology tools effectively provide support and opportunities to practice phonological and phonemic awareness skills.

**No Submission**

0 points

Not addressed.

**Mechanics of Writing**

6 points

**Criteria Description**

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

**5. Target**

6 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

**4. Acceptable**

5.22 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

**## PhonologicalAwarenessTemplateforweektwoassignment.docx**

_![](https://www.sweetstudy.com/questions/i-need-help-with-home-work-20888621)_

**ELM-545 Phonological and Phonemic Awareness Template**

**Part 1: Phonological and Phonemic Awareness Strategies Chart**

| | | | | |
| — | — | — | — | — |
| **Phonological Awareness** _(identifying and manipulating units of sound)_ |
| | **Define Skill and Explain the Importance** | **Alignment to State Standards (K-3)** | **Strategy 1** | **Strategy 2** |
| **Word Awareness** | | | | |
| **Rhyming and Alliteration** | | | | |
| **Syllable Awareness** | | | | |
| **Onset-Rime Manipulation** | | | | |
| **Phonemic Awareness** _(identifying and manipulating individual sounds (phonemes) in a word)_ |
| **Phoneme Blending** | | | | |
| **Phoneme Segmentation** | | | | |
| **Phoneme Isolation** | | | | |
| **Phoneme Discrimination** | | | | |
| **Phoneme Deletion** | | | | |
| **Phoneme Substitution** | | | | |

**Part 2: Multisensory Integration**

| |
| — |
| |

**Part 3: Technology Integration**

| |
| — |
| |

**References**

© 2023. Grand Canyon University. All Rights Reserved.

## image1.jpeg

November 5, 2026
[Solved] 2 reply’s needed

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) I need help in 1 hour – 2 years ago **files (1)** – ## Replybacknosourcesneeded.pdf **## Replybacknosourcesneeded.pdf** Reply back no sources needed Just 150 words each reply 1st reply e: Coaching Vs Mentoring…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

I need help in 1 hour

– 2 years ago

**files (1)**

– ## Replybacknosourcesneeded.pdf

**## Replybacknosourcesneeded.pdf**

Reply back no sources needed

Just 150 words each reply

1st reply

e: Coaching Vs Mentoring
from Griffin, Eric
posted 02/25/2025
updated N/A

In the field of Organizational Development (OD), coaching and mentoring are vital
developmental programs that contribute to the growth and effectiveness of OD professionals.
According to Anita, Survaningsih, Suhendra, and Gani (2024), “Organizational Development is
essential for helping people grow”. However, the choice of which program is more effective
largely depends on the individual's career stage, learning needs, and the organizational
context.
Coaching is generally seen as more effective for OD professionals in need of immediate,
specific, and goal-oriented development. It is a focused, often short-term process in which a
coach works with an individual to address specific challenges or enhance particular skills. As
Anderson (2020) stated, “Coaching helps an individual to improve themselves in a one-on-one
interaction”. This could mean improving leadership capabilities, managing change, or
developing strategic thinking in OD. Coaches tend to ask probing questions, provide feedback,
and guide professionals toward self-awareness and action plans. The highly individualized
nature of coaching allows for tailored solutions that directly address the OD professional's
needs, making it especially effective in dynamic organizational environments where change is
constant.
On the other hand, mentoring is a long-term developmental relationship, typically less
structured, where a more experienced OD professional provides guidance, support, and insight
based on their experience. Mentoring can be invaluable for building organizational knowledge,
understanding culture, and navigating the complexities of OD practices.
Ultimately, coaching is often seen as more effective in developing specific competencies
quickly, while mentoring fosters long-term professional growth and organizational integration.
For an OD professional, both are important, but coaching may be more impactful when
immediate skill development and performance improvement are required, whereas mentoring is
more suited for holistic, long-term career development. A combination of both might offer the
most comprehensive growth for an OD professional.

Anita, S. Y., Suryaningsih, L., Suhendra, A., Gani, I. M., & Febrian, W. D. (2024). Human
Resource Management Concepts: Organizational Development, Remuneration Management and
Organizational Sustainability. Dinasti International Journal of Management Science
(DIJMS), 6(1), 120–133. https://doi.org/10.38035/dijms
Anderson, D. L. (2020). Organization development: The process of leading organizational
change (5th ed.). SAGE Publications.

Reply 2

Re: Coaching Vs Mentoring
from Chavez, Christina
posted 02/25/2025
updated N/A

    I believe coaching and mentoring are both effective in developing organizational development
professionals. Mentoring is generally done in an informal setting, whereas coaching is done in a
formal setting. I personally feel mentoring is more effective in my organization. “A mentor is a
counselor, adviser, and teacher who usually works in a one-on-one relationship with a protégé”
(Anderson, 2020). Due to the nature of the industry that I am involved in, there is a 1% success
rate, let alone long-term retention in the profession. It is a very high-stress environment with a
high turnover rate. Over the years, organizations have found the mentor-mentee relationship
has been successful in their success rate. Mentoring programs are becoming increasingly more
popular in organizations, especially in cases where a large number of older employees are
retiring, and taking their knowledge and experience with them.
     Mentoring is building a relationship where an individual with more experience guides and
supports the less experienced individual or employee. It can help in many areas. Most
importantly, it can strengthen knowledge and build confidence. It provides support and can help
with skills development. A mentee can feel encouraged and empowered, and work toward
career goals when they have the power and back of the mentor. “Mentoring is a powerful
empowerment tool where both mentor and mentee grow personally and professionally” (Rao,
2025). Whether mentoring or coaching both transform the lives of people and help in
individuals' professional development.

References
Anderson, D. L. (2020). Organization development: The process of leading organizational
change (5th ed.). SAGE Publications.

RAO, M. S. How to Create a Mentoring Culture in an Organization. Journal of Values Based
Leadership, [s. l.], v. 18, n. 1, p. 1–11, 2025. Disponível em:
     https://research.ebsco.com/linkprocessor/plink?id=3ea9e998-931e-3054-83ea-bd8aabb47

**## Replybacknosourcesneeded.pdf**

Reply back no sources needed

Just 150 words each reply

1st reply

e: Coaching Vs Mentoring
from Griffin, Eric
posted 02/25/2025
updated N/A

In the field of Organizational Development (OD), coaching and mentoring are vital
developmental programs that contribute to the growth and effectiveness of OD professionals.
According to Anita, Survaningsih, Suhendra, and Gani (2024), “Organizational Development is
essential for helping people grow”. However, the choice of which program is more effective
largely depends on the individual's career stage, learning needs, and the organizational
context.
Coaching is generally seen as more effective for OD professionals in need of immediate,
specific, and goal-oriented development. It is a focused, often short-term process in which a
coach works with an individual to address specific challenges or enhance particular skills. As
Anderson (2020) stated, “Coaching helps an individual to improve themselves in a one-on-one
interaction”. This could mean improving leadership capabilities, managing change, or
developing strategic thinking in OD. Coaches tend to ask probing questions, provide feedback,
and guide professionals toward self-awareness and action plans. The highly individualized
nature of coaching allows for tailored solutions that directly address the OD professional's
needs, making it especially effective in dynamic organizational environments where change is
constant.
On the other hand, mentoring is a long-term developmental relationship, typically less
structured, where a more experienced OD professional provides guidance, support, and insight
based on their experience. Mentoring can be invaluable for building organizational knowledge,
understanding culture, and navigating the complexities of OD practices.
Ultimately, coaching is often seen as more effective in developing specific competencies
quickly, while mentoring fosters long-term professional growth and organizational integration.
For an OD professional, both are important, but coaching may be more impactful when
immediate skill development and performance improvement are required, whereas mentoring is
more suited for holistic, long-term career development. A combination of both might offer the
most comprehensive growth for an OD professional.

Anita, S. Y., Suryaningsih, L., Suhendra, A., Gani, I. M., & Febrian, W. D. (2024). Human
Resource Management Concepts: Organizational Development, Remuneration Management and
Organizational Sustainability. Dinasti International Journal of Management Science
(DIJMS), 6(1), 120–133. https://doi.org/10.38035/dijms
Anderson, D. L. (2020). Organization development: The process of leading organizational
change (5th ed.). SAGE Publications.

Reply 2

Re: Coaching Vs Mentoring
from Chavez, Christina
posted 02/25/2025
updated N/A

    I believe coaching and mentoring are both effective in developing organizational development
professionals. Mentoring is generally done in an informal setting, whereas coaching is done in a
formal setting. I personally feel mentoring is more effective in my organization. “A mentor is a
counselor, adviser, and teacher who usually works in a one-on-one relationship with a protégé”
(Anderson, 2020). Due to the nature of the industry that I am involved in, there is a 1% success
rate, let alone long-term retention in the profession. It is a very high-stress environment with a
high turnover rate. Over the years, organizations have found the mentor-mentee relationship
has been successful in their success rate. Mentoring programs are becoming increasingly more
popular in organizations, especially in cases where a large number of older employees are
retiring, and taking their knowledge and experience with them.
     Mentoring is building a relationship where an individual with more experience guides and
supports the less experienced individual or employee. It can help in many areas. Most
importantly, it can strengthen knowledge and build confidence. It provides support and can help
with skills development. A mentee can feel encouraged and empowered, and work toward
career goals when they have the power and back of the mentor. “Mentoring is a powerful
empowerment tool where both mentor and mentee grow personally and professionally” (Rao,
2025). Whether mentoring or coaching both transform the lives of people and help in
individuals' professional development.

References
Anderson, D. L. (2020). Organization development: The process of leading organizational
change (5th ed.). SAGE Publications.

RAO, M. S. How to Create a Mentoring Culture in an Organization. Journal of Values Based
Leadership, [s. l.], v. 18, n. 1, p. 1–11, 2025. Disponível em:
     https://research.ebsco.com/linkprocessor/plink?id=3ea9e998-931e-3054-83ea-bd8aabb47

November 5, 2026