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  • [Solved] Preparing for International Negotiation

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    As the term implies, international negotiation refers to deal-making and other dispute resolution activities that occur between members of different nations. Such negotiations might develop about land rights, business opportunities, military treaties or any number of possible issues of interest to b…

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    Assignment Prompt & Instructions

    As the term implies, international negotiation refers to deal-making and other dispute resolution activities that occur between members of different nations. Such negotiations might develop about land rights, business opportunities, military treaties or any number of possible issues of interest to both parties. For our opening discussion in the course, we are going to evaluate international negotiations by comparing them to domestic negotiations and by assessing some of the fundamental concepts important to international engagement.

    For the **first paragraph** of your posting, describe the basic process of negotiation, evaluating how the process might be different (or not different) when comparing domestic with international negotiations. Include some analysis of whether domestic negotiations can help us in any way with becoming better international negotiators.

    For the **second paragraph** of your post, select any one of the following bullet points and address all elements of your chosen bullet point. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.

    – Evaluate ways that conflict might emerge in a multi-cultural negotiation. Analyze a possible strategy for resolving conflict in multi-cultural negotiations.

    – Evaluate how elements or styles of conflict might differ globally. Analyze how an international negotiator might leverage familiarity with conflict styles for advantage in negotiations.

    – Evaluate social motivation as it pertains to international negotiation. Analyze the impact of social motivation on choices between distributive and integrative negotiation strategies.

    – Evaluate the importance of culture, values, and beliefs to the international negotiation process. Analyze how some specific examples of cultural assumptions might impact international negotiations

    – Evaluate how norms pertaining to directness of communication vary across cultures. Assess the influence of such norms on the international negotiation process.

    The **final paragraph** (three or four sentences) of your initial post should summarize the one or two key points that you are making in your initial response.

    **Submission Details:**

    · Your initial post should be 1–2 pages (500–1,000 words) long. Cite any sources you use in APA format.

    – Each Covered Heading must contain 3+ credible cited sources and a conclusion summarizing talking points.

    · **Due by 3/19/25 at 3:30pm CST**

    **Requirements:**

    1. **Make certain to include in text citations from your course text in addition to your outside leadership resources within your main post. This adds credibility to your argument.**

    **[Textbooks]:**

    Brett, J. M. (2014). [Negotiating Globally](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51900&srcou=11561), (3rd ed.). San Francisco, CA: Jossey-Bass. ISBN: 9781118602614

    **and**

    Lewicki, R. J., Saunders, D. M. and Barry, B. (2014). [Negotiation: Readings, Exercises, and Cases](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51902&srcou=11561). New York, NY: McGraw-Hill. ISBN: 9780077862428

    2. _No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years._

    **3.** **No AI support, score must be 0% and less than < 10% score on Turnitin**

    – [\
    \
    Wk1Discussion-PreparingforInternationalNegotiation.docx](https://www.sweetstudy.com/files/wk1discussion-preparingforinternationalnegotiation-docx "Wk1Discussion-PreparingforInternationalNegotiation.docx")

    – 2 years ago

  • [Solved] WK2 HRAPR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTACHED – 2 years ago **files (1)** – ## 2WK2HRAPR.docx **## 2WK2HRAPR.docx** **Response to the 2 peers below. Cite 2 scholarly articles, Using APA format.** **Apple’s HR Strategy: Overcoming Key Barriers** **N’O 1A**. Apple Inc. uses three main corporate strategies which have a significant imp…

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    Assignment Prompt & Instructions

    SEE ATTACHED

    – 2 years ago

    **files (1)**

    – ## 2WK2HRAPR.docx

    **## 2WK2HRAPR.docx**

    **Response to the 2 peers below. Cite 2 scholarly articles, Using APA format.**

    **Apple’s HR Strategy: Overcoming Key Barriers**

    **N’O 1A**. Apple Inc. uses three main corporate strategies which have a significant impact on the company's human resources (HR) issues: innovation leadership, integration of an ecosystem for differentiation, and global strategy. These strategies all formulate Apple’s approach to workforce management, talent management, and HR policies.

    Apple’s core strategies focus on innovation leadership, which means taking the lead in new technology development, like AI and VR (Zhao, 2024). At the same time, this focus on new innovations has created an important HR issue. The company struggles to attract and retain qualified individuals due to the stiff competition in the market. With Apple heavily dependent on skilled engineers and designers, it needs to constantly improve its talent management systems and pay them well. In addition, DEI efforts at Apple have faced backlash but modifying them would be counterproductive for fostering creativity and innovation. Recently, a shareholder sought to cancel Apple’s DEI efforts on the grounds that they pose legal risks (Liedtke, 2025). Although the proposal was voted down by nearly 95 percent, it shows the persistent legal and ideological maneuverings around workforce diversity.

    The second significant approach which Zhao notes is in 2024, is ecosystem integration differentiation which further enhances the brand loyalty as well as aids in improving the interoperability of Apple’s devices with one another. It also allows Apple’s products to function smoothly together. The company’s human resource department is challenged with retaining the specialized talent that is required in order to uphold this ecosystem. One of the core problems is too much dependence on the third-party producers, which has the potential to cause supply chain and quality control challenges. As strategic management suggests, the development of these employees and the strengthening of relations with suppliers will reduce risks (Mello 2019).

    Finally, Apple is also concerned with the different global time zones and areas with differing labor regulations, cultures, and politics. Managing a $500 billion investment in American job creation (Liedtke 2025) makes this workforce very important and needs careful consideration. The other side does not allow smoother HR strategy development is the policy requirement for corporates consistency with localized administration on international markets approach.

    In order to overcome these problems, Apple needs to adjust and strengthen its position on DEI regardless of legal concerns, increase sub-specialist training for this educational ecosystem, and create HR plans tailored for global marketing initiatives relative to localized oversimplified expansion. This will allow Apple to simultaneously adapt to competition and offer sustainable solutions and, foster inclusivity and flexibility.

    **References**

    Liedtke, M. (2025, February 27).
    _Apple shareholders reject proposal to scrap company's diversity programs._ Associated Press.
    [https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b](https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b)

    Mello, J. A. (2019).
    _Strategic human resource management_. Cengage Learning.

    Zhao, Z. (2024).
    _Strategic evolution and competitive analysis of Apple Inc.: Embracing business model innovation and technological advancements in the AI and VR era._ _Highlights in Business Economics and Management, 39_, 288-292.
    [https://doi.org/10.54097/jcbzp725](https://doi.org/10.54097/jcbzp725)

    **TH 1B**. Toyota Motor Corporation has three major corporate strategies that present distinct HR challenges as the company navigates its transformation from a traditional automotive manufacturer to a mobility technology company.

    Toyota's first major corporate strategy focuses on electrification and carbon neutrality. The company has committed to introducing over 30 electric vehicle models by 2030 with a $70 billion investment in electrification technology (Liker & Hoseus, 2010). This strategy creates significant HR challenges related to workforce capability transformation. Toyota must rapidly develop expertise in battery technology, electric powertrain systems, and sustainable manufacturing processes that differ substantially from traditional internal combustion expertise. According to Cappelli and Keller (2017), automotive companies face intense competition from both industry peers and technology companies for specialized electrification talent, creating recruitment and retention challenges. Additionally, Toyota must manage the transition of its existing workforce from internal combustion to electrification expertise, requiring massive reskilling initiatives and potential workforce restructuring in some areas.

    The second major corporate strategy centers on autonomous driving and connected vehicle technology. Through initiatives like Woven Planet, Toyota is developing advanced driver assistance systems, autonomous driving platforms, and vehicle connectivity solutions (Thite, 2019). This strategy creates HR challenges related to acquiring and integrating technology talent with significantly different skills and work expectations than Toyota's traditional workforce. Software engineers, data scientists, and AI specialists typically expect different work environments, compensation structures, and career progression paths than manufacturing-focused employees. Winfield (1994) notes that Toyota's traditional strengths in developing manufacturing talent must be complemented by new approaches for technology talent acquisition and development. Additionally, autonomous technology development requires cross-functional collaboration between traditional vehicle engineering teams and software/AI specialists, necessitating new integration approaches and team structures.

    Toyota's third major corporate strategy involves digital transformation across its entire value chain, from product development to manufacturing to customer experience. This includes smart manufacturing initiatives, digital product development tools, and enhanced digital customer interfaces (Thite, 2019). The HR challenges associated with this strategy involve developing digital literacy across the entire organization, not just specialized technology teams. Toyota must ensure all employees develop sufficient digital capabilities to participate in the transformed organization, requiring comprehensive learning and development approaches. According to Liker and Hoseus (2010), Toyota's traditional strength in on-the-job training must evolve to include more accelerated learning methodologies for digital skills. Additionally, Toyota must balance the efficiency improvements from digital automation with its traditional respect for human skills and employment stability, creating workforce planning and change management challenges.

    Despite Toyota's commitment to people development, several barriers may prevent the company from taking a more strategic approach to HR in support of these corporate strategies.

    The first significant barrier is Toyota's hierarchical organizational structure and consensus-based decision-making approach. While these elements contribute to Toyota's operational excellence, they can slow the rapid talent strategy shifts needed to support transformation. Winfield (1994) observed that Toyota's traditional nemawashi (consensus-building) approach often delays implementation of new initiatives. To eliminate this barrier, Toyota should establish a dedicated HR transformation team with streamlined decision rights for talent strategy implementation, while maintaining appropriate connections to the broader consensus process. This team should be empowered to make rapid decisions within a clear strategic framework, accelerating response to competitive talent dynamics without completely abandoning Toyota's collaborative culture.

    A second barrier is the potential cultural resistance to new HR approaches that differ from Toyota's traditional practices. The company's strong culture has been instrumental to its manufacturing success but may impede adoption of new practices required for technology talent. For example, Cappelli and Keller (2017) note that technology specialists often expect greater work flexibility, faster promotion paths, and different compensation structures than traditionally offered in manufacturing environments. To address this barrier, Toyota should develop a "culture evolution" strategy that explicitly identifies which elements of Toyota's culture are foundational and must be preserved (e.g., respect for people, continuous improvement mindset) versus which practices can evolve to accommodate different talent segments (e.g., work arrangements, career progression approaches). This strategy should be developed collaboratively with both long-tenured Toyota leaders and newly hired technology talent to ensure legitimacy across workforce segments.

    The third significant barrier is talent capability gaps within Toyota's HR function itself. Many HR professionals at Toyota have developed expertise in supporting manufacturing operations but may lack experience with technology talent management, digital HR platforms, or advanced workforce analytics. According to Thite (2019), HR teams supporting digital transformation must themselves develop new capabilities in areas like talent analytics, digital change management, and technology-focused talent acquisition. To eliminate this barrier, Toyota should implement a comprehensive capability development program for HR professionals, including specialized learning paths, external hiring for critical capability gaps, strategic partnerships with HR technology providers, and rotation opportunities for HR staff with technology companies. Additionally, Toyota should establish a specialized HR technology and analytics team to accelerate capability development across the broader HR function.

    By addressing these barriers through targeted interventions, Toyota can enhance the strategic alignment between its HR function and corporate strategies, better positioning the company for successful transformation while maintaining its core cultural strengths and manufacturing excellence.

    References:

    Cappelli, P., & Keller, J. R. (2017). The labor market for executives: A case for technologists. Harvard Business Review, 95(5), 98-107.

    Liker, J. K., & Hoseus, M. (2010). Human resource development in Toyota culture. International Journal of Human Resources Development and Management, 10(1), 34-50.

    Thite, M. (2019). Digital human resource development: Where are we? Where should we go and how do we go there? Human Resource Development International, 22(2), 189-199.

    Winfield, I. (1994). Toyota and the art of HR management. Employee Relations, 16(1), 41-53.

    SEE BELOW 1C AND 1D

    1C.
    **Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
    _Strategic human resource management_. Cengage Learning.

    AMA ZON*Select a company, possibly the one are researching this term.

    _With respect to the company, you have chosen this term for research, share the major purposes of a performance management system. Describe the strengths and weaknesses of traits, behaviors, and outcomes of measurement for the company outcomes. Describe and contrast at least two of the four evaluation methods. Share how they might provide an optimal strategic fit._

    **_1D_**

    **Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
    _Strategic human resource management_. Cengage Learning.

    **Select a company, possibly the one you are researching this term.**

    **\* AMAZON***

    **_***Share about the challenges that exist relative to the valuation of human assets and measuring human capital for the company. Address how different HR metrics and analytics might be best employed for that company? What workplace trends and challenges will this company need to face from your reading?_**

    **## 2WK2HRAPR.docx**

    **Response to the 2 peers below. Cite 2 scholarly articles, Using APA format.**

    **Apple’s HR Strategy: Overcoming Key Barriers**

    **N’O 1A**. Apple Inc. uses three main corporate strategies which have a significant impact on the company's human resources (HR) issues: innovation leadership, integration of an ecosystem for differentiation, and global strategy. These strategies all formulate Apple’s approach to workforce management, talent management, and HR policies.

    Apple’s core strategies focus on innovation leadership, which means taking the lead in new technology development, like AI and VR (Zhao, 2024). At the same time, this focus on new innovations has created an important HR issue. The company struggles to attract and retain qualified individuals due to the stiff competition in the market. With Apple heavily dependent on skilled engineers and designers, it needs to constantly improve its talent management systems and pay them well. In addition, DEI efforts at Apple have faced backlash but modifying them would be counterproductive for fostering creativity and innovation. Recently, a shareholder sought to cancel Apple’s DEI efforts on the grounds that they pose legal risks (Liedtke, 2025). Although the proposal was voted down by nearly 95 percent, it shows the persistent legal and ideological maneuverings around workforce diversity.

    The second significant approach which Zhao notes is in 2024, is ecosystem integration differentiation which further enhances the brand loyalty as well as aids in improving the interoperability of Apple’s devices with one another. It also allows Apple’s products to function smoothly together. The company’s human resource department is challenged with retaining the specialized talent that is required in order to uphold this ecosystem. One of the core problems is too much dependence on the third-party producers, which has the potential to cause supply chain and quality control challenges. As strategic management suggests, the development of these employees and the strengthening of relations with suppliers will reduce risks (Mello 2019).

    Finally, Apple is also concerned with the different global time zones and areas with differing labor regulations, cultures, and politics. Managing a $500 billion investment in American job creation (Liedtke 2025) makes this workforce very important and needs careful consideration. The other side does not allow smoother HR strategy development is the policy requirement for corporates consistency with localized administration on international markets approach.

    In order to overcome these problems, Apple needs to adjust and strengthen its position on DEI regardless of legal concerns, increase sub-specialist training for this educational ecosystem, and create HR plans tailored for global marketing initiatives relative to localized oversimplified expansion. This will allow Apple to simultaneously adapt to competition and offer sustainable solutions and, foster inclusivity and flexibility.

    **References**

    Liedtke, M. (2025, February 27).
    _Apple shareholders reject proposal to scrap company's diversity programs._ Associated Press.
    [https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b](https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b)

    Mello, J. A. (2019).
    _Strategic human resource management_. Cengage Learning.

    Zhao, Z. (2024).
    _Strategic evolution and competitive analysis of Apple Inc.: Embracing business model innovation and technological advancements in the AI and VR era._ _Highlights in Business Economics and Management, 39_, 288-292.
    [https://doi.org/10.54097/jcbzp725](https://doi.org/10.54097/jcbzp725)

    **TH 1B**. Toyota Motor Corporation has three major corporate strategies that present distinct HR challenges as the company navigates its transformation from a traditional automotive manufacturer to a mobility technology company.

    Toyota's first major corporate strategy focuses on electrification and carbon neutrality. The company has committed to introducing over 30 electric vehicle models by 2030 with a $70 billion investment in electrification technology (Liker & Hoseus, 2010). This strategy creates significant HR challenges related to workforce capability transformation. Toyota must rapidly develop expertise in battery technology, electric powertrain systems, and sustainable manufacturing processes that differ substantially from traditional internal combustion expertise. According to Cappelli and Keller (2017), automotive companies face intense competition from both industry peers and technology companies for specialized electrification talent, creating recruitment and retention challenges. Additionally, Toyota must manage the transition of its existing workforce from internal combustion to electrification expertise, requiring massive reskilling initiatives and potential workforce restructuring in some areas.

    The second major corporate strategy centers on autonomous driving and connected vehicle technology. Through initiatives like Woven Planet, Toyota is developing advanced driver assistance systems, autonomous driving platforms, and vehicle connectivity solutions (Thite, 2019). This strategy creates HR challenges related to acquiring and integrating technology talent with significantly different skills and work expectations than Toyota's traditional workforce. Software engineers, data scientists, and AI specialists typically expect different work environments, compensation structures, and career progression paths than manufacturing-focused employees. Winfield (1994) notes that Toyota's traditional strengths in developing manufacturing talent must be complemented by new approaches for technology talent acquisition and development. Additionally, autonomous technology development requires cross-functional collaboration between traditional vehicle engineering teams and software/AI specialists, necessitating new integration approaches and team structures.

    Toyota's third major corporate strategy involves digital transformation across its entire value chain, from product development to manufacturing to customer experience. This includes smart manufacturing initiatives, digital product development tools, and enhanced digital customer interfaces (Thite, 2019). The HR challenges associated with this strategy involve developing digital literacy across the entire organization, not just specialized technology teams. Toyota must ensure all employees develop sufficient digital capabilities to participate in the transformed organization, requiring comprehensive learning and development approaches. According to Liker and Hoseus (2010), Toyota's traditional strength in on-the-job training must evolve to include more accelerated learning methodologies for digital skills. Additionally, Toyota must balance the efficiency improvements from digital automation with its traditional respect for human skills and employment stability, creating workforce planning and change management challenges.

    Despite Toyota's commitment to people development, several barriers may prevent the company from taking a more strategic approach to HR in support of these corporate strategies.

    The first significant barrier is Toyota's hierarchical organizational structure and consensus-based decision-making approach. While these elements contribute to Toyota's operational excellence, they can slow the rapid talent strategy shifts needed to support transformation. Winfield (1994) observed that Toyota's traditional nemawashi (consensus-building) approach often delays implementation of new initiatives. To eliminate this barrier, Toyota should establish a dedicated HR transformation team with streamlined decision rights for talent strategy implementation, while maintaining appropriate connections to the broader consensus process. This team should be empowered to make rapid decisions within a clear strategic framework, accelerating response to competitive talent dynamics without completely abandoning Toyota's collaborative culture.

    A second barrier is the potential cultural resistance to new HR approaches that differ from Toyota's traditional practices. The company's strong culture has been instrumental to its manufacturing success but may impede adoption of new practices required for technology talent. For example, Cappelli and Keller (2017) note that technology specialists often expect greater work flexibility, faster promotion paths, and different compensation structures than traditionally offered in manufacturing environments. To address this barrier, Toyota should develop a "culture evolution" strategy that explicitly identifies which elements of Toyota's culture are foundational and must be preserved (e.g., respect for people, continuous improvement mindset) versus which practices can evolve to accommodate different talent segments (e.g., work arrangements, career progression approaches). This strategy should be developed collaboratively with both long-tenured Toyota leaders and newly hired technology talent to ensure legitimacy across workforce segments.

    The third significant barrier is talent capability gaps within Toyota's HR function itself. Many HR professionals at Toyota have developed expertise in supporting manufacturing operations but may lack experience with technology talent management, digital HR platforms, or advanced workforce analytics. According to Thite (2019), HR teams supporting digital transformation must themselves develop new capabilities in areas like talent analytics, digital change management, and technology-focused talent acquisition. To eliminate this barrier, Toyota should implement a comprehensive capability development program for HR professionals, including specialized learning paths, external hiring for critical capability gaps, strategic partnerships with HR technology providers, and rotation opportunities for HR staff with technology companies. Additionally, Toyota should establish a specialized HR technology and analytics team to accelerate capability development across the broader HR function.

    By addressing these barriers through targeted interventions, Toyota can enhance the strategic alignment between its HR function and corporate strategies, better positioning the company for successful transformation while maintaining its core cultural strengths and manufacturing excellence.

    References:

    Cappelli, P., & Keller, J. R. (2017). The labor market for executives: A case for technologists. Harvard Business Review, 95(5), 98-107.

    Liker, J. K., & Hoseus, M. (2010). Human resource development in Toyota culture. International Journal of Human Resources Development and Management, 10(1), 34-50.

    Thite, M. (2019). Digital human resource development: Where are we? Where should we go and how do we go there? Human Resource Development International, 22(2), 189-199.

    Winfield, I. (1994). Toyota and the art of HR management. Employee Relations, 16(1), 41-53.

    SEE BELOW 1C AND 1D

    1C.
    **Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
    _Strategic human resource management_. Cengage Learning.

    AMA ZON*Select a company, possibly the one are researching this term.

    _With respect to the company, you have chosen this term for research, share the major purposes of a performance management system. Describe the strengths and weaknesses of traits, behaviors, and outcomes of measurement for the company outcomes. Describe and contrast at least two of the four evaluation methods. Share how they might provide an optimal strategic fit._

    **_1D_**

    **Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
    _Strategic human resource management_. Cengage Learning.

    **Select a company, possibly the one you are researching this term.**

    **\* AMAZON***

    **_***Share about the challenges that exist relative to the valuation of human assets and measuring human capital for the company. Address how different HR metrics and analytics might be best employed for that company? What workplace trends and challenges will this company need to face from your reading?_**

  • [Solved] WK1: D

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    500 WORDS, 2 APA – 2 years ago

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    Assignment Prompt & Instructions

    500 WORDS, 2 APA

    – 2 years ago

  • [Solved] Discussion Post

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Discussion Post.

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    Assignment Prompt & Instructions

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

  • [Solved] WK 4 RESP. DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK4DISCDATA.docx **## WK4DISCDATA.docx** Self-Study: Comparison of Means, Part 1 Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK4DISCDATA.docx

    **## WK4DISCDATA.docx**

    Self-Study: Comparison of Means, Part 1

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373691)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 155–158)

    · Appendix E, “Research Evidence Appraisal Tool” (pp. 298–302)

    · Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)

    · Appendix G, “Individual Evidence Table” (pp. 315–318)

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 12, “t(ea) for Two: Tests Between the Means of Different Groups” (pp. 236–239, 243)

    · Chapter 13, “t(ea) for Two [Again]: Tests Between the Means of Related Groups” (pp. 253–256, 259)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Niedz, B. (2024).
    _Comparison of means, part 1_ [Video]. Walden University Canvas. http://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    [Required Resources for Topic: \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Cook, H. E., Garris, L. A., Gulum, A. H., & Steber, C. J. (2024).
    [Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinicLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/08971900221125021).
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    [Required Resources for Topic: Paired \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · DeFusco, C., Lewis, A., & Cohn, T. (2023).
    [Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental studyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/10499091221094313).
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Markiewicz, A., Hickman, R. L., McAndrew, N. S., & Reimer, A. (2023).
    [Enhancing palliative communication in the intensive care unit through simulation: A quality improvement projectLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1876139923000075).
    _Clinical Simulation in Nursing, 77_, 1–5.

    **To prepare:**

    · Read and view the Learning Resources in Doherty & Skalsky and in Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Interpret independent sample
    _t_-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples
    _t_ test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired
    _t_ test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    ·

    For this Self-Study Discussion, you may post throughout Week 4. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Post** answers to any or all of the following:

    · Interpret independent sample t-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples t-test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired t-test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    Our interactive discussion addresses the following learning objectives:

    · Interpret comparison of mean (
    _t_-test) data in a published study

    · Differentiate between dependent observations and independent observations

    RESPOND TO THIS DISCUSSION POST

    ·
    **Tamekia**

    ·

    ·                 The independent samples t-test conducted by Cook et al. (2024) examined the impact of SMART goals on diabetes management by comparing A1C outcomes between two distinct groups: patients who engaged in SMART goal-setting and those who did not within a pharmacist-led telehealth clinic. Although the SMART goal group demonstrated a greater reduction in A1C levels than the control group, the results were not statistically significant (p = .287), indicating that the null hypothesis—stating no difference between groups—could not be rejected (Cook et al., 2024).

    · —stating no difference between groups—could not be rejected (Cook et al., 2024). Despite this, the study suggested that the intervention held clinical significance, as even modest A1C improvements can lead to better long-term management of diabetes (Cook et al., 2024). This case also highlights the potential for a type II error due to the small sample size (n = 100), which may have lacked the power to detect a statistically significant difference (Salkind & Frey, 2019).

    ·                 In contrast, DeFusco et al. (2023) employed a paired t-test to measure critical care nurses’ self-efficacy in providing palliative care before and after an educational intervention. Because the same group of nurses was assessed at two points (pre- and post-intervention), the paired t-test was appropriate for analyzing the dependent samples (DeFusco et al., 2023). Their study revealed statistically significant improvements (p < .001) in nurses’ perceived self-efficacy, specifically in the psychosocial and symptom management subscales (DeFusco et al., 2023). Unlike Cook et al. (2024), who focused on patient A1C outcomes between two independent patient groups, DeFusco et al. (2023) examined the same subjects' professional

    · confidence over time, making the design more sensitive to detecting changes. This comparison illustrates how independent versus paired t-tests are chosen based on whether groups are independent or related (Salkind & Frey, 2019).

    ·                  Distinguishing between clinical and statistical significance is essential for interpreting research findings effectively. Cook et al. (2024) presented clinically meaningful outcomes by demonstrating A1C reductions, despite not reaching statistical significance, which is common in studies with limited sample sizes (Salkind & Frey, 2019). Conversely, DeFusco et al. (2023) achieved both clinical and statistical significance, reinforcing the strength of their intervention. While statistical significance (typically p < .05) assesses whether findings are likely due to chance, clinical significance evaluates the practical impact of those findings on patient care or clinical practice (Dang et al., 2021). For DNP-prepared nurses, understanding both aspects is vital when appraising evidence and implementing interventions in practice.

    ·

    ·
    **References**

    · Cook, H. E., Garris, L. A., Gulum, A. -H., & Steber, C. J. (2024). Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinic.
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    · DeFusco, C., Lewis, A., & Cohn, T. (2023). Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental study.
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Salkind, N. J., & Frey, B. B. (2019).
    _Statistics for people who (think they) hate_

    ·
    _statistics_ (7th ed.). SAGE Publications.

    ·

    ·

    **## WK4DISCDATA.docx**

    Self-Study: Comparison of Means, Part 1

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373691)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 155–158)

    · Appendix E, “Research Evidence Appraisal Tool” (pp. 298–302)

    · Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)

    · Appendix G, “Individual Evidence Table” (pp. 315–318)

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 12, “t(ea) for Two: Tests Between the Means of Different Groups” (pp. 236–239, 243)

    · Chapter 13, “t(ea) for Two [Again]: Tests Between the Means of Related Groups” (pp. 253–256, 259)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Niedz, B. (2024).
    _Comparison of means, part 1_ [Video]. Walden University Canvas. http://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    [Required Resources for Topic: \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · Cook, H. E., Garris, L. A., Gulum, A. H., & Steber, C. J. (2024).
    [Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinicLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/08971900221125021).
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    [Required Resources for Topic: Paired \
    _t_ Test](https://waldenu.instructure.com/courses/157739/pages/week-4-learning-resources?module_item_id=6373691)

    · DeFusco, C., Lewis, A., & Cohn, T. (2023).
    [Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental studyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/10.1177/10499091221094313).
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Markiewicz, A., Hickman, R. L., McAndrew, N. S., & Reimer, A. (2023).
    [Enhancing palliative communication in the intensive care unit through simulation: A quality improvement projectLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1876139923000075).
    _Clinical Simulation in Nursing, 77_, 1–5.

    **To prepare:**

    · Read and view the Learning Resources in Doherty & Skalsky and in Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Interpret independent sample
    _t_-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples
    _t_ test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired
    _t_ test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    ·

    For this Self-Study Discussion, you may post throughout Week 4. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Post** answers to any or all of the following:

    · Interpret independent sample t-test results and explain the relevance to the research question (Cook et al., 2024).

    · Compare and contrast Cook et al. (independent samples t-test) to DeFusco et al. (2023) or Markiewicz et al. (2023) (paired t-test) results.

    · How did the subjects differ in the two studies?

    · Differentiate between clinical value and statistical significance.

    Our interactive discussion addresses the following learning objectives:

    · Interpret comparison of mean (
    _t_-test) data in a published study

    · Differentiate between dependent observations and independent observations

    RESPOND TO THIS DISCUSSION POST

    ·
    **Tamekia**

    ·

    ·                 The independent samples t-test conducted by Cook et al. (2024) examined the impact of SMART goals on diabetes management by comparing A1C outcomes between two distinct groups: patients who engaged in SMART goal-setting and those who did not within a pharmacist-led telehealth clinic. Although the SMART goal group demonstrated a greater reduction in A1C levels than the control group, the results were not statistically significant (p = .287), indicating that the null hypothesis—stating no difference between groups—could not be rejected (Cook et al., 2024).

    · —stating no difference between groups—could not be rejected (Cook et al., 2024). Despite this, the study suggested that the intervention held clinical significance, as even modest A1C improvements can lead to better long-term management of diabetes (Cook et al., 2024). This case also highlights the potential for a type II error due to the small sample size (n = 100), which may have lacked the power to detect a statistically significant difference (Salkind & Frey, 2019).

    ·                 In contrast, DeFusco et al. (2023) employed a paired t-test to measure critical care nurses’ self-efficacy in providing palliative care before and after an educational intervention. Because the same group of nurses was assessed at two points (pre- and post-intervention), the paired t-test was appropriate for analyzing the dependent samples (DeFusco et al., 2023). Their study revealed statistically significant improvements (p < .001) in nurses’ perceived self-efficacy, specifically in the psychosocial and symptom management subscales (DeFusco et al., 2023). Unlike Cook et al. (2024), who focused on patient A1C outcomes between two independent patient groups, DeFusco et al. (2023) examined the same subjects' professional

    · confidence over time, making the design more sensitive to detecting changes. This comparison illustrates how independent versus paired t-tests are chosen based on whether groups are independent or related (Salkind & Frey, 2019).

    ·                  Distinguishing between clinical and statistical significance is essential for interpreting research findings effectively. Cook et al. (2024) presented clinically meaningful outcomes by demonstrating A1C reductions, despite not reaching statistical significance, which is common in studies with limited sample sizes (Salkind & Frey, 2019). Conversely, DeFusco et al. (2023) achieved both clinical and statistical significance, reinforcing the strength of their intervention. While statistical significance (typically p < .05) assesses whether findings are likely due to chance, clinical significance evaluates the practical impact of those findings on patient care or clinical practice (Dang et al., 2021). For DNP-prepared nurses, understanding both aspects is vital when appraising evidence and implementing interventions in practice.

    ·

    ·
    **References**

    · Cook, H. E., Garris, L. A., Gulum, A. -H., & Steber, C. J. (2024). Impact of SMART goals on diabetes management in a pharmacist-led telehealth clinic.
    _Journal of Pharmacy Practice, 37_(1), 54–59.

    · DeFusco, C., Lewis, A., & Cohn, T. (2023). Improving critical care nurses perceived self-efficacy in providing palliative care: A quasi-experimental study.
    _American Journal of Hospice and Palliative Medicine, 40_(2), 117–121.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Salkind, N. J., & Frey, B. B. (2019).
    _Statistics for people who (think they) hate_

    ·
    _statistics_ (7th ed.). SAGE Publications.

    ·

    ·

  • [Solved] Early Intervention of Developmental Disabilities

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Students will complete the case study questions indicated in the calendar of assignments and l. Students will respond to the questions on a Word document with the original question included and will submit for grading. The District of Columbia Early Intervention Program has referred Kaila to you for…

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    Assignment Prompt & Instructions

    Students will complete the case study questions indicated in the calendar of assignments and l. Students will respond to the questions on a Word document with the original question included and will submit for grading.

    The District of Columbia Early Intervention Program has referred Kaila to you for an evaluation. Kaila is 15 months old. She attends an Early Head Start program. Her mother, who is described as having some cognitive limitations, dropped out of high school at 15 years of age and now at 22 is attending a program for adults with developmental disabilities. Her mother is also homeless and lives in transitional housing. Kaila’s mother and her teacher at the Early Head Start program think an evaluation is appropriate. Although she consented to have Kaila evaluated, her mother is not very concerned about Kaila nor her development. She did express some frustration with Kaila’s “fussiness” and her lack of sleeping, however. Kaila’s primary child care provider is extremely concerned about Kaila’s physical growth. Kaila appears very small for her age of 15 months. Kaila’s mother is not sure how much Kaila weighs but did indicate that her pediatrician is following Kaila for her growth. Kaila is described as being a picky eater. She is bottle-fed and is difficult to feed. Although her mother indicated that she has no trouble feeding her at home, the primary child care provider indicated that Kaila often gags and throws up at child care. Kaila’s primary child care provider is also concerned about her temperament. She describes Kaila as having a “flat” affect. Kaila often wants to be held and cries when other children approach her. Her development sounds as though it has been generally slow all around, although not likely 50% delayed. Kaila has just started to walk by herself. She babbles and says “ma ma”. She will wave “bye bye” as well. She will finger feed but will not use a spoon or drink from a cup. Her mother and social worker will accompany Kaila to the evaluation. Her primary child care provider will not be able to attend the scheduled evaluation.

    Questions—Kaila

    1. You are assigned to be the service coordinator for this child and family and will have the opportunity to speak with the mother by phone prior to conducting the evaluation. What additional information would you like to obtain prior to conducting the evaluation on Kaila? Based on the information provided above make a list of questions you would like to ask.

    2. What information should you share with Kaila’s mother prior to her visit?

    3. What areas should be addressed during the evaluation and how will you address these areas?

    4. Who should conduct this evaluation?

    5. Do you think there may be any mental health issues described? If so how will these be addressed?

    6. If Kaila is not 50% delayed is it possible that she may still be found eligible for early intervention services? On what basis?

    7. Are there any other community-based personnel you would like to talk to about Kaila and her mother?

    8. Develop a comprehensive care plan that addresses the needs of Kaila. Include in the plan the services that can be utilized to help meet those needs, who should be assigned responsibility for them, and a timeline for plan implementation.

    – 2 years ago

  • [Solved] Wk 1 – Learning from the Professionals

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See attached – 2 years ago **files (1)** – ## Wk1.pdf **## Wk1.pdf** Wk 1 – Learning from the Professionals This assignment provides you an opportunity to learn from someone directly involved in criminal law. Watch or read an …

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    See attached

    – 2 years ago

    **files (1)**

    – ## Wk1.pdf

    **## Wk1.pdf**

    Wk 1 – Learning from the Professionals

    This assignment provides you an opportunity to learn from someone directly involved in
    criminal law. Watch or read an interview with the goal to learn something new and correct
    any of your misconceptions about criminal law.

    You have an interview for a position as a paralegal with a local law firm. As part of your
    preparation, you want to learn about criminal law from the perspective of an active
    participant, so you are looking on the internet for a video or written interview to help you
    better understand this area of law. You are seeking as much help as possible to be
    prepared to answer questions posed in your job interview.

    Locate and review a written or taped interview that was conducted with either a judge,
    attorney or prosecutor active in criminal law.

    Write a 350- to 525-word summary of your reflections from the interview. Address the
    following questions:

    • What did you learn? (For example, consider what you may have learned about
    criminal law, the concept of crime, and criminal liability.)

    • What surprised you?

    • What impact did the interview have on your views of criminal law? What views were
    reinforced? Were any of your perspectives changed?

    • In answering these points, be specific as to what was said in the interview

    Cite the source of the interview. The name and title of the person interviewed must appear
    in the body of the paper. There must also be in-text cites referring to the source of the
    interview and a source listed in the reference section.

    Format your summary according to APA guidelines in a Microsoft Word document attached
    to the assignment tab.

    **## Wk1.pdf**

    Wk 1 – Learning from the Professionals

    This assignment provides you an opportunity to learn from someone directly involved in
    criminal law. Watch or read an interview with the goal to learn something new and correct
    any of your misconceptions about criminal law.

    You have an interview for a position as a paralegal with a local law firm. As part of your
    preparation, you want to learn about criminal law from the perspective of an active
    participant, so you are looking on the internet for a video or written interview to help you
    better understand this area of law. You are seeking as much help as possible to be
    prepared to answer questions posed in your job interview.

    Locate and review a written or taped interview that was conducted with either a judge,
    attorney or prosecutor active in criminal law.

    Write a 350- to 525-word summary of your reflections from the interview. Address the
    following questions:

    • What did you learn? (For example, consider what you may have learned about
    criminal law, the concept of crime, and criminal liability.)

    • What surprised you?

    • What impact did the interview have on your views of criminal law? What views were
    reinforced? Were any of your perspectives changed?

    • In answering these points, be specific as to what was said in the interview

    Cite the source of the interview. The name and title of the person interviewed must appear
    in the body of the paper. There must also be in-text cites referring to the source of the
    interview and a source listed in the reference section.

    Format your summary according to APA guidelines in a Microsoft Word document attached
    to the assignment tab.

  • [Solved] quiita

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Discuss the ethical implications of preventive detention and interrogation tactics with your classmates. With policing (both military and civilian) and the War on Terrorism as a background, are and or should the ethical restrictions to law enforcement be different when dealing with suspected terrori…

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    Assignment Prompt & Instructions

    Discuss the ethical implications of preventive detention and interrogation tactics with your classmates.

    With  policing (both military and civilian) and the War on Terrorism as a  background, are and or should the ethical restrictions to law  enforcement be different when dealing with suspected terrorists than  that which is established when dealing with American citizens (such as  the use of water-boarding) …or are the ethical considerations  different.

    – 2 years ago

  • [Solved] Week 3 Discussion Question Response AM

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Hello everyone, Heart failure (HF) is a chronic, progressive condition in which the heart cannot effectively circulate enough blood to meet the body's needs. It occurs due to structural or functional issues that disrupt the heart’s ability to fill or eject blood properly. The pathophysiology of HF i…

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    Assignment Prompt & Instructions

    Hello everyone,

    Heart failure (HF) is a chronic, progressive condition in which the heart cannot effectively circulate enough blood to meet the body's needs. It occurs due to structural or functional issues that disrupt the heart’s ability to fill or eject blood properly. The pathophysiology of HF involves neurohormonal activation, including the renin-angiotensin-aldosterone system (RAAS) and sympathetic nervous system, leading to fluid retention, vasoconstriction, and myocardial remodeling (McDonagh et al., 2021).

    Janessa’s symptoms, such as shortness of breath, weakness, and dizziness, may suggest HF, as reduced cardiac output and impaired tissue perfusion contribute to these manifestations. However, the absence of lung congestion and the presence of pale mucous membranes are not typical HF symptoms. HF is often associated with pulmonary congestion, which presents crackles on auscultation and symptoms like orthopnea or paroxysmal nocturnal dyspnea. The finding of pale mucous membranes suggests a different underlying cause such as anemia.

    While HF may partially explain Janessa’s symptoms, the lack of fluid retention, including edema or pulmonary congestion, makes it a less likely primary diagnosis. However, anemia and HF can coexist, as anemia increases cardiac workload and reduces oxygen delivery, exacerbating HF symptoms (Groenewegen et al., 2020).

    For my peers assigned asthma, you might suggest that Janessa’s shortness of breath is due to airway obstruction and inflammation. However, her clear lung sounds and absence of wheezing do not strongly support an asthma diagnosis.

    Diagnostic testing that would be most appropriate to investigate HF:

    – **B-type Natriuretic Peptide**: Elevated levels indicate HF.
    – **Echocardiogram**: This assesses left ventricular ejection fraction (LVEF) and structural abnormalities.
    – **Electrocardiogram**: Identifies arrhythmias or ischemic changes.
    – **Chest X-ray**: Detects pulmonary congestion or cardiomegaly.
    – **Complete Blood Count**: Evaluates for anemia, which may contribute to her symptoms.
    – **Serum Electrolytes and Renal Function Tests**: Assess complications related to HF, such as hyponatremia or kidney dysfunction.

    Groenewegen, A., Rutten, F. H., Mosterd, A., & Hoes, A. W. (2020). Epidemiology of heart failure. _European Journal of Heart Failure, 22_(8), 1342-1356. https://doi.org/10.1002/ejhf.1929

    McDonagh, T. A., Metra, M., Adamo, M., Gardner, R. S., Baumbach, A., Böhm, M., … & Anker, S. D. (2021). 2021 ESC guidelines for the diagnosis and treatment of acute and chronic heart failure. _European Heart Journal, 42_(36), 3599-3726. https://doi.org/10.1093/eurheartj/ehab368

    – 2 years ago

  • [Solved] quay powerpoint

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Prepare a presentation as if you were a leadership instructor. You are to prepare it so you will be able to teach a lesson to a class. Using the five approaches/theories of leadership we have discussed in the first three weeks of class, document what the approach or theory is based on, how it is dif…

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    Assignment Prompt & Instructions

    Prepare a  presentation as if you were a leadership instructor. You are to prepare  it so you will be able to teach a lesson to a class. Using the five  approaches/theories of leadership we have discussed in the first three  weeks of class, document what the approach or theory is based on, how it  is different than the others, and when it is best used. Consider the  strengths and weaknesses of each one. Give examples of when each theory  would work best. For example, consider different positions like a  construction plant manager or a school principal or a nurse. What  approach would work best for different positions? Incorporate that into  your lesson. Your goal is to have your audience (students) understand  the five approaches and when to use them.

    – 2 years ago