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Category: Applied Sciences

  • [Solved] assg

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  • [Solved] research

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  • [Solved] Module 8: Translating Theory to Practice

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    **Module 8:** _Translating Theory to Practice_ – Develop a recorded PowerPoint presentation recording your voice, to explain how to translate theories into Practical actions. The following files provide step by step instructions to record/upload/submit videos and multimedia to assignments. During yo…

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    **Module 8:** _Translating Theory to Practice_
    – Develop a recorded PowerPoint presentation recording your voice, to explain how to translate theories into Practical actions.
    The following files provide step by step instructions to record/upload/submit videos and multimedia to assignments.
    During your presentation, you may also demonstrate how to implement it in your practice with a sample.
    my PRACTICE I AM A HOSPITALIST

  • [Solved] Discussion response

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    ### Peer Response #### Instructions: **Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:** – **Compare and contrast your initial posting with those of your peers.** – **How are they similar or ho…

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    ### Peer Response
    #### Instructions:
    **Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:**
    – **Compare and contrast your initial posting with those of your peers.**
    – **How are they similar or how are they different?**
    – **What information can you add that would help support the responses of your peers?**
    – **Ask your peers a question for clarification about their post.**
    – **What most interests you about their responses?**
    **Please be sure to validate your opinions and ideas with citations and references in APA format.**
    ### **Reply from Talibah Tyson**
    **Ion Channels**
    The two major classes of ion channels that target drug action include ligand gated ion channels and voltage gated or voltage sensitive ion channel. Ligand gated ion channels are linked to receptors that regulate the opening and closing action of the neurotransmitter. They act as both a receptor and form an ion channel. The voltage gated or voltage sensitive ion channels opening and closing is regulated by the voltage potential or ionic charge across the membrane (Stahl, 2021.) This class of ions has voltage sensitive sodium and calcium channels that many drugs such as anticonvulsants bind to. Voltage gated ions channels are the most common drug targets (Alexander et al., 2021.)
    A full agonist is characterized by the full array of downstream signal transduction which is the maximum activation of the signal transduction cascade. Antagonists block the action of the agonist by causing no change in the signal transduction. An antagonist is thought to be neutral as is has no action of its own (Stahl, 2021.) Partial antagonists are thought to be stabilizers of neurotransmission as they do not give the full amount of signal transduction. It has the capability to boost insufficient neurotransmitter activity and block any excessive activity. Inverse agonist creates a functional reduction in transducing signals opposite of the agonist.
    **Reference**
    Alexander, S. H., Mathie, A., Peters, J. A., Veale, E. L., Striessnig, J., Kelly, E., Armstrong, J. F., Faccenda, E., Harding, S. D., Pawson, A. J., Southan, C., Davies, J. A., Aldrich, R. W., Attali, B., Baggetta, A. M., Becirovic, E., Biel, M., Bill, R. M., Catterall, W. A.,…Zhu, M. (2021). The concise guide to pharmacology 2021/22: Ion channels. _British Journal of Pharmacology_, _178_(S1). [https://doi.org/10.1111/bph.15539Links to an external site.](https://doi.org/10.1111/bph.15539)
    Stahl, S. M. (2021). _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press.
    ### **Reply from Ralph Annam**
    **The Two Major Classes of Ion Channels**
    **Ligand-gated ion channels (LGICs):** Open upon neurotransmitter or ligand binding. Multimeric proteins (pentamers, tetramers, or trimers) are responsible for fast synaptic signaling. They often have multiple modulatory sites (e.g., GABA, NMDA, and nicotinic AChR). (Rao et al., 2022; Alexander et al., 2023).
    **Voltage-gated ion channels (VGICs):** Open in response to membrane potential changes. The system is constructed from large subunits with voltage-sensing domains. The brain is responsible for driving action potentials, pacemaking, and muscle contraction. Represent primary drug targets for anesthetics, antiarrhythmics, and analgesics. (Jiang et al., 2022; Harris et al., 2024).
    In contrast, LGICs convert chemical → electrical signals, while VGICs convert voltage → gating changes. Pharmacologically, LGICs are well suited for orthosteric/allosteric drugs, while VGICs demand state- or subtype-selective modulators.
    **Agonists and Related Ligands**
    **Full agonist**: Binds and produces a maximal effect (high efficacy).
    **Partial agonist: Causes a less than maximum effect even when all receptors are occupied; can block the effects of full agonists (for example, ar** (Mohr et al., 2022).
    **Antagonist:** Binds without changing basal activity and blocks the action of an agonist.
    **Inverse agonist:** Opposes constitutive activity by reducing it below baseline and stabilizing inactive receptor conformations. (Qin et al., 2022; Michel et al., 2020).
    **Key point:** Whether a ligand is an agonist, partial agonist, or antagonist depends on receptor reserve, tissue context, and constitutive activity. (Watts et al., 2023).
    **References**
    Alexander, S. P. H., et al. (2023). _The Concise Guide to PHARMACOLOGY 2023/24: Ion channels._ **Br J Pharmacol, 180**(Suppl 2), S145–S222. https://doi.org/10.1111/bph.16178
    Harris, B. J., et al. (2024). Toward high-resolution modeling of small molecule–ion channel interactions. _Front Pharmacol, 15,_ 1411428. https://doi.org/10.3389/fphar.2024.1411428
    Jiang, D., et al. (2022). Structural advances in voltage-gated sodium channels. _Front Pharmacol, 13,_ 908867. https://doi.org/10.3389/fphar.2022.908867
    Mohr, P., et al. (2022). Dopamine receptor partial agonists: Do they differ in clinical efficacy? _Front Psychiatry, 12,_ 781946. https://doi.org/10.3389/fpsyt.2021.781946
    Qin, J., et al. (2022). Molecular mechanism of agonism and inverse agonism in ghrelin receptor. _Nat Commun, 13,_ 300. https://doi.org/10.1038/s41467-022-27975-9
    Rao, R., et al. (2022). Ligand-gated ion channels as therapeutic targets. _Front Physiol, 13,_ 839437. https://doi.org/10.3389/fphys.2022.839437
    Watts, S. W., et al. (2023). Receptor theory and hypertension therapy. _Am J Hypertens, 37_(4), 248–260. https://doi.org/10.1093/ajh/hpad121
    Michel, M. C., et al. (2020). Inverse agonism at adrenoceptor subtypes. _Cells, 9_(9), 1923. https://doi.org/10.3390/cells9091923
    – Reply to post from Ralph Annam **Reply**

  • [Solved] needs A1 similarity check

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  • [Solved] Discussion response

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    ### Peer Response #### Instructions: **Please respond to at least 2 of your peer’s posts. To ensure that your responses are substantive, use at least two of these prompts:** – **Do you agree with your peers’ assessment?** – **Take an opposing view to a peer and present a logical argument supporting …

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    ### Peer Response
    #### Instructions:
    **Please respond to at least 2 of your peer’s posts.  To ensure that your responses are substantive, use at least two of these prompts:**
    – **Do you agree with your peers’ assessment?**
    – **Take an opposing view to a peer and present a logical argument supporting an alternate opinion.**
    – **Share your thoughts on how you support their opinion and explain why.**
    – **Present new references that support your opinions.**
    **Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer-reviewed journal evidence to support the student’s position.**
    **Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.**
    ### **Reply from Melisa Tennies**
    In a comprehensive health assessment, clinicians identify various risks, strengths, and needs through the health history, physical examination, and preventive services.
    **Hypertension Screening**
    Blood pressure assessment during a wellness visit may identify an elevated reading (≥130/80 mmHg). It is a risk factor because untreated hypertension increases the risk of stroke, heart attack, and chronic kidney disease (Whelton et al., 2018). Identifying this risk is crucial to initiating interventions such as lifestyle counseling and blood pressure management to prevent complications. Screening can be completed in a comprehensive health assessment, as well as through general health screenings and health fairs.
    **Regular Physical Activity**
    History taking may reveal that a patient engages in at least 150 minutes of moderate exercise per week, which is a strength. Regular physical activity is associated with reduced risk of obesity, diabetes, hypertension, and depression. Exercise also improves overall quality of life (Piercy et al., 2018). Identifying this strength provides an opportunity for the provider to reinforce the positive behavior and encourage its maintenance.
    **Preventive Screening and Vaccines**
    A patient who did not have a colonoscopy at age 50 or is not up to date on recommended vaccines (e.g., influenza, shingles) needs preventive services. Identifying this need helps ensure timely interventions that can prevent morbidity and mortality (U.S. Preventive Services Task Force [USPSTF], 2021).
    In conclusion, a comprehensive health assessment enables providers to identify various risks (e.g., hypertension), strengths (e.g., exercise), and needs (e.g., preventive screenings) to guide care and promote wellness.
    **References**
    Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., George, S. M., & Olson, R. D. (2018). The physical activity guidelines for Americans. JAMA , 320 (19), 2020–2028. https://doi.org/10.1001/jama.2018.14854
    U.S. Preventive Services Task Force. (2021). USPSTF A and B recommendations. https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations
    Whelton, P. K., Carey, R. M., Aronow, W. S., Casey, D. E., Collins, K. J., Dennison Himmelfarb, C., DePalma, S. M., Gidding, S., Jamerson, K. A., Jones, D. W., MacLaughlin, E. J., Muntner, P., Ovbiagele, B., Smith, S. C., Spencer, C. C., Stafford, R. S., Taler, S. J., Thomas, R. J., … Wright, J. T. (2018). 2017 ACC/AHA/AAPA/ABC/ACPM/AGS/APhA/ASH/ASPC/NMA/PCNA guideline for the prevention, detection, evaluation, and management of high blood pressure in adults. Journal of the American College of Cardiology, 71 (19), e127–e248. https://doi.org/10.1016/j.jacc.2017.11.006
    ### **Reply from Emily Byrd**
    **How can we identify health risks, strengths, and needs in our comprehensive health assessment?**
    **Example 1:** Medical History Review
    The medical history review includes family history, lifestyle factors, previous health history, and current symptoms and conditions. It is critical to inquire about conditions such as cancer or heart disease that run in the family, this may indicate a genetic predisposition to certain risks (FastStats – Diseases and Conditions, 2020).  Ask the patient about diet, exercise, smoking, alcohol use, or illicit drug use as these directly influence a person's health.  By accessing past medical records, this provides information on existing conditions and patterns of patient care. Health assessments can be used to identify what’s happening in the body at this current moment in time and allows us the tools needed to provide perspective on what could happen in the future based on lifestyle choices, the patient’s family history, current medications, allergies, and other risk factors ( _How to Perform a Health Assessment in Nursing_, 2025). A proper assessment is a full head to toe assessment, including vital signs.
    **Example 2:** Social Assessment
    As health care providers, it is important to evaluate the patient's support system and family structure. We should also respectfully assess household and environmental risk factors, including issues such as abuse, homelessness or unemployment that may impact a person's health. We should also determine the patient's willingness to change lifestyle modifications if needed and understand their receptiveness to interventions we may recommend to improve their health. By understanding the patient's unique psychological, social, and spiritual needs, as providers we are able to provide appropriate care (Toney-Butler & Unison-Pace, 2023).
    References:
    How to Perform a Health Assessment in Nursing. (2025, May 5). Holy Family University. [https://onlinenursing.holyfamily.edu/blog/how-perform-health-assessment-nursingLinks to an external site.](https://onlinenursing.holyfamily.edu/blog/how-perform-health-assessment-nursing)
    FastStats – Diseases and Conditions. (2020). [https://www.cdc.gov/nchs/fastats/diseases-and-conditions.htmLinks to an external site.](https://www.cdc.gov/nchs/fastats/diseases-and-conditions.htm)
    Toney-Butler, T., & Unison-Pace, W. (2023). Nursing Admission Assessment and Examination. National Library of Medicine; StatPearls Publishing. [https://www.ncbi.nlm.nih.gov/books/NBK493211/](https://www.ncbi.nlm.nih.gov/books/NBK493211/)

  • [Solved] ENL

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  • [Solved] PACOACHCASE

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    – ## MODULE1LED514DRAFT.docx **## MODULE1LED514DRAFT.docx** **Building the coaching relationship** **Background** The purpose of the Case Assignment is to create a “live case” by experiencing the process of coaching and developing your skills as a coach. Because this case is designed around **_exper…

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    – ## MODULE1LED514DRAFT.docx

    **## MODULE1LED514DRAFT.docx**

    **Building the coaching relationship**

    **Background**

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

    Although the Case Assignments involve a coaching experience, the focus is on you as the coach. You will be learning how to prepare for a coaching session, what questions you should ask, and what behaviors are most effective. The case involves a coaching relationship with one person and is continued in stages across all four modules, so be sure to focus on the exact stage covered in each module and do not get ahead of yourself.

    The goal of the coaching process is to expedite the growth of the coachee’s understanding of his or her strengths and weaknesses. Through the coaching process, the coachee gains an appreciation of his capabilities for growth and builds self-confidence. Thus, before you begin this exercise in coaching, you must first find someone who is willing to go through this exercise with you as a coachee. This can be a friend, a colleague, or a co-worker. It does not have to be a situation tied to your job. The only requirement is that you must be able to identify a contracted piece of work based on a shared concern (if no shared concern can be found, find another coachee).

    **Johari window**

    In MGT501, you were introduced to the Johari window as a tool for increasing awareness of how one is perceived by others and to improve communication. This case is designed to enlarge your “open” area and reduce your “blind” area, so you can be more effective as a coach. At the same time, you will learn to use coaching techniques as a way to correct problem behaviors ("blind area") and help coachees realize they have untapped potential and open the possibility for growth through unused capacities (their “hidden” areas”).

    In case you have forgotten, a leader’s blind area in their Johari window occurs when said leader does not know there is a blind area. This happens when a leader’s subordinates do not want to provide them feedback as well as when a leader does not care to receive it (Albuquerque, de Melo, Xavier, & Medeiros, 2021). Either situation is intolerable to this particular leader’s subordinates because they know nothing will ever change and they will not learn from the leader until that leader is coached on how to accept feedback from subordinates.

    Albuquerque, A. P., de Melo, J. C., Xavier, L., & Medeiros, D. D. (2022).
    [_Analyzing the profile of the manager from the perspective of the employees: A case study_](https://doi.org/10.14488/BJOPM.2021.032).
    _Brazilian Journal of Operations & Production Management, 19_(1), 1-9, e2022930. https://doi.org/10.14488/BJOPM.2021.032 Available in the Trident Online Library.

    **The structure of the Live Case**

    In this course’s assignments, you must find a person willing to be coached in an area you and that person agree upon. It is helpful to use the same person for each coaching assignment so that you build a sense of trust and professionalism with them over the duration of the course. You can select any person with whom you are comfortable and have frequent contact including a friend, family member, or coworker.

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

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

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

    · The bulk of the report is on how it went: successes and failures. What would you do differently next time? (3 to 4 pages). Remember that when an assignment calls for 3-4 pages, the assignment was created to result in a paper 4 pages in length; however, your professor may accept a paper that is at least 3 full pages.

    ·

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

    **Case Assignment**

    The first step in the coaching process is to build rapport with the person you are coaching. This is where you establish a trusting relationship by demonstrating your credibility, helpfulness, and honesty. To build genuine rapport, you must believe in the potential of the person you are coaching—this cannot be faked.

    Some excellent methods for building rapport can be found in the following readings:

    Arrow Coaching+. (2020, November 30).
    [_Building rapport in coaching [Video]._](https://youtu.be/vveOvk4xjvk) YouTube. https://youtu.be/vveOvk4xjvk

    van Coller-Peter, S., & Manzini, L. (2020).
    [_Strategies to establish rapport during online management coaching._](https://doi.org/10.4102/sajhrm.v18i0.1298) _SA Journal of Human Resource Management, 18_(2), e1-e9. https://doi.org/10.4102/sajhrm.v18i0.1298. Available in the Trident Online Library.

    Remember:
    _Shared success_ is the key to great coaching!

    Shared success means that the outcome works for both the individual and the organization, because it meets both individual and organizational needs. Coaching is a tool where we are able to create that connection between the person and the organization.

    Your task in this module is to identify a partner who is willing to be coached by you over the course of the term. Set up an initial meeting and establish rapport. Do not attempt to get into the later stages of coaching; we will get to them in later modules. Focus on the process of establishing rapport only. Write up this meeting as indicated in the Keys to the Assignment, below. Turn in your final 4- to 6-page paper to the appropriate dropbox by the due date.

    **Keys to the Assignment**

    1. After reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a 45- to 50-minute session.
    **_Remember that your focus for this case is on the process of building rapport with the coachee._**

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

    · What skills will you use?

    · How will you go about doing this?

    · What questions will you ask?

    2.

    3. Conduct your coaching session (45 to 50 minutes).

    4. Write up your post-coaching reflection.

    · Report the facts of the coaching session.

    · What went well and what did not?

    · What did you learn about coaching from this session?

    · What would you do differently next time?

    **Assignment Expectations**

    · Include a cover page and reference page in addition to the 3 to 4 pages of analysis described above.

    · Your paper must include an Introduction and a Conclusion paragraph.

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

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

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

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

    **## MODULE1LED514DRAFT.docx**

    **Building the coaching relationship**

    **Background**

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

    Although the Case Assignments involve a coaching experience, the focus is on you as the coach. You will be learning how to prepare for a coaching session, what questions you should ask, and what behaviors are most effective. The case involves a coaching relationship with one person and is continued in stages across all four modules, so be sure to focus on the exact stage covered in each module and do not get ahead of yourself.

    The goal of the coaching process is to expedite the growth of the coachee’s understanding of his or her strengths and weaknesses. Through the coaching process, the coachee gains an appreciation of his capabilities for growth and builds self-confidence. Thus, before you begin this exercise in coaching, you must first find someone who is willing to go through this exercise with you as a coachee. This can be a friend, a colleague, or a co-worker. It does not have to be a situation tied to your job. The only requirement is that you must be able to identify a contracted piece of work based on a shared concern (if no shared concern can be found, find another coachee).

    **Johari window**

    In MGT501, you were introduced to the Johari window as a tool for increasing awareness of how one is perceived by others and to improve communication. This case is designed to enlarge your “open” area and reduce your “blind” area, so you can be more effective as a coach. At the same time, you will learn to use coaching techniques as a way to correct problem behaviors ("blind area") and help coachees realize they have untapped potential and open the possibility for growth through unused capacities (their “hidden” areas”).

    In case you have forgotten, a leader’s blind area in their Johari window occurs when said leader does not know there is a blind area. This happens when a leader’s subordinates do not want to provide them feedback as well as when a leader does not care to receive it (Albuquerque, de Melo, Xavier, & Medeiros, 2021). Either situation is intolerable to this particular leader’s subordinates because they know nothing will ever change and they will not learn from the leader until that leader is coached on how to accept feedback from subordinates.

    Albuquerque, A. P., de Melo, J. C., Xavier, L., & Medeiros, D. D. (2022).
    [_Analyzing the profile of the manager from the perspective of the employees: A case study_](https://doi.org/10.14488/BJOPM.2021.032).
    _Brazilian Journal of Operations & Production Management, 19_(1), 1-9, e2022930. https://doi.org/10.14488/BJOPM.2021.032 Available in the Trident Online Library.

    **The structure of the Live Case**

    In this course’s assignments, you must find a person willing to be coached in an area you and that person agree upon. It is helpful to use the same person for each coaching assignment so that you build a sense of trust and professionalism with them over the duration of the course. You can select any person with whom you are comfortable and have frequent contact including a friend, family member, or coworker.

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

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

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

    · The bulk of the report is on how it went: successes and failures. What would you do differently next time? (3 to 4 pages). Remember that when an assignment calls for 3-4 pages, the assignment was created to result in a paper 4 pages in length; however, your professor may accept a paper that is at least 3 full pages.

    ·

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

    **Case Assignment**

    The first step in the coaching process is to build rapport with the person you are coaching. This is where you establish a trusting relationship by demonstrating your credibility, helpfulness, and honesty. To build genuine rapport, you must believe in the potential of the person you are coaching—this cannot be faked.

    Some excellent methods for building rapport can be found in the following readings:

    Arrow Coaching+. (2020, November 30).
    [_Building rapport in coaching [Video]._](https://youtu.be/vveOvk4xjvk) YouTube. https://youtu.be/vveOvk4xjvk

    van Coller-Peter, S., & Manzini, L. (2020).
    [_Strategies to establish rapport during online management coaching._](https://doi.org/10.4102/sajhrm.v18i0.1298) _SA Journal of Human Resource Management, 18_(2), e1-e9. https://doi.org/10.4102/sajhrm.v18i0.1298. Available in the Trident Online Library.

    Remember:
    _Shared success_ is the key to great coaching!

    Shared success means that the outcome works for both the individual and the organization, because it meets both individual and organizational needs. Coaching is a tool where we are able to create that connection between the person and the organization.

    Your task in this module is to identify a partner who is willing to be coached by you over the course of the term. Set up an initial meeting and establish rapport. Do not attempt to get into the later stages of coaching; we will get to them in later modules. Focus on the process of establishing rapport only. Write up this meeting as indicated in the Keys to the Assignment, below. Turn in your final 4- to 6-page paper to the appropriate dropbox by the due date.

    **Keys to the Assignment**

    1. After reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a 45- to 50-minute session.
    **_Remember that your focus for this case is on the process of building rapport with the coachee._**

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

    · What skills will you use?

    · How will you go about doing this?

    · What questions will you ask?

    2.

    3. Conduct your coaching session (45 to 50 minutes).

    4. Write up your post-coaching reflection.

    · Report the facts of the coaching session.

    · What went well and what did not?

    · What did you learn about coaching from this session?

    · What would you do differently next time?

    **Assignment Expectations**

    · Include a cover page and reference page in addition to the 3 to 4 pages of analysis described above.

    · Your paper must include an Introduction and a Conclusion paragraph.

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

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

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

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

  • [Solved] PACOACHSLP

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    Executive Solution Overview

    – ## MODULE1SLPLED514.docx **## MODULE1SLPLED514.docx** **Assessing Yourself and Your Environment** One common focus of coaching in organizational settings is to work with an employee to construct a personal development plan. In this SLP, you will be developing your own Leadership Growth Plan (LGP)….

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    Assignment Prompt & Instructions

    – ## MODULE1SLPLED514.docx

    **## MODULE1SLPLED514.docx**

    **Assessing Yourself and Your Environment**

    One common focus of coaching in organizational settings is to work with an employee to construct a personal development plan. In this SLP, you will be developing your own Leadership Growth Plan (LGP).  The purpose is to have you learn the steps to developing such a plan so you can help others you are coaching to do the same, but also to come out of the class with a personal plan for your own development as a leader.

    **Why create a Leadership Growth Plan?**

    It is one thing to want to be a good leader.  It is another thing to achieve it.  Research shows that people who have a vision for where they want to go and then write it down and develop a plan to achieve it, are more successful than people who do not.  An LGP is designed to help you assess your current skills and capacities as a leader, set goals, and make a plan for enhancing your effectiveness by acquiring new skills.

    For an example of what a personal leadership growth plan might look like, see the following:

    Hertz, T. (2021, February 21).
    [_Creating a leadership development plan [Video]._](https://youtu.be/lZdzOgS5cQU) YouTube. https://youtu.be/lZdzOgS5cQU

    Lamm, M. (2020). Creating leadership development plans for Gen Z.
    _Property & Casualty 360_.  Available in the Trident Online Library.

    Passmore, J., & Sinclair, T, (2020). Chapter 27: Personal development plan. In
    _Becoming a coach: The essential ICF guide_. [Skillsoft. Version] Available in the Trident Online Library.

    **Assignment Instructions**

    · In this module, we will begin with the first phase of creating your plan.  You will engage in some assessment and reflection addressed toward giving you a picture of “Who am I”? Then you will write up what you have learned about yourself in a two- to three-page paper. The paper should be an integrated essay assessing your current attributes and capabilities as a leader.  Use the topics to “tell the story” of who you are. Since headings are required in all papers, you can definitely use the 4 topics of this assignment as headings so that you meet the “organization” requirement in the grading rubric. For example, your paper could have headings such as My Personal Values, My Leadership Style, My Motivators, and My Competencies.

    **Keys to the Assignment**

    To assess yourself as a leader, consider the following and incorporate your answers into your paper.

    · What are your
    **values**?

    · Make a list of everything that is important to you in life. Do not censor or edit anything, just get it all on paper. You may find that you think of things you would not have expected.

    · Read through the list several times, choose the five most important values, and list them in order of importance.

    · Define each value in terms of why it is important to you.

    · What is your
    **leadership style?**

    . Using the
    _authoritative_ style, you tend to make all important decisions, including how jobs are performed.

    . Using the
    _consulting_ style, you ask for employee input, but then make the decision yourself.

    . Using the
    _participative_ style, you involve employees as partners in the decision.

    . Using the
    _delegating_ style, you empower employees to make the decisions on their own as appropriate.

    · You have undoubtedly assessed your leadership style in one or more classes or at work.  If you can recall your dominant style, name and describe it. The most common styles are authoritarian, consulting, participative, and delegating, but there are others.

    · If you want to take a new assessment questionnaire, there are many on the Internet.  Just cite the instrument you are using.

    · What
    **motivates** you?

    · Not everyone is motivated by the same things. What does it for you? Compensation, titles, perks, social status, money, helping others, doing a good job, winning?

    · Repeat the process you used in assessing your values.

    · How are your skills in the following
    **competencies**?

    ·
    _Developing subordin_ ates: Fostering employee engagement and commitment to the job and the organization, developing job-related skills and abilities, building decision-making capabilities, encouraging personal accountability for job responsibilities.

    ·
    _Modeling desirable behaviors:_ As a leader you are the “voice” of the organization.  You exemplify its ethics, values, and expectations of employees.  You do not ask people to do things you would not do yourself.

    ·
    _Challenging the status quo:_ Are you willing to try something different, think outside the box, take risks?  Leaders do not simply accept things the way they have always been, but ask, "How can we do it better?"

    ·
    _Accountability:_ Leaders take responsibility for getting the job done. Leaders try new ideas, create action plans, and evaluate results.

    **SLP Assignment Expectations**

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

    · Your paper must include introduction and conclusion paragraphs.

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

    · Cite and reference all sources used to complete this assignment. Your reference list must contain at least 1 high quality peer-reviewed reference from the Trident Online Library.

    · Use APA formatting according to the 7th edition.

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

    **## MODULE1SLPLED514.docx**

    **Assessing Yourself and Your Environment**

    One common focus of coaching in organizational settings is to work with an employee to construct a personal development plan. In this SLP, you will be developing your own Leadership Growth Plan (LGP).  The purpose is to have you learn the steps to developing such a plan so you can help others you are coaching to do the same, but also to come out of the class with a personal plan for your own development as a leader.

    **Why create a Leadership Growth Plan?**

    It is one thing to want to be a good leader.  It is another thing to achieve it.  Research shows that people who have a vision for where they want to go and then write it down and develop a plan to achieve it, are more successful than people who do not.  An LGP is designed to help you assess your current skills and capacities as a leader, set goals, and make a plan for enhancing your effectiveness by acquiring new skills.

    For an example of what a personal leadership growth plan might look like, see the following:

    Hertz, T. (2021, February 21).
    [_Creating a leadership development plan [Video]._](https://youtu.be/lZdzOgS5cQU) YouTube. https://youtu.be/lZdzOgS5cQU

    Lamm, M. (2020). Creating leadership development plans for Gen Z.
    _Property & Casualty 360_.  Available in the Trident Online Library.

    Passmore, J., & Sinclair, T, (2020). Chapter 27: Personal development plan. In
    _Becoming a coach: The essential ICF guide_. [Skillsoft. Version] Available in the Trident Online Library.

    **Assignment Instructions**

    · In this module, we will begin with the first phase of creating your plan.  You will engage in some assessment and reflection addressed toward giving you a picture of “Who am I”? Then you will write up what you have learned about yourself in a two- to three-page paper. The paper should be an integrated essay assessing your current attributes and capabilities as a leader.  Use the topics to “tell the story” of who you are. Since headings are required in all papers, you can definitely use the 4 topics of this assignment as headings so that you meet the “organization” requirement in the grading rubric. For example, your paper could have headings such as My Personal Values, My Leadership Style, My Motivators, and My Competencies.

    **Keys to the Assignment**

    To assess yourself as a leader, consider the following and incorporate your answers into your paper.

    · What are your
    **values**?

    · Make a list of everything that is important to you in life. Do not censor or edit anything, just get it all on paper. You may find that you think of things you would not have expected.

    · Read through the list several times, choose the five most important values, and list them in order of importance.

    · Define each value in terms of why it is important to you.

    · What is your
    **leadership style?**

    . Using the
    _authoritative_ style, you tend to make all important decisions, including how jobs are performed.

    . Using the
    _consulting_ style, you ask for employee input, but then make the decision yourself.

    . Using the
    _participative_ style, you involve employees as partners in the decision.

    . Using the
    _delegating_ style, you empower employees to make the decisions on their own as appropriate.

    · You have undoubtedly assessed your leadership style in one or more classes or at work.  If you can recall your dominant style, name and describe it. The most common styles are authoritarian, consulting, participative, and delegating, but there are others.

    · If you want to take a new assessment questionnaire, there are many on the Internet.  Just cite the instrument you are using.

    · What
    **motivates** you?

    · Not everyone is motivated by the same things. What does it for you? Compensation, titles, perks, social status, money, helping others, doing a good job, winning?

    · Repeat the process you used in assessing your values.

    · How are your skills in the following
    **competencies**?

    ·
    _Developing subordin_ ates: Fostering employee engagement and commitment to the job and the organization, developing job-related skills and abilities, building decision-making capabilities, encouraging personal accountability for job responsibilities.

    ·
    _Modeling desirable behaviors:_ As a leader you are the “voice” of the organization.  You exemplify its ethics, values, and expectations of employees.  You do not ask people to do things you would not do yourself.

    ·
    _Challenging the status quo:_ Are you willing to try something different, think outside the box, take risks?  Leaders do not simply accept things the way they have always been, but ask, "How can we do it better?"

    ·
    _Accountability:_ Leaders take responsibility for getting the job done. Leaders try new ideas, create action plans, and evaluate results.

    **SLP Assignment Expectations**

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

    · Your paper must include introduction and conclusion paragraphs.

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

    · Cite and reference all sources used to complete this assignment. Your reference list must contain at least 1 high quality peer-reviewed reference from the Trident Online Library.

    · Use APA formatting according to the 7th edition.

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

  • [Solved] Discussion

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    Executive Solution Overview

    **is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt element…

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    Assignment Prompt & Instructions

    **is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.**
    ### Initial Response
    #### Instructions:
    **A 32-year-old female presents for an evaluation of a lump in her right breast that she found on breast self-examination. The lump is found to be 2cm in size, firm, and mobile. No adenopathy noted.**
    – **What are two questions you would ask this patient?**
    – **What are two risk factors would you want to assess for?**
    – **What are the levels of prevention for this patient?**
    **Please be sure to validate your opinions and ideas with citations and references in APA format.**