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    attached – 2 years ago **files (1)** – ## REPLIESNotsurprisingly.docx **## REPLIESNotsurprisingly.docx** **Not surprisingly, the most effective responses to discussion questions well-exceed the minimum.** The minimum length for each of your replies to classmates in order to earn any credit is 150 wo…

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    attached

    – 2 years ago

    **files (1)**

    – ## REPLIESNotsurprisingly.docx

    **## REPLIESNotsurprisingly.docx**

    **Not surprisingly, the most effective responses to discussion questions well-exceed the minimum.** The minimum length for each of your replies to classmates in order to earn any credit is 150 words.

    JUSTIN’S POST:

    **Section A**

         Durkheim highlights many interesting points in his work. In this week's reading, I picked out what I believed were the major ideas in each section. In
    _The Rules of Sociological Method_, Durkheim proposed the concept of social facts, that is, the things existing independent of individuals but exert control over them. Examples are norms, values, laws, and institutions. Social facts for Durkheim constitute the object of sociological study since they shape the behavior of each separate individual and form the basis upon which society as a whole exists. He insists that these facts be treated as "things," that is, they must be studied objectively and empirically, independent of the personal beliefs or biases of the researcher. It is this principle that constitutes the basis of Durkheim's scientific approach to sociology, which fundamentally differentiates sociology from other disciplines, such as psychology, which focuses on the individual (Garner and Hancock, 201, p. 76-78).

         In the Excerpts from
    _Suicide_, Durkheim applies the methodology to the concept of anomie, a state in which people become disconnected through the breakdown of social norms; hence, leading to feelings of pointlessness or disorientation. This state arises with periods of sudden social or economic change which disturb established norms and values as individuals lose the clear sense of what to do. For Durkheim, such unregulated experience would undermine the integration of individuals into society via social bonding; hence, increasing the probability for such behaviors like suicide. Indeed, he does illustrate how unexpected prosperity or sudden crisis of economy makes for an anomic setting due to people struggling to adapt with new situations when guided social structure is lacking or stable. By pointing to anomie, Durkheim shows how even an apparently very personal act depends on larger societal influences and the extent of normative regulation within a community (Garner and Hancock, 2014 p. 79-86)

         In
    _The Elementary Forms of Religious Life_, Durkheim turns his attention to religion as a fundamental social institution. He claims that religion is not a system of ideas about the supernatural, but a corpus of practices and symbols that provide social solidarity. Based on his study of totemism in Indigenous Australian societies, Durkheim argued that religious rituals and symbols symbolize the collective conscience of society, reinforcing social values and norms. Religion is thus both a reflection of and a force for social solidarity. Even in modern societies, where the traditional religions may die away, new forms of collective representation will be developed to carry out this indispensable function (Garner and Hancock, 2014, p. 86-90).

    **Section B**

         Applying Durkheim's ideas to crime in modern America, I found several topics that correlate to the concepts he proposed. One idea by Durkheim about social facts helps explain how the norms and values of society mold criminal behavior. Crime in itself can be viewed as one social fact since it occurs in all societies and is caused by forces of the collective rather than individual psychology. High rates of violent crime and mass incarceration in modern America are not a problem of individual choice but are imbedded in deep-seated structural problems of poverty, racial inequality, and breakdowns in community structures. For instance, the work of Robert Sampson and William Julius Wilson on social disorganization theory showed that neighborhoods characterized by high levels of economic deprivation and weakened social networks reported higher crime rates (Sampson & Wilson, 1995). Such conditions reflect the influence of social facts in that they shape the environment within which individuals make decisions.

         Anomie, however, has a special applicability to explaining types of criminality in American life, especially those types that are somehow related to the issues of economic inequality and rapid social change. Anomie arises where the rules of society are unable to guide behavior, resulting in feelings of dislocation and instability. In the United States, increasing rates of income and wealth disparity combined with a strong emphasis on individual success support an environment of perceived exclusion from attaining goals through social or legitimate methods. Building from Durkheim, Robert Merton's strain theory suggests that social emphasis placed on material achievement without providing the means to attain said goals results in the deviance of individuals from mainstream culture and criminality of its members (Merton, 1938). This can be seen through white-collar crime's prevalence among those seeking to maintain status and street crime in economically marginalized communities. For example, the opioid crisis could partially be elaborated with the help of anomie-the communities most devastated by an economic downturn lost their sense and regulation that started to balloon into addiction and crimes that accompany it (Quinones, 2015).

         Another valuable insight into the role of crime in society comes from Durkheim's concept of the collective conscience. Whereas the existence of crime is usually thought to undermine the orderly functioning of society, Durkheim believed that crime actually has a functional role to play in reinforcing societal norms and values. The public response to crime-through collective outrage and the legal system-serves to clarify what constitutes acceptable behavior and to reinforce social solidarity. Contemporary movements like Black Lives Matter have brought attention to the ways crime and justice are negotiated within society, highlighting injustices in policing and incarceration that challenge the collective conscience (Rios, 2011). These movements reflect the evolving nature of societal values, where collective outrage has the potential to redefine norms related to equity and justice.

    Garner, R. & Hancock, B. H. (2014).
    _Social theory a reader: Continuity and confrontation_(3rd ed.). University of Toronto Press.

    Merton, R. K. (1938). Social structure and anomie.
    _American Sociological Review, 3_(5), 672–682. https://doi.org/10.2307/2084686

    Quinones, S. (2015).
    _Dreamland: The true tale of America’s opiate epidemic_. Bloomsbury Press.

    Rios, V. M. (2011).
    _Punished: Policing the lives of Black and Latino boys_. NYU Press.

    Sampson, R. J., & Wilson, W. J. (1995). Toward a theory of race, crime, and urban inequality. In J. Hagan & R. D. Peterson (Eds.),
    _Crime and inequality_ (pp. 37–56). Stanford University Press.

    SHIMAINE’S POST:

    **A.**

    Durkheim’s concept of social solidarity explains how societies stay connected and cohesive through shared norms and interdependence. In The Division of Labor in Society, he identifies two types of solidarity: mechanical and organic. Mechanical solidarity exists in traditional societies where people share common values and a collective conscience. On the other hand, organic solidarity is found in modern, industrial societies where specialization and the division of labor lead people to rely on one another. Durkheim points out that diversity in modern societies can still work with solidarity as long as institutions provide a moral framework to guide behavior. In The Rules of Sociological Method, he emphasizes the importance of collective norms in maintaining stability: "It is impossible for all to be alike… among these divergences, there are some with a criminal character" (Durkheim, 1895, p. 77). These differences aren’t inherently bad, but they need to be regulated by societal norms to ensure cooperation. Organic solidarity, therefore, works by recognizing individual differences while maintaining a shared moral order.

    Anomie is another powerful idea Durkheim explored, especially in Suicide (1897). Anomie happens when social norms break down, leaving people without clear rules or direction. He explains that "society’s influence is lacking in the basically individual passions, thus leaving them without a check-rein" (Durkheim, in Garner & Hancock, 2014, p. 84-85). This breakdown can leave people feeling disconnected or lost, which is especially common in fast-changing, modern societies. Durkheim believed that this disconnection could lead to serious problems like crime or even higher suicide rates because people lose their sense of purpose and belonging.

    Durkheim also made the bold argument that crime is not just inevitable but necessary for society. In The Rules of Sociological Method (1895), he writes, "Crime is present not only in the majority of societies of one particular species but in all societies of all types" (Durkheim, 1895, p. 76). He believed that crime is normal because "a society exempt from it is utterly impossible" due to individual differences and variations in behavior (Durkheim, 1895, p. 76-77). What’s more, Durkheim saw crime as useful, arguing that "crime sometimes helps to determine the form" of needed societal changes (Durkheim, 1895, p. 77). For example, actions considered criminal, like heresy in medieval times, often paved the way for moral and legal reforms. When societies respond to crime, they reaffirm collective norms, strengthen social cohesion, and adapt to new conditions.

    **B.**

    Durkheim’s ideas are still incredibly useful for understanding crime in today’s America. His concept of social solidarity helps explain why some communities experience higher crime rates than others. In neighborhoods where people trust and support one another, crime is less likely because the collective effort to maintain safety is stronger. For example, research by Sampson (2012) shows that communities with high levels of collective efficacy where people share mutual trust and responsibility tend to have lower crime rates. Programs like community policing, which work to rebuild trust between police and residents, directly align with Durkheim’s idea that stronger social connections lead to less crime.

    Anomie also plays a big role in explaining modern crime. When people feel disconnected from society or like they don’t belong, it’s easier for them to drift into deviant behavior. This is exactly what Durkheim described as anomie a breakdown of norms. The opioid crisis is a perfect example of this. When people face job loss or social isolation, they often turn to substances to cope, which can lead to addiction and crime. According to the National Institute on Drug Abuse (2023), areas with high unemployment and weak social connections have significantly higher rates of substance abuse-related crimes. This shows how societal breakdowns can lead to real problems, highlighting the need for policies that strengthen community ties and create opportunities for connection.

    Durkheim’s idea that crime can push society forward is another way his work is relevant today. Think about the Black Lives Matter movement. While protests and civil disobedience might technically be labeled as crimes, they’ve forced people to confront systemic injustices and sparked meaningful conversations about change. Protests against police brutality, for example, have led to policy reforms and increased awareness about racial inequality. This fits perfectly with Durkheim’s view that crime isn’t just destructive, it’s also a way to challenge outdated norms and inspire progress (Durkheim, in Garner & Hancock, 2014, p. 78-79).

    **References**

    · Garner, R., & Hancock, B. H. (2014).
    _Social Theory: Continuity and Confrontation_ (3rd ed.). University of Toronto Press.

    · National Institute on Drug Abuse. (2023, August 2).
    _Only 1 in 5 U.S. adults with opioid use disorder received medications to treat it in 2021_.
    [https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021Links to an external site.](https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021)

    · Sampson, R. J. (2012).
    _Great American city: Chicago and the enduring neighborhood effect_. University of Chicago Press.

    PREVIOUS FEEDBACK:

    **Feedback**

    In this assignment, you discussed innovation, exploitation of workers, and class struggle. All of these are important ideas in the work of Karl Marx. And the information you provided in this initial assignment is accurate. The assignment is also clearly written. However, it is too brief to give you an opportunity to display your understanding of the work of Marx. It barely met the 600-word limit. As noted in the instructions for the assignment

    "The minimum length requirement for your responses to the discussion questions in order to earn any credit is 600 words (does not include references). Not surprisingly, the most effective responses to discussion questions well-exceed the minimum. "

    In moving forward, I need you to present more specific information Incorporated and cited from the course material. You only have a single piece of information in each of the first three paragraphs in Part A. Keep in mind that this course provides you with an opportunity to develop the ability to respond effectively to the questions on the comprehensive exam you will be taking at the end of your program. The more thorough and detailed your responses are to those questions, the more likely you are to have a successful outcome. And remember that when you take the exam you will not have access to notes or any other resources. I posted a sample student discussion question response for everyone to review to give them an idea of what the expectations are regarding successful analyses. Please make sure to review this essay before doing the assignment for next week.

    In Part B you demonstrated critical thinking in discussing each of the three concepts in the context of modern American capitalism. You also used information from all three required sources. To improve upon this in your future work I need you to more thoroughly cite the source of the information you present to support your opinion and explain what you mean. For instance, you wrote:

    "The free market makes it easy for organizations to exploit workers."

    This is a very good point but you need to tell your readers how the freeness of the market facilitates the exploitation of workers. What is it about the modern free market that allows companies to take advantage of the workers in those companies? Present the information on this and follow it with a citation.

    You earned credit for your replies to your classmates. But please keep in mind that to earn the maximum 30 points you must incorporate, cite, and reference at least two pieces of information from the course material in each of your replies, as per the grading rubric.

    If you have any questions, please don't hesitate to connect with me.

    **## REPLIESNotsurprisingly.docx**

    **Not surprisingly, the most effective responses to discussion questions well-exceed the minimum.** The minimum length for each of your replies to classmates in order to earn any credit is 150 words.

    JUSTIN’S POST:

    **Section A**

         Durkheim highlights many interesting points in his work. In this week's reading, I picked out what I believed were the major ideas in each section. In
    _The Rules of Sociological Method_, Durkheim proposed the concept of social facts, that is, the things existing independent of individuals but exert control over them. Examples are norms, values, laws, and institutions. Social facts for Durkheim constitute the object of sociological study since they shape the behavior of each separate individual and form the basis upon which society as a whole exists. He insists that these facts be treated as "things," that is, they must be studied objectively and empirically, independent of the personal beliefs or biases of the researcher. It is this principle that constitutes the basis of Durkheim's scientific approach to sociology, which fundamentally differentiates sociology from other disciplines, such as psychology, which focuses on the individual (Garner and Hancock, 201, p. 76-78).

         In the Excerpts from
    _Suicide_, Durkheim applies the methodology to the concept of anomie, a state in which people become disconnected through the breakdown of social norms; hence, leading to feelings of pointlessness or disorientation. This state arises with periods of sudden social or economic change which disturb established norms and values as individuals lose the clear sense of what to do. For Durkheim, such unregulated experience would undermine the integration of individuals into society via social bonding; hence, increasing the probability for such behaviors like suicide. Indeed, he does illustrate how unexpected prosperity or sudden crisis of economy makes for an anomic setting due to people struggling to adapt with new situations when guided social structure is lacking or stable. By pointing to anomie, Durkheim shows how even an apparently very personal act depends on larger societal influences and the extent of normative regulation within a community (Garner and Hancock, 2014 p. 79-86)

         In
    _The Elementary Forms of Religious Life_, Durkheim turns his attention to religion as a fundamental social institution. He claims that religion is not a system of ideas about the supernatural, but a corpus of practices and symbols that provide social solidarity. Based on his study of totemism in Indigenous Australian societies, Durkheim argued that religious rituals and symbols symbolize the collective conscience of society, reinforcing social values and norms. Religion is thus both a reflection of and a force for social solidarity. Even in modern societies, where the traditional religions may die away, new forms of collective representation will be developed to carry out this indispensable function (Garner and Hancock, 2014, p. 86-90).

    **Section B**

         Applying Durkheim's ideas to crime in modern America, I found several topics that correlate to the concepts he proposed. One idea by Durkheim about social facts helps explain how the norms and values of society mold criminal behavior. Crime in itself can be viewed as one social fact since it occurs in all societies and is caused by forces of the collective rather than individual psychology. High rates of violent crime and mass incarceration in modern America are not a problem of individual choice but are imbedded in deep-seated structural problems of poverty, racial inequality, and breakdowns in community structures. For instance, the work of Robert Sampson and William Julius Wilson on social disorganization theory showed that neighborhoods characterized by high levels of economic deprivation and weakened social networks reported higher crime rates (Sampson & Wilson, 1995). Such conditions reflect the influence of social facts in that they shape the environment within which individuals make decisions.

         Anomie, however, has a special applicability to explaining types of criminality in American life, especially those types that are somehow related to the issues of economic inequality and rapid social change. Anomie arises where the rules of society are unable to guide behavior, resulting in feelings of dislocation and instability. In the United States, increasing rates of income and wealth disparity combined with a strong emphasis on individual success support an environment of perceived exclusion from attaining goals through social or legitimate methods. Building from Durkheim, Robert Merton's strain theory suggests that social emphasis placed on material achievement without providing the means to attain said goals results in the deviance of individuals from mainstream culture and criminality of its members (Merton, 1938). This can be seen through white-collar crime's prevalence among those seeking to maintain status and street crime in economically marginalized communities. For example, the opioid crisis could partially be elaborated with the help of anomie-the communities most devastated by an economic downturn lost their sense and regulation that started to balloon into addiction and crimes that accompany it (Quinones, 2015).

         Another valuable insight into the role of crime in society comes from Durkheim's concept of the collective conscience. Whereas the existence of crime is usually thought to undermine the orderly functioning of society, Durkheim believed that crime actually has a functional role to play in reinforcing societal norms and values. The public response to crime-through collective outrage and the legal system-serves to clarify what constitutes acceptable behavior and to reinforce social solidarity. Contemporary movements like Black Lives Matter have brought attention to the ways crime and justice are negotiated within society, highlighting injustices in policing and incarceration that challenge the collective conscience (Rios, 2011). These movements reflect the evolving nature of societal values, where collective outrage has the potential to redefine norms related to equity and justice.

    Garner, R. & Hancock, B. H. (2014).
    _Social theory a reader: Continuity and confrontation_(3rd ed.). University of Toronto Press.

    Merton, R. K. (1938). Social structure and anomie.
    _American Sociological Review, 3_(5), 672–682. https://doi.org/10.2307/2084686

    Quinones, S. (2015).
    _Dreamland: The true tale of America’s opiate epidemic_. Bloomsbury Press.

    Rios, V. M. (2011).
    _Punished: Policing the lives of Black and Latino boys_. NYU Press.

    Sampson, R. J., & Wilson, W. J. (1995). Toward a theory of race, crime, and urban inequality. In J. Hagan & R. D. Peterson (Eds.),
    _Crime and inequality_ (pp. 37–56). Stanford University Press.

    SHIMAINE’S POST:

    **A.**

    Durkheim’s concept of social solidarity explains how societies stay connected and cohesive through shared norms and interdependence. In The Division of Labor in Society, he identifies two types of solidarity: mechanical and organic. Mechanical solidarity exists in traditional societies where people share common values and a collective conscience. On the other hand, organic solidarity is found in modern, industrial societies where specialization and the division of labor lead people to rely on one another. Durkheim points out that diversity in modern societies can still work with solidarity as long as institutions provide a moral framework to guide behavior. In The Rules of Sociological Method, he emphasizes the importance of collective norms in maintaining stability: "It is impossible for all to be alike… among these divergences, there are some with a criminal character" (Durkheim, 1895, p. 77). These differences aren’t inherently bad, but they need to be regulated by societal norms to ensure cooperation. Organic solidarity, therefore, works by recognizing individual differences while maintaining a shared moral order.

    Anomie is another powerful idea Durkheim explored, especially in Suicide (1897). Anomie happens when social norms break down, leaving people without clear rules or direction. He explains that "society’s influence is lacking in the basically individual passions, thus leaving them without a check-rein" (Durkheim, in Garner & Hancock, 2014, p. 84-85). This breakdown can leave people feeling disconnected or lost, which is especially common in fast-changing, modern societies. Durkheim believed that this disconnection could lead to serious problems like crime or even higher suicide rates because people lose their sense of purpose and belonging.

    Durkheim also made the bold argument that crime is not just inevitable but necessary for society. In The Rules of Sociological Method (1895), he writes, "Crime is present not only in the majority of societies of one particular species but in all societies of all types" (Durkheim, 1895, p. 76). He believed that crime is normal because "a society exempt from it is utterly impossible" due to individual differences and variations in behavior (Durkheim, 1895, p. 76-77). What’s more, Durkheim saw crime as useful, arguing that "crime sometimes helps to determine the form" of needed societal changes (Durkheim, 1895, p. 77). For example, actions considered criminal, like heresy in medieval times, often paved the way for moral and legal reforms. When societies respond to crime, they reaffirm collective norms, strengthen social cohesion, and adapt to new conditions.

    **B.**

    Durkheim’s ideas are still incredibly useful for understanding crime in today’s America. His concept of social solidarity helps explain why some communities experience higher crime rates than others. In neighborhoods where people trust and support one another, crime is less likely because the collective effort to maintain safety is stronger. For example, research by Sampson (2012) shows that communities with high levels of collective efficacy where people share mutual trust and responsibility tend to have lower crime rates. Programs like community policing, which work to rebuild trust between police and residents, directly align with Durkheim’s idea that stronger social connections lead to less crime.

    Anomie also plays a big role in explaining modern crime. When people feel disconnected from society or like they don’t belong, it’s easier for them to drift into deviant behavior. This is exactly what Durkheim described as anomie a breakdown of norms. The opioid crisis is a perfect example of this. When people face job loss or social isolation, they often turn to substances to cope, which can lead to addiction and crime. According to the National Institute on Drug Abuse (2023), areas with high unemployment and weak social connections have significantly higher rates of substance abuse-related crimes. This shows how societal breakdowns can lead to real problems, highlighting the need for policies that strengthen community ties and create opportunities for connection.

    Durkheim’s idea that crime can push society forward is another way his work is relevant today. Think about the Black Lives Matter movement. While protests and civil disobedience might technically be labeled as crimes, they’ve forced people to confront systemic injustices and sparked meaningful conversations about change. Protests against police brutality, for example, have led to policy reforms and increased awareness about racial inequality. This fits perfectly with Durkheim’s view that crime isn’t just destructive, it’s also a way to challenge outdated norms and inspire progress (Durkheim, in Garner & Hancock, 2014, p. 78-79).

    **References**

    · Garner, R., & Hancock, B. H. (2014).
    _Social Theory: Continuity and Confrontation_ (3rd ed.). University of Toronto Press.

    · National Institute on Drug Abuse. (2023, August 2).
    _Only 1 in 5 U.S. adults with opioid use disorder received medications to treat it in 2021_.
    [https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021Links to an external site.](https://nida.nih.gov/news-events/news-releases/2023/08/only-1-in-5-us-adults-with-opioid-use-disorder-received-medications-to-treat-it-in-2021)

    · Sampson, R. J. (2012).
    _Great American city: Chicago and the enduring neighborhood effect_. University of Chicago Press.

    PREVIOUS FEEDBACK:

    **Feedback**

    In this assignment, you discussed innovation, exploitation of workers, and class struggle. All of these are important ideas in the work of Karl Marx. And the information you provided in this initial assignment is accurate. The assignment is also clearly written. However, it is too brief to give you an opportunity to display your understanding of the work of Marx. It barely met the 600-word limit. As noted in the instructions for the assignment

    "The minimum length requirement for your responses to the discussion questions in order to earn any credit is 600 words (does not include references). Not surprisingly, the most effective responses to discussion questions well-exceed the minimum. "

    In moving forward, I need you to present more specific information Incorporated and cited from the course material. You only have a single piece of information in each of the first three paragraphs in Part A. Keep in mind that this course provides you with an opportunity to develop the ability to respond effectively to the questions on the comprehensive exam you will be taking at the end of your program. The more thorough and detailed your responses are to those questions, the more likely you are to have a successful outcome. And remember that when you take the exam you will not have access to notes or any other resources. I posted a sample student discussion question response for everyone to review to give them an idea of what the expectations are regarding successful analyses. Please make sure to review this essay before doing the assignment for next week.

    In Part B you demonstrated critical thinking in discussing each of the three concepts in the context of modern American capitalism. You also used information from all three required sources. To improve upon this in your future work I need you to more thoroughly cite the source of the information you present to support your opinion and explain what you mean. For instance, you wrote:

    "The free market makes it easy for organizations to exploit workers."

    This is a very good point but you need to tell your readers how the freeness of the market facilitates the exploitation of workers. What is it about the modern free market that allows companies to take advantage of the workers in those companies? Present the information on this and follow it with a citation.

    You earned credit for your replies to your classmates. But please keep in mind that to earn the maximum 30 points you must incorporate, cite, and reference at least two pieces of information from the course material in each of your replies, as per the grading rubric.

    If you have any questions, please don't hesitate to connect with me.

  • [Solved] The Integrative Literature Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    1. Perform a literature review using a minimum of seven (7) peer-reviewed articles and books, as well as non-research literature such as evidence-based guidelines, toolkits, standardized procedures, etc. 2. Review of areas in relationship to medicine, nursing, public health, etc. 1. The review shoul…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    1. Perform a literature review using a minimum of seven (7) peer-reviewed articles and books, as well as non-research literature such as evidence-based guidelines, toolkits, standardized procedures, etc.
    2. Review of areas in relationship to medicine, nursing, public health, etc.
    1. The review should be critical and synthesize rather than just being a catalog of studies.
    3. Summarize the key findings of the research and its relevancy to your project that point out the scientific status of the phenomenon under question. Such a statement includes:
    1. What we know and how well we know it.
    2. What we do not know.
    4. Describe any gaps in knowledge that you found and the effects this may have on advanced practice nursing as it relates to your project topic.

    5-6 pages. APA.

    – 2 years ago

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) Create a paper or oral presentation that explains how a manager would take action in a situation. **Step 1: Choose a topic:** – Increase corporate sales (sales department). – Plan and run a company event (any …

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    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

    Create a paper or oral presentation that explains how a manager would take action in a situation.

    **Step 1: Choose a topic:**

    – Increase corporate sales (sales department).
    – Plan and run a company event (any department).
    – A project from your current or previous workplace.

    **Step 2: Your format:**

    – Academic Paper:
    – Length: 2–3-pages double-spaced, excluding your title page and references page.
    – Template: [Academic Paper Template [DOCX]](https://courseroom.capella.edu/courses/34422/files/6445529/download). uploaded below

    Choose one of the topics and describe the actions a manager should take when planning, organizing, and leading. After describing the situation you chose, describe how a manager will be effective.

    In your assessment, using the situation you chose, make sure to address each bullet point below.

    – Describe characteristics of effective managers related to the situation.
    – Explain how an effective manager should behave in the situation.
    – Describe how a manager should plan for the situation to be successful.
    – Describe what a manager would need to organize in the situation.
    – Describe how the manager should lead in the situation.

    Your assessment should meet the following submission requirements:

    – **Communication**: Communicate in a manner that is scholarly and professional. Your assessment should be:

    – Clear and organized.
    – Free of errors in grammar and writing.

    – [\
    \
    cf_BUS-FPX1011_academic_paper_template.docx](https://www.sweetstudy.com/files/cf-bus-fpx1011-academic-paper-template-docx "cf_BUS-FPX1011_academic_paper_template.docx")

    – 2 years ago

  • [Solved] Sustainability Week 1 Discussion

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **Topic: Based on the articles you have read for this week, please discuss** **the interrelationships between tourism and the following: a. population, b. peace, c. prosperity, d. polluti…

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

    **Topic: Based on the articles you have read for this week, please discuss** **the interrelationships between tourism and the following: a. population, b. peace, c. prosperity, d. pollution, and e. protection. Specify how such interrelationships are related and/or contribute to sustainability** **. Discuss and refer to concepts from the readings to support your points (please label your sections).**

    – [\
    \
    GlobalIssues1.pdf](https://www.sweetstudy.com/files/globalissues1-pdf-10166513 "GlobalIssues1.pdf")
    – [\
    \
    GlobalIssues2.pdf](https://www.sweetstudy.com/files/globalissues2-pdf-10166515 "GlobalIssues2.pdf")
    – [\
    \
    GlobalIssues3.pdf](https://www.sweetstudy.com/files/globalissues3-pdf-10166517 "GlobalIssues3.pdf")

    – 2 years ago

  • [Solved] XL05DQ

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## APASTYLE.docx **## APASTYLE.docx** **APA STYLE , AT LEAST THREE REFERENCES** 1. What are your leadership skills? 2. Have you used your leadership skills to engage in any form of community activism? **## APASTYLE.docx** **APA STYLE , AT LEAST THREE REFERENCES** 1. …

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    $6.99

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## APASTYLE.docx

    **## APASTYLE.docx**

    **APA STYLE , AT LEAST THREE REFERENCES**

    1. What are your leadership skills?

    2. Have you used your leadership skills to engage in any form of community activism?

    **## APASTYLE.docx**

    **APA STYLE , AT LEAST THREE REFERENCES**

    1. What are your leadership skills?

    2. Have you used your leadership skills to engage in any form of community activism?

  • [Solved] Sustainability and Global Issues- Memo 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Find an article (electronic) on sustainability in the **functional area** being discussed (see **Functional Areas** above and schedule) as it relates to **one of the categories of the environment (** see **Cat…

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    Assignment Prompt & Instructions

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

    Find an article (electronic) on sustainability in the **functional area** being discussed (see **Functional Areas** above and schedule) as it relates to **one of the categories of the environment (** see **Categories of the Environment** above **)**.

    From the article, you will write a very particular type of memo that is a proposal of how you would utilize this information in business.  The memo has to be in a proposal format.  It has to make business sense and demonstrate your ability to take information and utilize it in a hospitality/tourism/leisure business setting.

    The memo should not just relay the facts of the article – the student must take the information and figure out how such information would be useful in a business.

    The first of these memos will be **upward** in the organization.  Later memos may **go across** the organization, peer to peer, in the organization (these must make sense for the other person to join you in a further proposal so that it would be a win –win for both of you).  Finally, a proposal will be a **top down** in the organization (these will be used to gain input from people below you in the organization structure).  The writer should make sure they are not an order or something you as the boss has already decided to do.  In making business sense, no memo should be about a meeting to decide what to do about a situation.  Memos that are just about a meeting to meet or FYI type of memos will receive an F.

    **The memo should have three sections**:

    – **An opening sentence** or two that states why the reader is getting the memo- The proposal
    – This should state the issue and your proposal to solve the business or the organization issue (in one sentence if possible)
    – **Example**: Due to the increase in gasoline prices, I believe we should review our marketing plans to include Family packages.
    – **A middle section** that supports the reason for the proposal
    – This should support the proposal from why it is good to why it makes business sense to do this. DO NOT give me the details of the proposal- **give the business reasons on why this makes sense** (3-4 reasons). You should look at this section as to what would be the good business results if you were allowed to go forward with the proposal.  Keep it simple

    – **Example**:

    – Family packages may:
    – Help to offset Total Vacation Cost and possibly extend times at our destination thus increasing profits.
    – **An action closing**that is sender based.

    – This section should have an assertive tone – one where you have set up a time and meeting. The goal is to get an answer as to whether your proposal is going forward.
    – **Examples**:

    – I have set up an appointment, through your office, for next Tuesday at10 AM.  I look forward to discussing the details and to gaining your input.
    – I am looking forward to our meeting next Tuesday at 10AM in your office.  Our goal would be to create the next steps for this concept.
    – In the meeting, you would actually begin to give the workings of your proposal- where it can be discussed in a two-way conversation.

    Make sure your articles are current ( **within the last 12 months**)

    – **A middle memo**– across the organization- should have reasons for why the other person should join you in the endeavors so that you can both send it forward.

    – **Example**:

    – Working together on this technology project should increase efficiency for my department and less technical support calls to your department

    – [\
    \
    GlobalIssues1.pdf](https://www.sweetstudy.com/files/globalissues1-pdf-10166183 "GlobalIssues1.pdf")
    – [\
    \
    GlobalIssues2.pdf](https://www.sweetstudy.com/files/globalissues2-pdf "GlobalIssues2.pdf")
    – [\
    \
    GlobalIssues3.pdf](https://www.sweetstudy.com/files/globalissues3-pdf "GlobalIssues3.pdf")
    – [\
    \
    SampleMemo.docx](https://www.sweetstudy.com/files/samplememo-docx-10166189 "SampleMemo.docx")

    – 2 years ago

  • [Solved] XL05 ASSIGN

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## XL4005_PerformanceTask_Template.docx – ## Instructions.docx – ## XL4005_PowerPoint_Template.pptx – ## XL4005_Rubric.pdf **## XL4005_PerformanceTask_Template.docx** ## **XL4005 Performance Task Submission Template** ### **Module 2, Part 2: Leadership in Communi…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## XL4005_PerformanceTask_Template.docx

    – ## Instructions.docx

    – ## XL4005_PowerPoint_Template.pptx

    – ## XL4005_Rubric.pdf

    **## XL4005_PerformanceTask_Template.docx**

    ## **XL4005 Performance Task Submission Template**

    ### **Module 2, Part 2: Leadership in Community Activism**

    **Instructions:** Write your response to the following points. Cite sources in APA format as needed.

    1. Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.

    Start your response here.

    2. Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the Assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.

    Start your response here.

    3. Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.

    Start your response here.

    **## Instructions.docx**

    [Module 1, Part 1: Presentation on Leading Community Policy Change (10-slide, 5- to 7-minute video presentation)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)

    · USE the
    [**PowerPoint Template**](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PowerPoint_Template.pptx?isCourseFile=true)

    · Choose a contemporary policy issue affecting a specific community. You may choose from one of the following topics:

    · Access to healthcare, gaps in health insurance coverage, and ongoing threats to the Patient Protection and Affordable Care Act (see Mason et al., Chapter 18).

    · Disaster and pandemic preparedness and emergency response (see Mason et al., Chapter 30).

    · Domestic and sexual violence (see Mason et al., Chapter 79).

    · Prescription drug pricing and future healthcare workforce shortages (see Mason et al., Chapter 53).

    · Lack of access to mental substance use disorder health care (see Mason et al., Chapter 25).

    · Housing/homelessness, changing demographics of populations (urban and rural), equity issues, and disparities across populations (see Mason et al., Chapter 22).

    · Create a 5- to 7-minute PowerPoint presentation with voiceover addressing the following points

    · Describe the policy issue and explain how it affects certain communities.

    · Explain why it is or should be a public health priority.

    · Provide two examples of how you can engage with community members and/or representatives from other health disciplines to advocate for changes relevant to this policy issue.

    · Explain how you can use your existing leadership, communication, and advocacy skills to advocate for change regarding this policy within your local community.

    Cite sources as needed. Submit the 5- to 7-minute video of your presentation.

    **Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.**

    [Module 2, Part 2: Leadership in Community Activism (Template)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)

    USE the
    [XL4005 Performance Task Assessment Template for Module 2, Part 2](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PerformanceTask_Template.docx?isCourseFile=true). In the template, write your response to the following points:

    · Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.

    · Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.

    · Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.

    **## XL4005_PowerPoint_Template.pptx**

    Presentation Title

    Your Name

    Program Name or Degree Name, Walden University

    COURSE XXX: Title of Course

    Instructor Name

    Month XX, 202X

    Slide Title

    Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

    Choose formatting that presents your information in the most logical way.

    Use
    [consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

    You can also consult APA’s suggestions on
    [formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

    End bullet points consistently, either with or without a period.

    Slide Title

    Keep font of text consistent.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Consider using the slide after the title slide to summarize your presentation’s points (like an
    [abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

    Slide Title

    Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

    According to Smith and Cat (2020), you should make your presentation great, not just good.

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

    Figure 1

    Title Reflecting Figure Information

    Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Slide Title

    Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

    Visit the Academic Skills Center for more
    [tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
    [Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

    Slide Title

    Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
    [Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

    Jones, P. (2020). This great book. Publisher.

    Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

    ## image1.jpeg

    ## image2.png

    ## image5.png

    ## image6.jpg

    **## XL4005_Rubric.pdf**

    © 2024 Walden University, LLC 1

    XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
    improve patient healthcare in their local communities.

    Assessment Rubric
    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet

    Expectations
    Module 1: Nurses’ Social Contract in Communities
    Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
    Describe the policy issue
    and explain how it affects
    certain communities.

    Learning Objective 1.1:
    Describe contemporary
    healthcare policy issues
    relevant to specific
    communities

    Response provides a fully
    developed description of
    issue and explanation of
    how it affects certain
    communities.

    Response provides an
    adequately developed
    description of issue and
    explanation of how it
    affects certain
    communities.

    Response does not provide
    an adequate description of
    issue and explanation of
    how it affects certain
    communities.

    Explain why the policy
    issue is or should be a
    public health priority.

    Learning Objective 1.2:
    Explain the reasons a
    contemporary healthcare
    policy issue should be a
    public health priority

    Response provides a fully
    developed explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Response provides an
    adequately developed
    explanation of the reasons
    the policy issue is or
    should be a public health
    priority.

    Response does not provide
    an adequate explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Provide two examples of
    how you can engage with
    community members
    and/or representatives from
    other health disciplines to
    advocate for changes

    Response provides two
    fully developed examples
    of how they engage with
    community members
    and/or representatives
    from other health

    Response provides two
    adequately developed
    examples of how they
    engage with community
    members and/or
    representatives from other

    Response does not provide
    two adequate examples of
    how they engage with
    community members
    and/or representatives
    from other health

    © 2024 Walden University, LLC 2

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    relevant to this policy
    issue.

    Learning Objective 1.3:
    Propose strategies for
    community engagement
    and policy advocacy

    disciplines to advocate for
    changes relevant to this
    policy issue.

    health disciplines to
    advocate for changes
    relevant to this policy
    issue.

    disciplines to advocate for
    changes relevant to this
    policy issue.

    Explain how you can use
    your existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within your local
    community.

    Learning Objective 1.4: Apply
    leadership, communication,
    and advocacy skills to
    advocate for policy change

    Response provides a fully
    developed explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Response provides an
    adequately developed
    explanation of how they
    can use their existing
    leadership, communication,
    and advocacy skills to
    advocate for change
    regarding this policy within
    their local community.

    Response does not provide
    an adequate explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Module 2: Leadership in Community Activism
    Part 2: Leadership in Community Activism (Template)
    Explain the subtle
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Learning Objective 2.1:
    Explain differences between
    engagement, advocacy, and

    Response provides a fully
    developed explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response provides an
    adequately developed
    explanation of the
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response does not provide
    an adequate explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    © 2024 Walden University, LLC 3

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    activism in terms of
    operationalization
    Identify two components of
    community activism that
    are relevant to the issue
    you discuss in Part 1 of the
    assessment (your
    PowerPoint presentation).
    Explain how these
    concepts apply to your
    policy issue.

    Learning Objective 2.2: Apply
    key concepts related to
    community activism to a
    health policy issue

    Response provides a fully
    developed explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Response provides an
    adequately developed
    explanation of two
    components of community
    activism and their
    relevance to a policy issue.

    Response does not provide
    an adequate explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Identify and describe a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Learning Objective 2.3:
    Describe challenges faced by
    community activists within the
    context of globalization and
    technical advances

    Response provides a fully
    developed description of a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Response provides an
    adequately developed
    description of a challenge
    that community activists
    might face in an
    increasingly globalized and
    technological world.

    Response does not provide
    an adequate description of
    a challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Identify and describe an
    opportunity that community
    activists might face in an

    Response provides a fully
    developed description of
    an opportunity that

    Response provides an
    adequately developed
    description of an

    Response does not provide
    an adequate description of
    an opportunity that

    © 2024 Walden University, LLC 4

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    increasingly globalized and
    technological world.

    Learning Objective 2.4:
    Describe opportunities faced
    by community activists within
    the context of globalization
    and technical advances

    community activists might
    face in an increasingly
    globalized and
    technological world.

    opportunity that community
    activists might face in an
    increasingly globalized and
    technological world.

    community activists might
    face in an increasingly
    globalized and
    technological world.

    Professional Presentation Skills

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Consistently uses a
    professional tone
    appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    consistently clear, logical,
    and well-organized with
    appropriate use of
    images, bullet points, and
    visual effects.

    Presenter is consistently
    engaging and professional,
    using appropriate voice,
    tone, volume, pace, and
    flow/speed.

    Mostly uses a professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    mostly clear, logical, and
    well-organized with
    adequate use of images,
    bullet points, and visual
    effects.

    Presenter is mostly
    engaging and professional,
    using adequate voice,
    tone, volume, pace, and
    flow/speed.

    Does not use professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content lacks
    clarity, logic, and/or
    discernible organization;
    does not use images, bullet
    points, and visual effects;
    contains long paragraphs
    or confusing sentences.

    Presenter is not engaging
    and professional; does not
    use proper voice, tone,
    volume, pace, and
    flow/speed.

    © 2024 Walden University, LLC 5

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Presentation is free of
    spelling, punctuation, and
    grammar/syntax errors.

    Presentation contains few
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Presentation contains
    significant spelling,
    punctuation, and/or
    grammar/syntax errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Presentation fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation adequately
    reflects original thought
    and paraphrasing and
    adheres to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation does not
    reflect original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Professional Writing Skills

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Demonstrates full
    awareness of writing
    context, audience, and
    purpose.

    Content is consistently
    clear, logical, and well-
    organized with
    appropriate sentence and
    paragraph structure.

    Demonstrates some
    awareness of writing
    context, audience, and
    purpose.

    Content is mostly clear,
    logical, and well-organized
    with
    adequate sentence and
    paragraph structure.

    Demonstrates minimal
    awareness of writing
    context, audience, and
    purpose.

    Content lacks clarity, logic,
    and/or discernible
    organization; does not use
    proper sentence and
    paragraph structure.

    © 2024 Walden University, LLC 6

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Tone is highly
    professional, scholarly, and
    free of bias.

    Style is consistently
    appropriate for a
    professional
    setting/workplace context.

    Free of spelling,
    punctuation, and
    grammar/syntax errors.

    Tone is adequately
    professional, scholarly,
    and/or free of bias.

    Style is mostly appropriate
    for a professional
    setting/workplace context.

    Contains few spelling,
    punctuation, and/or
    grammar/syntax errors.

    Tone is not
    professional/scholarly
    and/or contains bias.

    Style is inconsistent with
    a professional
    setting/workplace context.

    Contains significant
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Writing fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing adequately reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing does not reflect
    original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    – Assessment Rubric
    – Professional Presentation Skills
    – Professional Writing Skills

    **## XL4005_Rubric.pdf**

    © 2024 Walden University, LLC 1

    XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
    improve patient healthcare in their local communities.

    Assessment Rubric
    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet

    Expectations
    Module 1: Nurses’ Social Contract in Communities
    Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
    Describe the policy issue
    and explain how it affects
    certain communities.

    Learning Objective 1.1:
    Describe contemporary
    healthcare policy issues
    relevant to specific
    communities

    Response provides a fully
    developed description of
    issue and explanation of
    how it affects certain
    communities.

    Response provides an
    adequately developed
    description of issue and
    explanation of how it
    affects certain
    communities.

    Response does not provide
    an adequate description of
    issue and explanation of
    how it affects certain
    communities.

    Explain why the policy
    issue is or should be a
    public health priority.

    Learning Objective 1.2:
    Explain the reasons a
    contemporary healthcare
    policy issue should be a
    public health priority

    Response provides a fully
    developed explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Response provides an
    adequately developed
    explanation of the reasons
    the policy issue is or
    should be a public health
    priority.

    Response does not provide
    an adequate explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Provide two examples of
    how you can engage with
    community members
    and/or representatives from
    other health disciplines to
    advocate for changes

    Response provides two
    fully developed examples
    of how they engage with
    community members
    and/or representatives
    from other health

    Response provides two
    adequately developed
    examples of how they
    engage with community
    members and/or
    representatives from other

    Response does not provide
    two adequate examples of
    how they engage with
    community members
    and/or representatives
    from other health

    © 2024 Walden University, LLC 2

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    relevant to this policy
    issue.

    Learning Objective 1.3:
    Propose strategies for
    community engagement
    and policy advocacy

    disciplines to advocate for
    changes relevant to this
    policy issue.

    health disciplines to
    advocate for changes
    relevant to this policy
    issue.

    disciplines to advocate for
    changes relevant to this
    policy issue.

    Explain how you can use
    your existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within your local
    community.

    Learning Objective 1.4: Apply
    leadership, communication,
    and advocacy skills to
    advocate for policy change

    Response provides a fully
    developed explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Response provides an
    adequately developed
    explanation of how they
    can use their existing
    leadership, communication,
    and advocacy skills to
    advocate for change
    regarding this policy within
    their local community.

    Response does not provide
    an adequate explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Module 2: Leadership in Community Activism
    Part 2: Leadership in Community Activism (Template)
    Explain the subtle
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Learning Objective 2.1:
    Explain differences between
    engagement, advocacy, and

    Response provides a fully
    developed explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response provides an
    adequately developed
    explanation of the
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response does not provide
    an adequate explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    © 2024 Walden University, LLC 3

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    activism in terms of
    operationalization
    Identify two components of
    community activism that
    are relevant to the issue
    you discuss in Part 1 of the
    assessment (your
    PowerPoint presentation).
    Explain how these
    concepts apply to your
    policy issue.

    Learning Objective 2.2: Apply
    key concepts related to
    community activism to a
    health policy issue

    Response provides a fully
    developed explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Response provides an
    adequately developed
    explanation of two
    components of community
    activism and their
    relevance to a policy issue.

    Response does not provide
    an adequate explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Identify and describe a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Learning Objective 2.3:
    Describe challenges faced by
    community activists within the
    context of globalization and
    technical advances

    Response provides a fully
    developed description of a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Response provides an
    adequately developed
    description of a challenge
    that community activists
    might face in an
    increasingly globalized and
    technological world.

    Response does not provide
    an adequate description of
    a challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Identify and describe an
    opportunity that community
    activists might face in an

    Response provides a fully
    developed description of
    an opportunity that

    Response provides an
    adequately developed
    description of an

    Response does not provide
    an adequate description of
    an opportunity that

    © 2024 Walden University, LLC 4

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    increasingly globalized and
    technological world.

    Learning Objective 2.4:
    Describe opportunities faced
    by community activists within
    the context of globalization
    and technical advances

    community activists might
    face in an increasingly
    globalized and
    technological world.

    opportunity that community
    activists might face in an
    increasingly globalized and
    technological world.

    community activists might
    face in an increasingly
    globalized and
    technological world.

    Professional Presentation Skills

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Consistently uses a
    professional tone
    appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    consistently clear, logical,
    and well-organized with
    appropriate use of
    images, bullet points, and
    visual effects.

    Presenter is consistently
    engaging and professional,
    using appropriate voice,
    tone, volume, pace, and
    flow/speed.

    Mostly uses a professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    mostly clear, logical, and
    well-organized with
    adequate use of images,
    bullet points, and visual
    effects.

    Presenter is mostly
    engaging and professional,
    using adequate voice,
    tone, volume, pace, and
    flow/speed.

    Does not use professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content lacks
    clarity, logic, and/or
    discernible organization;
    does not use images, bullet
    points, and visual effects;
    contains long paragraphs
    or confusing sentences.

    Presenter is not engaging
    and professional; does not
    use proper voice, tone,
    volume, pace, and
    flow/speed.

    © 2024 Walden University, LLC 5

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Presentation is free of
    spelling, punctuation, and
    grammar/syntax errors.

    Presentation contains few
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Presentation contains
    significant spelling,
    punctuation, and/or
    grammar/syntax errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Presentation fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation adequately
    reflects original thought
    and paraphrasing and
    adheres to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation does not
    reflect original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Professional Writing Skills

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Demonstrates full
    awareness of writing
    context, audience, and
    purpose.

    Content is consistently
    clear, logical, and well-
    organized with
    appropriate sentence and
    paragraph structure.

    Demonstrates some
    awareness of writing
    context, audience, and
    purpose.

    Content is mostly clear,
    logical, and well-organized
    with
    adequate sentence and
    paragraph structure.

    Demonstrates minimal
    awareness of writing
    context, audience, and
    purpose.

    Content lacks clarity, logic,
    and/or discernible
    organization; does not use
    proper sentence and
    paragraph structure.

    © 2024 Walden University, LLC 6

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Tone is highly
    professional, scholarly, and
    free of bias.

    Style is consistently
    appropriate for a
    professional
    setting/workplace context.

    Free of spelling,
    punctuation, and
    grammar/syntax errors.

    Tone is adequately
    professional, scholarly,
    and/or free of bias.

    Style is mostly appropriate
    for a professional
    setting/workplace context.

    Contains few spelling,
    punctuation, and/or
    grammar/syntax errors.

    Tone is not
    professional/scholarly
    and/or contains bias.

    Style is inconsistent with
    a professional
    setting/workplace context.

    Contains significant
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Writing fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing adequately reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing does not reflect
    original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    – Assessment Rubric
    – Professional Presentation Skills
    – Professional Writing Skills

    **## XL4005_PerformanceTask_Template.docx**

    ## **XL4005 Performance Task Submission Template**

    ### **Module 2, Part 2: Leadership in Community Activism**

    **Instructions:** Write your response to the following points. Cite sources in APA format as needed.

    1. Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.

    Start your response here.

    2. Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the Assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.

    Start your response here.

    3. Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.

    Start your response here.

    **## Instructions.docx**

    [Module 1, Part 1: Presentation on Leading Community Policy Change (10-slide, 5- to 7-minute video presentation)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)

    · USE the
    [**PowerPoint Template**](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PowerPoint_Template.pptx?isCourseFile=true)

    · Choose a contemporary policy issue affecting a specific community. You may choose from one of the following topics:

    · Access to healthcare, gaps in health insurance coverage, and ongoing threats to the Patient Protection and Affordable Care Act (see Mason et al., Chapter 18).

    · Disaster and pandemic preparedness and emergency response (see Mason et al., Chapter 30).

    · Domestic and sexual violence (see Mason et al., Chapter 79).

    · Prescription drug pricing and future healthcare workforce shortages (see Mason et al., Chapter 53).

    · Lack of access to mental substance use disorder health care (see Mason et al., Chapter 25).

    · Housing/homelessness, changing demographics of populations (urban and rural), equity issues, and disparities across populations (see Mason et al., Chapter 22).

    · Create a 5- to 7-minute PowerPoint presentation with voiceover addressing the following points

    · Describe the policy issue and explain how it affects certain communities.

    · Explain why it is or should be a public health priority.

    · Provide two examples of how you can engage with community members and/or representatives from other health disciplines to advocate for changes relevant to this policy issue.

    · Explain how you can use your existing leadership, communication, and advocacy skills to advocate for change regarding this policy within your local community.

    Cite sources as needed. Submit the 5- to 7-minute video of your presentation.

    **Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.**

    [Module 2, Part 2: Leadership in Community Activism (Template)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)

    USE the
    [XL4005 Performance Task Assessment Template for Module 2, Part 2](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PerformanceTask_Template.docx?isCourseFile=true). In the template, write your response to the following points:

    · Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.

    · Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.

    · Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.

    **## XL4005_PowerPoint_Template.pptx**

    Presentation Title

    Your Name

    Program Name or Degree Name, Walden University

    COURSE XXX: Title of Course

    Instructor Name

    Month XX, 202X

    Slide Title

    Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

    Choose formatting that presents your information in the most logical way.

    Use
    [consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

    You can also consult APA’s suggestions on
    [formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

    End bullet points consistently, either with or without a period.

    Slide Title

    Keep font of text consistent.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Consider using the slide after the title slide to summarize your presentation’s points (like an
    [abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

    Slide Title

    Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

    According to Smith and Cat (2020), you should make your presentation great, not just good.

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

    Figure 1

    Title Reflecting Figure Information

    Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Slide Title

    Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

    Visit the Academic Skills Center for more
    [tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
    [Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

    Slide Title

    Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
    [Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

    Jones, P. (2020). This great book. Publisher.

    Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

    ## image1.jpeg

    ## image2.png

    ## image5.png

    ## image6.jpg

    **## XL4005_Rubric.pdf**

    © 2024 Walden University, LLC 1

    XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
    improve patient healthcare in their local communities.

    Assessment Rubric
    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet

    Expectations
    Module 1: Nurses’ Social Contract in Communities
    Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
    Describe the policy issue
    and explain how it affects
    certain communities.

    Learning Objective 1.1:
    Describe contemporary
    healthcare policy issues
    relevant to specific
    communities

    Response provides a fully
    developed description of
    issue and explanation of
    how it affects certain
    communities.

    Response provides an
    adequately developed
    description of issue and
    explanation of how it
    affects certain
    communities.

    Response does not provide
    an adequate description of
    issue and explanation of
    how it affects certain
    communities.

    Explain why the policy
    issue is or should be a
    public health priority.

    Learning Objective 1.2:
    Explain the reasons a
    contemporary healthcare
    policy issue should be a
    public health priority

    Response provides a fully
    developed explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Response provides an
    adequately developed
    explanation of the reasons
    the policy issue is or
    should be a public health
    priority.

    Response does not provide
    an adequate explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Provide two examples of
    how you can engage with
    community members
    and/or representatives from
    other health disciplines to
    advocate for changes

    Response provides two
    fully developed examples
    of how they engage with
    community members
    and/or representatives
    from other health

    Response provides two
    adequately developed
    examples of how they
    engage with community
    members and/or
    representatives from other

    Response does not provide
    two adequate examples of
    how they engage with
    community members
    and/or representatives
    from other health

    © 2024 Walden University, LLC 2

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    relevant to this policy
    issue.

    Learning Objective 1.3:
    Propose strategies for
    community engagement
    and policy advocacy

    disciplines to advocate for
    changes relevant to this
    policy issue.

    health disciplines to
    advocate for changes
    relevant to this policy
    issue.

    disciplines to advocate for
    changes relevant to this
    policy issue.

    Explain how you can use
    your existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within your local
    community.

    Learning Objective 1.4: Apply
    leadership, communication,
    and advocacy skills to
    advocate for policy change

    Response provides a fully
    developed explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Response provides an
    adequately developed
    explanation of how they
    can use their existing
    leadership, communication,
    and advocacy skills to
    advocate for change
    regarding this policy within
    their local community.

    Response does not provide
    an adequate explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Module 2: Leadership in Community Activism
    Part 2: Leadership in Community Activism (Template)
    Explain the subtle
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Learning Objective 2.1:
    Explain differences between
    engagement, advocacy, and

    Response provides a fully
    developed explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response provides an
    adequately developed
    explanation of the
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response does not provide
    an adequate explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    © 2024 Walden University, LLC 3

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    activism in terms of
    operationalization
    Identify two components of
    community activism that
    are relevant to the issue
    you discuss in Part 1 of the
    assessment (your
    PowerPoint presentation).
    Explain how these
    concepts apply to your
    policy issue.

    Learning Objective 2.2: Apply
    key concepts related to
    community activism to a
    health policy issue

    Response provides a fully
    developed explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Response provides an
    adequately developed
    explanation of two
    components of community
    activism and their
    relevance to a policy issue.

    Response does not provide
    an adequate explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Identify and describe a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Learning Objective 2.3:
    Describe challenges faced by
    community activists within the
    context of globalization and
    technical advances

    Response provides a fully
    developed description of a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Response provides an
    adequately developed
    description of a challenge
    that community activists
    might face in an
    increasingly globalized and
    technological world.

    Response does not provide
    an adequate description of
    a challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Identify and describe an
    opportunity that community
    activists might face in an

    Response provides a fully
    developed description of
    an opportunity that

    Response provides an
    adequately developed
    description of an

    Response does not provide
    an adequate description of
    an opportunity that

    © 2024 Walden University, LLC 4

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    increasingly globalized and
    technological world.

    Learning Objective 2.4:
    Describe opportunities faced
    by community activists within
    the context of globalization
    and technical advances

    community activists might
    face in an increasingly
    globalized and
    technological world.

    opportunity that community
    activists might face in an
    increasingly globalized and
    technological world.

    community activists might
    face in an increasingly
    globalized and
    technological world.

    Professional Presentation Skills

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Consistently uses a
    professional tone
    appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    consistently clear, logical,
    and well-organized with
    appropriate use of
    images, bullet points, and
    visual effects.

    Presenter is consistently
    engaging and professional,
    using appropriate voice,
    tone, volume, pace, and
    flow/speed.

    Mostly uses a professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    mostly clear, logical, and
    well-organized with
    adequate use of images,
    bullet points, and visual
    effects.

    Presenter is mostly
    engaging and professional,
    using adequate voice,
    tone, volume, pace, and
    flow/speed.

    Does not use professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content lacks
    clarity, logic, and/or
    discernible organization;
    does not use images, bullet
    points, and visual effects;
    contains long paragraphs
    or confusing sentences.

    Presenter is not engaging
    and professional; does not
    use proper voice, tone,
    volume, pace, and
    flow/speed.

    © 2024 Walden University, LLC 5

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Presentation is free of
    spelling, punctuation, and
    grammar/syntax errors.

    Presentation contains few
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Presentation contains
    significant spelling,
    punctuation, and/or
    grammar/syntax errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Presentation fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation adequately
    reflects original thought
    and paraphrasing and
    adheres to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation does not
    reflect original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Professional Writing Skills

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Demonstrates full
    awareness of writing
    context, audience, and
    purpose.

    Content is consistently
    clear, logical, and well-
    organized with
    appropriate sentence and
    paragraph structure.

    Demonstrates some
    awareness of writing
    context, audience, and
    purpose.

    Content is mostly clear,
    logical, and well-organized
    with
    adequate sentence and
    paragraph structure.

    Demonstrates minimal
    awareness of writing
    context, audience, and
    purpose.

    Content lacks clarity, logic,
    and/or discernible
    organization; does not use
    proper sentence and
    paragraph structure.

    © 2024 Walden University, LLC 6

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Tone is highly
    professional, scholarly, and
    free of bias.

    Style is consistently
    appropriate for a
    professional
    setting/workplace context.

    Free of spelling,
    punctuation, and
    grammar/syntax errors.

    Tone is adequately
    professional, scholarly,
    and/or free of bias.

    Style is mostly appropriate
    for a professional
    setting/workplace context.

    Contains few spelling,
    punctuation, and/or
    grammar/syntax errors.

    Tone is not
    professional/scholarly
    and/or contains bias.

    Style is inconsistent with
    a professional
    setting/workplace context.

    Contains significant
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Writing fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing adequately reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing does not reflect
    original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    – Assessment Rubric
    – Professional Presentation Skills
    – Professional Writing Skills

    **## XL4005_PerformanceTask_Template.docx**

    ## **XL4005 Performance Task Submission Template**

    ### **Module 2, Part 2: Leadership in Community Activism**

    **Instructions:** Write your response to the following points. Cite sources in APA format as needed.

    1. Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.

    Start your response here.

    2. Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the Assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.

    Start your response here.

    3. Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.

    Start your response here.

    **## Instructions.docx**

    [Module 1, Part 1: Presentation on Leading Community Policy Change (10-slide, 5- to 7-minute video presentation)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)

    · USE the
    [**PowerPoint Template**](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PowerPoint_Template.pptx?isCourseFile=true)

    · Choose a contemporary policy issue affecting a specific community. You may choose from one of the following topics:

    · Access to healthcare, gaps in health insurance coverage, and ongoing threats to the Patient Protection and Affordable Care Act (see Mason et al., Chapter 18).

    · Disaster and pandemic preparedness and emergency response (see Mason et al., Chapter 30).

    · Domestic and sexual violence (see Mason et al., Chapter 79).

    · Prescription drug pricing and future healthcare workforce shortages (see Mason et al., Chapter 53).

    · Lack of access to mental substance use disorder health care (see Mason et al., Chapter 25).

    · Housing/homelessness, changing demographics of populations (urban and rural), equity issues, and disparities across populations (see Mason et al., Chapter 22).

    · Create a 5- to 7-minute PowerPoint presentation with voiceover addressing the following points

    · Describe the policy issue and explain how it affects certain communities.

    · Explain why it is or should be a public health priority.

    · Provide two examples of how you can engage with community members and/or representatives from other health disciplines to advocate for changes relevant to this policy issue.

    · Explain how you can use your existing leadership, communication, and advocacy skills to advocate for change regarding this policy within your local community.

    Cite sources as needed. Submit the 5- to 7-minute video of your presentation.

    **Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.**

    [Module 2, Part 2: Leadership in Community Activism (Template)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)

    USE the
    [XL4005 Performance Task Assessment Template for Module 2, Part 2](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PerformanceTask_Template.docx?isCourseFile=true). In the template, write your response to the following points:

    · Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.

    · Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.

    · Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.

    **## XL4005_PowerPoint_Template.pptx**

    Presentation Title

    Your Name

    Program Name or Degree Name, Walden University

    COURSE XXX: Title of Course

    Instructor Name

    Month XX, 202X

    Slide Title

    Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

    Choose formatting that presents your information in the most logical way.

    Use
    [consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

    You can also consult APA’s suggestions on
    [formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

    End bullet points consistently, either with or without a period.

    Slide Title

    Keep font of text consistent.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Consider using the slide after the title slide to summarize your presentation’s points (like an
    [abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

    Slide Title

    Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

    According to Smith and Cat (2020), you should make your presentation great, not just good.

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

    Figure 1

    Title Reflecting Figure Information

    Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Slide Title

    Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

    Visit the Academic Skills Center for more
    [tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
    [Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

    Slide Title

    Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
    [Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

    Jones, P. (2020). This great book. Publisher.

    Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

    ## image1.jpeg

    ## image2.png

    ## image5.png

    ## image6.jpg

    **## XL4005_Rubric.pdf**

    © 2024 Walden University, LLC 1

    XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
    improve patient healthcare in their local communities.

    Assessment Rubric
    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet

    Expectations
    Module 1: Nurses’ Social Contract in Communities
    Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
    Describe the policy issue
    and explain how it affects
    certain communities.

    Learning Objective 1.1:
    Describe contemporary
    healthcare policy issues
    relevant to specific
    communities

    Response provides a fully
    developed description of
    issue and explanation of
    how it affects certain
    communities.

    Response provides an
    adequately developed
    description of issue and
    explanation of how it
    affects certain
    communities.

    Response does not provide
    an adequate description of
    issue and explanation of
    how it affects certain
    communities.

    Explain why the policy
    issue is or should be a
    public health priority.

    Learning Objective 1.2:
    Explain the reasons a
    contemporary healthcare
    policy issue should be a
    public health priority

    Response provides a fully
    developed explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Response provides an
    adequately developed
    explanation of the reasons
    the policy issue is or
    should be a public health
    priority.

    Response does not provide
    an adequate explanation of
    the reasons the policy
    issue is or should be a
    public health priority.

    Provide two examples of
    how you can engage with
    community members
    and/or representatives from
    other health disciplines to
    advocate for changes

    Response provides two
    fully developed examples
    of how they engage with
    community members
    and/or representatives
    from other health

    Response provides two
    adequately developed
    examples of how they
    engage with community
    members and/or
    representatives from other

    Response does not provide
    two adequate examples of
    how they engage with
    community members
    and/or representatives
    from other health

    © 2024 Walden University, LLC 2

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    relevant to this policy
    issue.

    Learning Objective 1.3:
    Propose strategies for
    community engagement
    and policy advocacy

    disciplines to advocate for
    changes relevant to this
    policy issue.

    health disciplines to
    advocate for changes
    relevant to this policy
    issue.

    disciplines to advocate for
    changes relevant to this
    policy issue.

    Explain how you can use
    your existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within your local
    community.

    Learning Objective 1.4: Apply
    leadership, communication,
    and advocacy skills to
    advocate for policy change

    Response provides a fully
    developed explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Response provides an
    adequately developed
    explanation of how they
    can use their existing
    leadership, communication,
    and advocacy skills to
    advocate for change
    regarding this policy within
    their local community.

    Response does not provide
    an adequate explanation of
    how they can use their
    existing leadership,
    communication, and
    advocacy skills to advocate
    for change regarding this
    policy within their local
    community.

    Module 2: Leadership in Community Activism
    Part 2: Leadership in Community Activism (Template)
    Explain the subtle
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Learning Objective 2.1:
    Explain differences between
    engagement, advocacy, and

    Response provides a fully
    developed explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response provides an
    adequately developed
    explanation of the
    differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    Response does not provide
    an adequate explanation of
    the differences between
    engagement, advocacy,
    and activism in terms of
    operationalization.

    © 2024 Walden University, LLC 3

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    activism in terms of
    operationalization
    Identify two components of
    community activism that
    are relevant to the issue
    you discuss in Part 1 of the
    assessment (your
    PowerPoint presentation).
    Explain how these
    concepts apply to your
    policy issue.

    Learning Objective 2.2: Apply
    key concepts related to
    community activism to a
    health policy issue

    Response provides a fully
    developed explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Response provides an
    adequately developed
    explanation of two
    components of community
    activism and their
    relevance to a policy issue.

    Response does not provide
    an adequate explanation of
    two components of
    community activism and
    their relevance to a policy
    issue.

    Identify and describe a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Learning Objective 2.3:
    Describe challenges faced by
    community activists within the
    context of globalization and
    technical advances

    Response provides a fully
    developed description of a
    challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Response provides an
    adequately developed
    description of a challenge
    that community activists
    might face in an
    increasingly globalized and
    technological world.

    Response does not provide
    an adequate description of
    a challenge that community
    activists might face in an
    increasingly globalized and
    technological world.

    Identify and describe an
    opportunity that community
    activists might face in an

    Response provides a fully
    developed description of
    an opportunity that

    Response provides an
    adequately developed
    description of an

    Response does not provide
    an adequate description of
    an opportunity that

    © 2024 Walden University, LLC 4

    Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    increasingly globalized and
    technological world.

    Learning Objective 2.4:
    Describe opportunities faced
    by community activists within
    the context of globalization
    and technical advances

    community activists might
    face in an increasingly
    globalized and
    technological world.

    opportunity that community
    activists might face in an
    increasingly globalized and
    technological world.

    community activists might
    face in an increasingly
    globalized and
    technological world.

    Professional Presentation Skills

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Consistently uses a
    professional tone
    appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    consistently clear, logical,
    and well-organized with
    appropriate use of
    images, bullet points, and
    visual effects.

    Presenter is consistently
    engaging and professional,
    using appropriate voice,
    tone, volume, pace, and
    flow/speed.

    Mostly uses a professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content is
    mostly clear, logical, and
    well-organized with
    adequate use of images,
    bullet points, and visual
    effects.

    Presenter is mostly
    engaging and professional,
    using adequate voice,
    tone, volume, pace, and
    flow/speed.

    Does not use professional
    tone appropriate for the
    presentation context,
    audience, and purpose.

    Presentation content lacks
    clarity, logic, and/or
    discernible organization;
    does not use images, bullet
    points, and visual effects;
    contains long paragraphs
    or confusing sentences.

    Presenter is not engaging
    and professional; does not
    use proper voice, tone,
    volume, pace, and
    flow/speed.

    © 2024 Walden University, LLC 5

    Professional Presentation
    Skills

    Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Presentation is free of
    spelling, punctuation, and
    grammar/syntax errors.

    Presentation contains few
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Presentation contains
    significant spelling,
    punctuation, and/or
    grammar/syntax errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Presentation fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation adequately
    reflects original thought
    and paraphrasing and
    adheres to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Presentation does not
    reflect original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Professional Writing Skills

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Context, Organization,
    Audience, Purpose, Tone,
    Style, Clarity, Flow

    Demonstrates full
    awareness of writing
    context, audience, and
    purpose.

    Content is consistently
    clear, logical, and well-
    organized with
    appropriate sentence and
    paragraph structure.

    Demonstrates some
    awareness of writing
    context, audience, and
    purpose.

    Content is mostly clear,
    logical, and well-organized
    with
    adequate sentence and
    paragraph structure.

    Demonstrates minimal
    awareness of writing
    context, audience, and
    purpose.

    Content lacks clarity, logic,
    and/or discernible
    organization; does not use
    proper sentence and
    paragraph structure.

    © 2024 Walden University, LLC 6

    Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
    Expectations

    Tone is highly
    professional, scholarly, and
    free of bias.

    Style is consistently
    appropriate for a
    professional
    setting/workplace context.

    Free of spelling,
    punctuation, and
    grammar/syntax errors.

    Tone is adequately
    professional, scholarly,
    and/or free of bias.

    Style is mostly appropriate
    for a professional
    setting/workplace context.

    Contains few spelling,
    punctuation, and/or
    grammar/syntax errors.

    Tone is not
    professional/scholarly
    and/or contains bias.

    Style is inconsistent with
    a professional
    setting/workplace context.

    Contains significant
    spelling, punctuation,
    and/or grammar/syntax
    errors.

    Originality, Source Credibility,
    and Attribution of Ideas

    Writing fully reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing adequately reflects
    original thought and
    paraphrasing and adheres
    to reference requirements,
    including the use of
    credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    Writing does not reflect
    original thought and
    paraphrasing and does not
    adhere to reference
    requirements, including the
    use of credible evidence to
    support a claim while
    incorporating appropriate
    citations and references in
    APA format.

    – Assessment Rubric
    – Professional Presentation Skills
    – Professional Writing Skills

  • [Solved] academic integrity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In less than 250 words, discuss how academic integrity in the classroom relates to professional accountability in nursing practice. How will you ensure academic integrity in your work? While APA style is not required for the body of this assignment, solid academic writing is expected, and documentat…

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

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    Assignment Prompt & Instructions

    In less than 250 words, discuss how academic integrity in the classroom relates to professional accountability in nursing practice. How will you ensure academic integrity in your work?

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

    – 2 years ago

  • [Solved] Criminal Justice

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – 2 years ago **files (1)** – ## response4.docx **## response4.docx** Respond to each post with 75 words **#1** I use various legal theories in my daily life depending on the situation I'm in. Most often I feel I practice Natu…

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    Assignment Prompt & Instructions

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

    – 2 years ago

    **files (1)**

    – ## response4.docx

    **## response4.docx**

    Respond to each post with 75 words

    **#1**

    I use various legal theories in my daily life depending on the situation I'm in. Most often I feel I practice Natural Law with the understanding that despite our progress and advancement as a species there are a few inherent things we each desire as Natural Law is a system derived from the observation of human nature to find the proponents intrinsic to our species. In an orderly world with natural law humans primarily want acceptance; this relates to the notion that humans are social creatures. Additionally, Natural Law is dependent on the social contract created from human interaction. This can change over time as perhaps more people begin to accept or reject certain social norms.

    Professionally, I use both Rational Choice to find the best solution possible with my team through things like cost/benefit analysis. However, I also have to use Legal Realism as politics (both of the government and internal office politics) can dictate course of actions I'm allowed to take. Additionally, because of office politics there will be bias through favoritism, but that is where Rational Choice can also come into play to shed light on potentially better solutions.

    **#2**

    In my professional life, I use the rational choice theory. Rational choice theory influences our understanding of the social-economic behaviors associated with administrative law. Rational theory helps agencies make decisions that have consequences for the public or licensees, as long as they stay within the parameters of their regulatory authority. Board members, directors, deputy chiefs, and lawmakers can thus comprehend the relationship between laws and regulations and themselves through the use of rational theory in administrative law. The administrative laws of legislators outline the manner in which a government agency may recommend a course of action or violation within its regulatory purview. However, the Board has rules that relate to the requirements of our rules in my line of work. The Board is allowed to bend regulations that are breached more than the legislature's violations of the law.

    I believe that classical theory informs administrative law. The goal of classical theory in administrative law is to define the guidelines and protocols. One element of traditional legal theories in administrative law is the framework of governance among administrative agencies, which lays the groundwork for the administration's power and role. Classical theory places a strong emphasis on the rule of law and relies its rulings on transparency and accountability regarding the legislation's validity.

    **#3**

    Studying the connection between prejudice and education is necessary since it has social ramifications. A theoretic structure is a useful tool for an individual to investigate this relationship. Prejudice is defined as a negative opinion that is formed in advance and is typically based on traits (IBE-Infocus, n.d.). However, education can be evaluated by official success or by a specific exposure to fields that support inclusion and multiplicity. To investigate the connection between the two, techniques using quantitative, qualitative, and experimental data are used. While qualitative approaches provide a deeper knowledge of individual experiences, quantitative research is capable of identifying broad trends. Through experimental designs, researchers can examine causal links.

    To narrow the topic that can be studied, it is necessary to focus on a specific type of prejudice, this allows you to focus your study on a specified group of individuals. Examining a certain educational idea would come next followed by selecting the research design. By applying the methods and focusing on specific topics, a researcher can create a study that generates valuable data.

    **#4**

    The relationship between education and prejudice is extremely broad and would require intensive research and planning to refine. This relationship might be examined by refining the pool of information to a singular institution and or group of institutions, Ex. Ivy universities. The research question proposed could be "Do Ivy League universities practice prejudice toward X group of individuals when considering entrance to their institution?" The selected pool of institutions for research would need to be willing to provide empirical data to aid research. Once the data is retrieved, a willing population of rejected and approved applicants to the schools would need to agree to share their entrance material, i.e., admission application, GPA, etc. From here, the aggregated information could be leveraged to determine if, compared to other groups of people was, group X less likely to be offered admission when presenting similar entrance material (within a given range like GPA plus or minus 0.05).

    Collectively, this question requires a lot more work than many assume at first glance due to the variety of factors and considerations. Namely the procurement of information from the universities, procurement of information from applicants, and the number of contributing persons (to ensure the data is sizable enough to be deemed relevant). If all information was provided, then a researcher could realistically conduct research that has a relationship between education and prejudice and group X. Once the information is provided, the researcher may find that prejudice among group X and Ivy League universities is not necessarily present, but perhaps it is for group Y. From this point, the research question could be refined to better suit the research end state, the research methodology could be refined to better answer the question, or simply the research is tangible, and the end state of the question is met.

    **## response4.docx**

    Respond to each post with 75 words

    **#1**

    I use various legal theories in my daily life depending on the situation I'm in. Most often I feel I practice Natural Law with the understanding that despite our progress and advancement as a species there are a few inherent things we each desire as Natural Law is a system derived from the observation of human nature to find the proponents intrinsic to our species. In an orderly world with natural law humans primarily want acceptance; this relates to the notion that humans are social creatures. Additionally, Natural Law is dependent on the social contract created from human interaction. This can change over time as perhaps more people begin to accept or reject certain social norms.

    Professionally, I use both Rational Choice to find the best solution possible with my team through things like cost/benefit analysis. However, I also have to use Legal Realism as politics (both of the government and internal office politics) can dictate course of actions I'm allowed to take. Additionally, because of office politics there will be bias through favoritism, but that is where Rational Choice can also come into play to shed light on potentially better solutions.

    **#2**

    In my professional life, I use the rational choice theory. Rational choice theory influences our understanding of the social-economic behaviors associated with administrative law. Rational theory helps agencies make decisions that have consequences for the public or licensees, as long as they stay within the parameters of their regulatory authority. Board members, directors, deputy chiefs, and lawmakers can thus comprehend the relationship between laws and regulations and themselves through the use of rational theory in administrative law. The administrative laws of legislators outline the manner in which a government agency may recommend a course of action or violation within its regulatory purview. However, the Board has rules that relate to the requirements of our rules in my line of work. The Board is allowed to bend regulations that are breached more than the legislature's violations of the law.

    I believe that classical theory informs administrative law. The goal of classical theory in administrative law is to define the guidelines and protocols. One element of traditional legal theories in administrative law is the framework of governance among administrative agencies, which lays the groundwork for the administration's power and role. Classical theory places a strong emphasis on the rule of law and relies its rulings on transparency and accountability regarding the legislation's validity.

    **#3**

    Studying the connection between prejudice and education is necessary since it has social ramifications. A theoretic structure is a useful tool for an individual to investigate this relationship. Prejudice is defined as a negative opinion that is formed in advance and is typically based on traits (IBE-Infocus, n.d.). However, education can be evaluated by official success or by a specific exposure to fields that support inclusion and multiplicity. To investigate the connection between the two, techniques using quantitative, qualitative, and experimental data are used. While qualitative approaches provide a deeper knowledge of individual experiences, quantitative research is capable of identifying broad trends. Through experimental designs, researchers can examine causal links.

    To narrow the topic that can be studied, it is necessary to focus on a specific type of prejudice, this allows you to focus your study on a specified group of individuals. Examining a certain educational idea would come next followed by selecting the research design. By applying the methods and focusing on specific topics, a researcher can create a study that generates valuable data.

    **#4**

    The relationship between education and prejudice is extremely broad and would require intensive research and planning to refine. This relationship might be examined by refining the pool of information to a singular institution and or group of institutions, Ex. Ivy universities. The research question proposed could be "Do Ivy League universities practice prejudice toward X group of individuals when considering entrance to their institution?" The selected pool of institutions for research would need to be willing to provide empirical data to aid research. Once the data is retrieved, a willing population of rejected and approved applicants to the schools would need to agree to share their entrance material, i.e., admission application, GPA, etc. From here, the aggregated information could be leveraged to determine if, compared to other groups of people was, group X less likely to be offered admission when presenting similar entrance material (within a given range like GPA plus or minus 0.05).

    Collectively, this question requires a lot more work than many assume at first glance due to the variety of factors and considerations. Namely the procurement of information from the universities, procurement of information from applicants, and the number of contributing persons (to ensure the data is sizable enough to be deemed relevant). If all information was provided, then a researcher could realistically conduct research that has a relationship between education and prejudice and group X. Once the information is provided, the researcher may find that prejudice among group X and Ivy League universities is not necessarily present, but perhaps it is for group Y. From this point, the research question could be refined to better suit the research end state, the research methodology could be refined to better answer the question, or simply the research is tangible, and the end state of the question is met.

  • [Solved] Professional Ethics

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    What are professional ethical values and conflicts? – 2 years ago **files (1)** – ## ProfessionalismEthicsandValueBasedConflictsArticle1.docx **## ProfessionalismEthicsandValueBasedConflictsArticle1.docx** Special Section: DOI: 10.1002/j.1556-6676.2014.00138.x Professionalism, Ethics, and Value-Base…

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    What are professional ethical values and conflicts?

    – 2 years ago

    **files (1)**

    – ## ProfessionalismEthicsandValueBasedConflictsArticle1.docx

    **## ProfessionalismEthicsandValueBasedConflictsArticle1.docx**

    Special Section: DOI: 10.1002/j.1556-6676.2014.00138.x

    Professionalism, Ethics, and

    Value-Based Conflicts in Counseling

    ## Professionalism, Ethics, and An Introduction to the Special Section

    Value-Based Conflicts in Counseling:

    Perry C. Francis and Suzanne M. Dugger,
    _Guest Editors_

    This introduction to this special section of the
    _Journal of Counseling & Development_ explores the importance of a code of ethics to the establishment and maintenance of a profession. Recognizing a code of ethics as a communication of a profession’s collective values and expectations, the editors of this special section acknowledge the dilemmas that arise when a counselor’s personal values do not align with the profession’s collective values. The authors of each article address value-based conflicts in counseling.

    _Keywords:_ counselor training, ethics, litigation, religion, LGBT

    The primary purpose of a code of ethics, for any profession, is to establish norms and expectations for practitioners in order to collectively minimize the risk of harm to clients and the general public (Welfel, 2010). In a broader sense, a code of ethics is also a reflection of the profession’s collective values and moral principles. Indeed, the establishment of a code of ethics, which communicates a normative orientation to the service of others and a commitment to protect the welfare of clients, is considered the “hallmark of professionalism” (Gorman & Sandefur, 2011, p. 279). Promulgation of a code of ethics places the needs and interests of clients over and above the personal needs or values of any individual member of the profession (DeMitchell, Hebert, & Phan, 2013; Gorman & Sandefur, 2011). A code of ethics helps to ensure the primacy of client welfare by articulating a profession’s collective set of values and communicating standards of practice for all members of that profession. Because laws set the minimum standards of acceptable behavior, ethical standards often exceed the legal requirements articulated in federal and state laws (Corey, Corey, & Callanan, 2011). Entry into and continued association with a profession requires all of its practitioners to make a commitment that they will abide by the profession’s code of ethics and the profession’s collective values as reflected in that code.

    By all measures, counseling is a profession (Gorman & Sandefur, 2011). Counseling is a vocation that requires individuals to obtain specific, university-based training to acquire expertise in a specialized set of knowledge and skills; confers status and power upon its members; has an established national association through which it establishes a collective identity, communicates professional values, disseminates scholarly research, and advocates for its members; and regulates itself through licensure and a code of ethics.

    Although counselors vary with regard to specializations and/or the settings in which they practice, they are united as a single profession through the American Counseling Association (ACA). Through this umbrella association, counselors of varied specializations come together for the purposes of promoting a shared professional identity, protecting clients, and promulgating the
    _ACA_ _Code of Ethics_ (ACA, 2005) to which all members must adhere. In addition, many counselors join divisions within ACA, which are focused on more specialized areas of practice (e.g., college or school counseling) or shared goals or ideals (e.g., social justice). When these divisions have established their own code of ethics, those codes are designed to supplement, not supplant, the
    _ACA Code of Ethics_. As such, their members are responsible for adhering to those specialized ethical standards and the
    _ACA Code of Ethics_.

    ### Values and Expectations Communicated by the _ACA Code of Ethics_

    | |
    | — |
    | **Perry C. Francis** and <br>**Suzanne M. Dugger,** Department of Leadership and Counseling, Eastern Michigan University. Correspondence concerning this article should be addressed to Perry C. Francis, Department of Leadership and Counseling, Eastern Michigan University, 135 Porter Building, Ypsilanti, MI 48197 (e-mail: pfrancis@emich.edu). <br> <br>© 2014 by the American Counseling Association. All rights reserved.<br>Journal of Counseling & Development ■ April 2014 ■ Volume 92 131 |

    The collective values of the counseling profession are communicated in the
    _ACA Code of Ethics_ (ACA, 2005). Included within these values and most relevant to this special section are the recognition of each client’s inherent worth and dignity; a respect for each client’s uniqueness, autonomy, and right

    to self-determination; an honoring of human growth and development; and a respect for diversity within our clientele and a valuing of cultural competence in counselors. Related to the communication of these values, ACA (2005) also communicated expectations for professional behavior, stating “the primary responsibility of counselors is to respect the dignity and promote the welfare of clients” (Standard A.1.a.).

    Toward this goal, professional counselors are expected to conduct themselves in ways that demonstrate a genuine valuing of each client as a unique individual, that honor each client’s right to make choices in accordance with his or her own personal beliefs and standards, and that facilitate each client’s growth within a myriad of developmental domains (ACA, 2005, preamble). Professional counselors are also expected to constantly strive toward increased levels of cultural competence (Standard C.2.a.) and to avoid discriminatory practices with respect to a wide variety of cultural dimensions (Standard C.5.). Indeed, competence as a professional counselor is contingent upon one’s ability to “embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts” (ACA, 2005, preamble). In respecting the diversity of clients, professional counselors must be “aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values” (ACA, 2005, Standard A.4.b.).

    ### Values, Power, and Potential for Harm

    In light of the prohibition against counselors imposing their values on clients, counselors should recognize the ways in which their personal values may be directly or indirectly communicated to clients and be aware of how the power differential that exists within each counseling relationship may result in the imposition of their values. Although most counselors understand that directly communicating their values to clients is unacceptable, concerted effort and constant vigilance are necessary to avoid communicating their values indirectly. Without such vigilance, counselors may inadvertently communicate their personal values through nonverbal and extraverbal responses to client disclosures, by which client stories they focus on and which they avoid, by how convincingly they communicate caring and respect for a client, by which interventions they select, by the suggestions they make or the homework they assign, and by their willingness to continue seeing a client. In such ways, counselors may intentionally or inadvertently communicate their personal values to their clients.

    Although communication of one’s own values within an equal, reciprocal relationship would not constitute an imposition of values, communication of one’s personal values within an unequal relationship with a vulnerable client can result in the imposition of values. Zinnbauer and Pargament (2000) showed that, when a counselor’s values are communicated during psychotherapy, clients demonstrate a tendency to Francis & Dugger

    move toward adopting those values. Factors likely to contribute to such influence include the power differential present within the counseling relationship, the counselor’s perceived expertise, and the client’s vulnerability. Individuals who are most vulnerable to this potential imposition of values include clients or students in any setting where the choice of a counselor may be restricted (e.g., K–12 schools, small colleges and universities) or where professional services are limited to a handful of potential practitioners (e.g., clients in rural or underserved areas).

    To be sure, though, the potential for an abuse of power exists in every counseling relationship, and clients are vulnerable to undue influence and microaggressions that can occur when a counselor communicates any personal values that are contrary to those of the client (Sue, 2010; Zinnbauer & Pargament, 2000). When clients are struggling with issues about which they feel confused, conflicted, or ambivalent, even the most subtle communication of personal values has a likelihood of swaying a client to act in accordance with the counselor’s values rather than facilitating the client’s exploration of his or her own values. In this way, values can be imposed. Therefore, the expectation that counselors take special care in not imposing their values is especially important in demonstrating respect for each client’s right to make choices in accordance with his or her own personal beliefs and standards and in avoiding discriminatory practices. In the absence of such restraint, counselors place clients at risk for harm in ways that may be blatant or subtle and rationalized as a means to providing the best care for the client (Shiles, 2009; Sue, 2010).

    ### Value Conflicts

    Although the
    _ACA Code of Ethics_ (ACA, 2005) prescribes expectations for professional behavior, the ultimate hope is that each individual counselor will internalize the profession’s collective values. The preamble of the
    _ACA Code of Ethics_ delineates this:

    Professional values are an important way of living out an ethical commitment. Values inform principles. Inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization. (ACA, 2005, preamble)

    | |
    | — |
    | 132 Journal of Counseling & Development ■ April 2014 ■ Volume 92 |

    Such internalization, however, does not always occur. This lack of internalization is most likely when there are areas of conflict between an individual’s personal values and the profession’s collective values as articulated by the
    _ACA Code of Ethics_ (ACA, 2005)
    _._ Such value conflicts are the focus of this special section. Specifically, this special section is designed to address the dilemmas that occur when an individual counselor’s personal values conflict with the profession’s collective Introduction to the Special Section

    values as communicated in its code of ethics. At the heart of these dilemmas is the issue of how best to protect clients from harm that may result from counselors acting in accordance with their personal values and in violation of the collective values of the profession.

    Recent and Not-So-Recent

    ### Value Conflicts

    Recent court cases (i.e.,
    _Keeton v. Anderson-Wiley,_ 2010;
    _Ward v. Wilbanks,_ 2009) challenged the profession about what to do when the personally held values of counselors are in conflict with the
    _ACA Code of Ethics_(ACA, 2005)
    _._ The aformentioned court cases focused on a specific conflict between the personal values of some counselors and the collective values of the profession. Whereas the profession values diversity, prohibits discrimination on the basis of sexual orientation (and many other factors), and requires that “counselors gain knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population” (ACA, 2005, Standard C.2.a.), some counselors and counselors-in-training object to the idea of providing counseling services to nonheterosexual clients in any manner that could be mistaken for acceptance of their lifestyle. They contend that any requirement for them to do so is discriminatory against their constitutional right to practice in accordance with their religious beliefs. In contrast, the profession (via ACA) argued that communication of such beliefs reflects an imposition of one’s personal values and that a refusal to see nonheterosexual clients represents discrimination on the basis of sexual orientation (Ex. at Sep. 30, 2009; see also http://www.counseling.org/resources/pdfs/ EMUamicusbrief.pdf).

    Central to this dilemma for some counselors is a belief that the only ways to honor their personal and/or religious beliefs as counselors are by directly communicating one’s values to the client, refusing to discuss same-sex relationships with clients, or implementing a policy of automatically referring nonheterosexual clients to other counselors. We respectfully disagree with this belief and offer a discussion of a much less recent dilemma to illustrate another possibility. Whereas sexual orientation and gay rights are the hot-button issues of the day that most frequently conflict with religious beliefs, a different issue caused similar controversy in the 1960s. That decade was marked by the sexual revolution and an increasing level of societal acceptance of sexual activity outside of marriage. This issue, too, caused great consternation for people who held religious beliefs against such activity.

    One can easily imagine a counselor in 1965 feeling deeply conflicted when faced with a client engaged in sexual activity outside of marriage; the counselor’s conflict would have reflected religious beliefs that were opposed to such activity. If counselors also believed that the only way they could honor

    their religious convictions was to communicate their values to the client, refuse to discuss extramarital sexual relationships with clients, or implement a policy of automatically referring those clients to other counselors, how would this action have affected those clients? As it happens, Carl Rogers encountered just such a client, and his session with “Gloria” was recorded on a widely disseminated training video that is still used today (Shostrom, 1965) and is now available on YouTube.

    Although we do not know what religious beliefs Carl Rogers held or whether he experienced any value conflict when counseling Gloria, we do know that (a) Gloria revealed her participation in casual sexual relationships after her recent divorce and (b) her counselor could have experienced a value conflict in this situation. In a particularly tender point in the session, Gloria expressed feeling guilty about engaging in these sexual relationships and guilty for lying to her daughter about it. When Gloria directly asked Carl Rogers what she should do, she was clearly vulnerable to an imposition of his values. Consider how the following possible responses—none of which were made by Carl Rogers—could have affected Gloria:

    · “This is your life and you can do as you like, but I believe that sex outside of marriage is a sin.”

    · “Your sexual relationships aren’t something I am comfortable discussing with you. What else would you like to talk about?”

    · “I know a great counselor across town who specializes in these issues, and I would like to refer you.”

    Our hope is that the potential harm that could befall Gloria as a result of such responses is clearly evident. Already feeling guilty, Gloria was especially vulnerable to signs of disapproval or rejection. Carl Rogers’s actual response offered neither. Additionally, and very importantly, his response also did not communicate acceptance. Instead, he acknowledged hearing Gloria’s plea for advice about what to do and communicated that, although he wished he could tell her what she should do, this was a very personal decision that only she could make.

    For counselors facing any similar dilemma involving a conflict between their personal value system and the profession’s values, we suggest that this approach may offer a way to resolve the conflict. This nondirective approach does not violate the
    _ACA Code of Ethics_ (ACA, 2005) and allows a counselor to honor personal religious beliefs. It simply does not involve communicating those beliefs to the client via direct statements; indirect, selective attention to topics; or referrals.

    ### Focus of the Special Section

    | |
    | — |
    | Journal of Counseling & Development ■ April 2014 ■ Volume 92 133 |

    Each of the articles in this special section addresses the issue of value conflicts and explores means by which they might be

    reconciled. The section begins with three articles addressing the recent
    _Ward v. Wilbanks_ (2009) court case. In the opening article, Suzanne Dugger and Perry Francis describe the case and offer insights into the lessons learned. Next, ACA’s chief professional officer, David Kaplan, analyzes the ethical implications of the case and describes ACA’s position on the issues raised by this case. Then, Barbara Herlihy, Mary Hermann, and Leigh Greden explore the legal and ethical implications of using religious beliefs as the basis for refusing to counsel certain clients.

    The section then shifts from this narrow focus on the
    _Ward v. Wilbanks_ (2009) case to a broader exploration of value-based conflicts within the counseling profession. In her article, Irene Ametrano addresses ways in which counselor educators can teach ethical decision making and help students reconcile their personal values with the profession’s values. Also addressing ways to prepare future counselors to deal with values conflicts, Joy Whitman and Markus Bidell’s article explores ways to bridge the gap between religious beliefs and affirmative counselor education. In the next article, Markus Bidell explores the experience of individual counselors experiencing discord between their conservative religious beliefs and the expectation that they, as professional counselors, will not discriminate in offering positive regard to clients. Next, Michael Kocet and Barbara Herlihy reveal their newly developed model for ethical decision making. This model is focused on addressing value-based conflicts that may arise within a counseling relationship.

    Finally, this special section concludes with two articles dedicated to exploring the perspectives of various religions pertaining to sexual orientation and value conflicts. Richard Balkin, Richard Watts, and Saba Ali offer Jewish, Christian, and Muslim perspectives on the intersection of faith, race, and sexual orientation. In the final article, Devika Choudhuri Francis & Dugger

    and Kurt Kraus address ways in which Buddhist perspectives may be useful in reconciling value conflicts that arise in counseling.

    ### References

    American Counseling Association. (2005).
    _ACA code of ethics_. Alexandria, VA: Author.

    Corey, G., Corey, M. S., & Callanan, P. (2011).
    _Issues and ethics in the helping professions_(8th ed.). Belmont, CA: Brooks/Cole.

    DeMitchell, T. A., Hebert, D. J., & Phan, L. T. (2013). The university curriculum and the constitution: Personal beliefs and professional ethics in graduate school counseling programs.
    _Journal of College and University Law, 39,_ 303–344.

    Gorman, E. H., & Sandefur, R. L. (2011). “Golden Age,” quiescence, and revival: How the sociology of professionals became the student of knowledge-based work.
    _Work and Occupation, 38,_ 275–302.

    Keeton v. Anderson-Wiley, No. 1:10-CV-00099-JRH-WLB, 733 F. Supp. 2d 1368 (S.D. Ga., Aug. 20, 2010).

    Shiles, M. (2009). Discriminatory referrals: Uncovering a potential ethical dilemma facing practitioners.
    _Ethics & Behavior, 19,_ 142–155.

    Shostrom, E. L. (Producer). (1965).
    _Three approaches to psychotherapy I_ [Video recording]. Corona Del Mar, CA: Psychological & Educational Films.

    Sue, D. W. (2010).
    _Microaggressions in everyday life: Race, gender, and sexual orientation_. Hoboken, NJ: Wiley.

    Ward v. Wilbanks, No. 09-CV-11237, Doc. 1 (E.D. Mich., Apr. 2, 2009).

    Welfel, E. R. (2010).
    _Ethics in counseling and psychotherapy: Standards, research, and emerging issues_(4th ed.).
    Belmont, CA: Brooks/Cole.

    Zinnbauer, B. J., & Pargament, K. I. (2000). Working with the sacred: Four approaches to religious and spiritual issues in counseling.
    _Journal of Counseling & Development, 78,_ 162–171.

    134 Journal of Counseling & Development ■ April 2014 ■ Volume 92

    Copyright of Journal of Counseling & Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

    **## ProfessionalismEthicsandValueBasedConflictsArticle1.docx**

    Special Section: DOI: 10.1002/j.1556-6676.2014.00138.x

    Professionalism, Ethics, and

    Value-Based Conflicts in Counseling

    ## Professionalism, Ethics, and An Introduction to the Special Section

    Value-Based Conflicts in Counseling:

    Perry C. Francis and Suzanne M. Dugger,
    _Guest Editors_

    This introduction to this special section of the
    _Journal of Counseling & Development_ explores the importance of a code of ethics to the establishment and maintenance of a profession. Recognizing a code of ethics as a communication of a profession’s collective values and expectations, the editors of this special section acknowledge the dilemmas that arise when a counselor’s personal values do not align with the profession’s collective values. The authors of each article address value-based conflicts in counseling.

    _Keywords:_ counselor training, ethics, litigation, religion, LGBT

    The primary purpose of a code of ethics, for any profession, is to establish norms and expectations for practitioners in order to collectively minimize the risk of harm to clients and the general public (Welfel, 2010). In a broader sense, a code of ethics is also a reflection of the profession’s collective values and moral principles. Indeed, the establishment of a code of ethics, which communicates a normative orientation to the service of others and a commitment to protect the welfare of clients, is considered the “hallmark of professionalism” (Gorman & Sandefur, 2011, p. 279). Promulgation of a code of ethics places the needs and interests of clients over and above the personal needs or values of any individual member of the profession (DeMitchell, Hebert, & Phan, 2013; Gorman & Sandefur, 2011). A code of ethics helps to ensure the primacy of client welfare by articulating a profession’s collective set of values and communicating standards of practice for all members of that profession. Because laws set the minimum standards of acceptable behavior, ethical standards often exceed the legal requirements articulated in federal and state laws (Corey, Corey, & Callanan, 2011). Entry into and continued association with a profession requires all of its practitioners to make a commitment that they will abide by the profession’s code of ethics and the profession’s collective values as reflected in that code.

    By all measures, counseling is a profession (Gorman & Sandefur, 2011). Counseling is a vocation that requires individuals to obtain specific, university-based training to acquire expertise in a specialized set of knowledge and skills; confers status and power upon its members; has an established national association through which it establishes a collective identity, communicates professional values, disseminates scholarly research, and advocates for its members; and regulates itself through licensure and a code of ethics.

    Although counselors vary with regard to specializations and/or the settings in which they practice, they are united as a single profession through the American Counseling Association (ACA). Through this umbrella association, counselors of varied specializations come together for the purposes of promoting a shared professional identity, protecting clients, and promulgating the
    _ACA_ _Code of Ethics_ (ACA, 2005) to which all members must adhere. In addition, many counselors join divisions within ACA, which are focused on more specialized areas of practice (e.g., college or school counseling) or shared goals or ideals (e.g., social justice). When these divisions have established their own code of ethics, those codes are designed to supplement, not supplant, the
    _ACA Code of Ethics_. As such, their members are responsible for adhering to those specialized ethical standards and the
    _ACA Code of Ethics_.

    ### Values and Expectations Communicated by the _ACA Code of Ethics_

    | |
    | — |
    | **Perry C. Francis** and <br>**Suzanne M. Dugger,** Department of Leadership and Counseling, Eastern Michigan University. Correspondence concerning this article should be addressed to Perry C. Francis, Department of Leadership and Counseling, Eastern Michigan University, 135 Porter Building, Ypsilanti, MI 48197 (e-mail: pfrancis@emich.edu). <br> <br>© 2014 by the American Counseling Association. All rights reserved.<br>Journal of Counseling & Development ■ April 2014 ■ Volume 92 131 |

    The collective values of the counseling profession are communicated in the
    _ACA Code of Ethics_ (ACA, 2005). Included within these values and most relevant to this special section are the recognition of each client’s inherent worth and dignity; a respect for each client’s uniqueness, autonomy, and right

    to self-determination; an honoring of human growth and development; and a respect for diversity within our clientele and a valuing of cultural competence in counselors. Related to the communication of these values, ACA (2005) also communicated expectations for professional behavior, stating “the primary responsibility of counselors is to respect the dignity and promote the welfare of clients” (Standard A.1.a.).

    Toward this goal, professional counselors are expected to conduct themselves in ways that demonstrate a genuine valuing of each client as a unique individual, that honor each client’s right to make choices in accordance with his or her own personal beliefs and standards, and that facilitate each client’s growth within a myriad of developmental domains (ACA, 2005, preamble). Professional counselors are also expected to constantly strive toward increased levels of cultural competence (Standard C.2.a.) and to avoid discriminatory practices with respect to a wide variety of cultural dimensions (Standard C.5.). Indeed, competence as a professional counselor is contingent upon one’s ability to “embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts” (ACA, 2005, preamble). In respecting the diversity of clients, professional counselors must be “aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values” (ACA, 2005, Standard A.4.b.).

    ### Values, Power, and Potential for Harm

    In light of the prohibition against counselors imposing their values on clients, counselors should recognize the ways in which their personal values may be directly or indirectly communicated to clients and be aware of how the power differential that exists within each counseling relationship may result in the imposition of their values. Although most counselors understand that directly communicating their values to clients is unacceptable, concerted effort and constant vigilance are necessary to avoid communicating their values indirectly. Without such vigilance, counselors may inadvertently communicate their personal values through nonverbal and extraverbal responses to client disclosures, by which client stories they focus on and which they avoid, by how convincingly they communicate caring and respect for a client, by which interventions they select, by the suggestions they make or the homework they assign, and by their willingness to continue seeing a client. In such ways, counselors may intentionally or inadvertently communicate their personal values to their clients.

    Although communication of one’s own values within an equal, reciprocal relationship would not constitute an imposition of values, communication of one’s personal values within an unequal relationship with a vulnerable client can result in the imposition of values. Zinnbauer and Pargament (2000) showed that, when a counselor’s values are communicated during psychotherapy, clients demonstrate a tendency to Francis & Dugger

    move toward adopting those values. Factors likely to contribute to such influence include the power differential present within the counseling relationship, the counselor’s perceived expertise, and the client’s vulnerability. Individuals who are most vulnerable to this potential imposition of values include clients or students in any setting where the choice of a counselor may be restricted (e.g., K–12 schools, small colleges and universities) or where professional services are limited to a handful of potential practitioners (e.g., clients in rural or underserved areas).

    To be sure, though, the potential for an abuse of power exists in every counseling relationship, and clients are vulnerable to undue influence and microaggressions that can occur when a counselor communicates any personal values that are contrary to those of the client (Sue, 2010; Zinnbauer & Pargament, 2000). When clients are struggling with issues about which they feel confused, conflicted, or ambivalent, even the most subtle communication of personal values has a likelihood of swaying a client to act in accordance with the counselor’s values rather than facilitating the client’s exploration of his or her own values. In this way, values can be imposed. Therefore, the expectation that counselors take special care in not imposing their values is especially important in demonstrating respect for each client’s right to make choices in accordance with his or her own personal beliefs and standards and in avoiding discriminatory practices. In the absence of such restraint, counselors place clients at risk for harm in ways that may be blatant or subtle and rationalized as a means to providing the best care for the client (Shiles, 2009; Sue, 2010).

    ### Value Conflicts

    Although the
    _ACA Code of Ethics_ (ACA, 2005) prescribes expectations for professional behavior, the ultimate hope is that each individual counselor will internalize the profession’s collective values. The preamble of the
    _ACA Code of Ethics_ delineates this:

    Professional values are an important way of living out an ethical commitment. Values inform principles. Inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization. (ACA, 2005, preamble)

    | |
    | — |
    | 132 Journal of Counseling & Development ■ April 2014 ■ Volume 92 |

    Such internalization, however, does not always occur. This lack of internalization is most likely when there are areas of conflict between an individual’s personal values and the profession’s collective values as articulated by the
    _ACA Code of Ethics_ (ACA, 2005)
    _._ Such value conflicts are the focus of this special section. Specifically, this special section is designed to address the dilemmas that occur when an individual counselor’s personal values conflict with the profession’s collective Introduction to the Special Section

    values as communicated in its code of ethics. At the heart of these dilemmas is the issue of how best to protect clients from harm that may result from counselors acting in accordance with their personal values and in violation of the collective values of the profession.

    Recent and Not-So-Recent

    ### Value Conflicts

    Recent court cases (i.e.,
    _Keeton v. Anderson-Wiley,_ 2010;
    _Ward v. Wilbanks,_ 2009) challenged the profession about what to do when the personally held values of counselors are in conflict with the
    _ACA Code of Ethics_(ACA, 2005)
    _._ The aformentioned court cases focused on a specific conflict between the personal values of some counselors and the collective values of the profession. Whereas the profession values diversity, prohibits discrimination on the basis of sexual orientation (and many other factors), and requires that “counselors gain knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population” (ACA, 2005, Standard C.2.a.), some counselors and counselors-in-training object to the idea of providing counseling services to nonheterosexual clients in any manner that could be mistaken for acceptance of their lifestyle. They contend that any requirement for them to do so is discriminatory against their constitutional right to practice in accordance with their religious beliefs. In contrast, the profession (via ACA) argued that communication of such beliefs reflects an imposition of one’s personal values and that a refusal to see nonheterosexual clients represents discrimination on the basis of sexual orientation (Ex. at Sep. 30, 2009; see also http://www.counseling.org/resources/pdfs/ EMUamicusbrief.pdf).

    Central to this dilemma for some counselors is a belief that the only ways to honor their personal and/or religious beliefs as counselors are by directly communicating one’s values to the client, refusing to discuss same-sex relationships with clients, or implementing a policy of automatically referring nonheterosexual clients to other counselors. We respectfully disagree with this belief and offer a discussion of a much less recent dilemma to illustrate another possibility. Whereas sexual orientation and gay rights are the hot-button issues of the day that most frequently conflict with religious beliefs, a different issue caused similar controversy in the 1960s. That decade was marked by the sexual revolution and an increasing level of societal acceptance of sexual activity outside of marriage. This issue, too, caused great consternation for people who held religious beliefs against such activity.

    One can easily imagine a counselor in 1965 feeling deeply conflicted when faced with a client engaged in sexual activity outside of marriage; the counselor’s conflict would have reflected religious beliefs that were opposed to such activity. If counselors also believed that the only way they could honor

    their religious convictions was to communicate their values to the client, refuse to discuss extramarital sexual relationships with clients, or implement a policy of automatically referring those clients to other counselors, how would this action have affected those clients? As it happens, Carl Rogers encountered just such a client, and his session with “Gloria” was recorded on a widely disseminated training video that is still used today (Shostrom, 1965) and is now available on YouTube.

    Although we do not know what religious beliefs Carl Rogers held or whether he experienced any value conflict when counseling Gloria, we do know that (a) Gloria revealed her participation in casual sexual relationships after her recent divorce and (b) her counselor could have experienced a value conflict in this situation. In a particularly tender point in the session, Gloria expressed feeling guilty about engaging in these sexual relationships and guilty for lying to her daughter about it. When Gloria directly asked Carl Rogers what she should do, she was clearly vulnerable to an imposition of his values. Consider how the following possible responses—none of which were made by Carl Rogers—could have affected Gloria:

    · “This is your life and you can do as you like, but I believe that sex outside of marriage is a sin.”

    · “Your sexual relationships aren’t something I am comfortable discussing with you. What else would you like to talk about?”

    · “I know a great counselor across town who specializes in these issues, and I would like to refer you.”

    Our hope is that the potential harm that could befall Gloria as a result of such responses is clearly evident. Already feeling guilty, Gloria was especially vulnerable to signs of disapproval or rejection. Carl Rogers’s actual response offered neither. Additionally, and very importantly, his response also did not communicate acceptance. Instead, he acknowledged hearing Gloria’s plea for advice about what to do and communicated that, although he wished he could tell her what she should do, this was a very personal decision that only she could make.

    For counselors facing any similar dilemma involving a conflict between their personal value system and the profession’s values, we suggest that this approach may offer a way to resolve the conflict. This nondirective approach does not violate the
    _ACA Code of Ethics_ (ACA, 2005) and allows a counselor to honor personal religious beliefs. It simply does not involve communicating those beliefs to the client via direct statements; indirect, selective attention to topics; or referrals.

    ### Focus of the Special Section

    | |
    | — |
    | Journal of Counseling & Development ■ April 2014 ■ Volume 92 133 |

    Each of the articles in this special section addresses the issue of value conflicts and explores means by which they might be

    reconciled. The section begins with three articles addressing the recent
    _Ward v. Wilbanks_ (2009) court case. In the opening article, Suzanne Dugger and Perry Francis describe the case and offer insights into the lessons learned. Next, ACA’s chief professional officer, David Kaplan, analyzes the ethical implications of the case and describes ACA’s position on the issues raised by this case. Then, Barbara Herlihy, Mary Hermann, and Leigh Greden explore the legal and ethical implications of using religious beliefs as the basis for refusing to counsel certain clients.

    The section then shifts from this narrow focus on the
    _Ward v. Wilbanks_ (2009) case to a broader exploration of value-based conflicts within the counseling profession. In her article, Irene Ametrano addresses ways in which counselor educators can teach ethical decision making and help students reconcile their personal values with the profession’s values. Also addressing ways to prepare future counselors to deal with values conflicts, Joy Whitman and Markus Bidell’s article explores ways to bridge the gap between religious beliefs and affirmative counselor education. In the next article, Markus Bidell explores the experience of individual counselors experiencing discord between their conservative religious beliefs and the expectation that they, as professional counselors, will not discriminate in offering positive regard to clients. Next, Michael Kocet and Barbara Herlihy reveal their newly developed model for ethical decision making. This model is focused on addressing value-based conflicts that may arise within a counseling relationship.

    Finally, this special section concludes with two articles dedicated to exploring the perspectives of various religions pertaining to sexual orientation and value conflicts. Richard Balkin, Richard Watts, and Saba Ali offer Jewish, Christian, and Muslim perspectives on the intersection of faith, race, and sexual orientation. In the final article, Devika Choudhuri Francis & Dugger

    and Kurt Kraus address ways in which Buddhist perspectives may be useful in reconciling value conflicts that arise in counseling.

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    134 Journal of Counseling & Development ■ April 2014 ■ Volume 92

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