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– 2 years ago **files (1)** – ## assessment94inst.docx **## assessment94inst.docx** Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you've defined. Submit the proposed intervention to the faculty for review and approval. This solution need…
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**## assessment94inst.docx**
Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you've defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5–7 page analysis of your intervention.
Collapse All
**Introduction**
In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You've examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it's time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.
**Preparation**
In this assessment, you'll develop an intervention as a solution to the health problem you've defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:
· Creating an educational brochure.
· Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
· Creating a teaching plan for your patient, family, or group.
· Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:
· Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
· Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.
**Note**: As you revise your writing, check out the resources listed on the Writing Center's
[Writing Support](https://campustools.capella.edu/redirect.aspx?linkid=4646) page.
**Instructions**
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.
**Part 1**
Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
· Leadership.
· Collaboration.
· Communication.
· Change management.
· Policy.
· Quality of care.
· Patient safety.
· Costs to the system and individual.
· Technology.
· Care coordination.
· Community resources.
**Part 2**
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
· Summarize the patient, family, or population problem.
· Explain why you selected this problem as the focus of your project.
· Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
· Define the role of leadership and change management in addressing the problem.
· Explain how leadership and change management strategies influenced the development of your proposed intervention.
· Explain how nursing ethics informed the development of your proposed intervention.
· Include a copy of the intervention/solution/professional product.
· Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
· Identify the patient, family, or group.
· Discuss the benefits of gathering their input to improve care associated with the problem.
· Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
· Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
· Cite the standards and/or policies that guided your work.
· Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
· Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
· Cite evidence from the literature that supports your conclusions.
· Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
· Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
· Cite evidence from the literature that supports your conclusions.
· Write concisely and directly, using active voice.
· Apply APA formatting to in-text citations and references.
**Additional Requirements**
·
**Format**: Format the written analysis of your intervention using APA style.
[APA Style Paper Tutorial [DOCX]](https://campustools.capella.edu/redirect.aspx?linkid=4243) is provided to help you in writing and formatting your paper. Be sure to include:
· A title page and reference page. An abstract is not required.
· Appropriate section headings.
·
**Length**: Your paper should be approximately 5–7 pages in length, not including the reference page.
·
**Supporting evidence**: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
·
**Proofreading**: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.
**Portfolio Prompt**: Save your intervention to your
ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.
**Competencies Measured**
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
· Define the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of intervention/solution/professional product.
· Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
· Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
· Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
· Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
· Competency 5: Analyze the impact of health policy on quality and cost of care.
· Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
· Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
· Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
· Competency 8: Integrate professional standards and values into practice.
· Write concisely and directly, using active voice.
· Apply APA formatting to in-text citations and references.
**## assessment94inst.docx**
Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you've defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5–7 page analysis of your intervention.
Collapse All
**Introduction**
In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You've examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it's time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.
**Preparation**
In this assessment, you'll develop an intervention as a solution to the health problem you've defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:
· Creating an educational brochure.
· Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
· Creating a teaching plan for your patient, family, or group.
· Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:
· Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
· Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.
**Note**: As you revise your writing, check out the resources listed on the Writing Center's
[Writing Support](https://campustools.capella.edu/redirect.aspx?linkid=4646) page.
**Instructions**
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.
**Part 1**
Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
· Leadership.
· Collaboration.
· Communication.
· Change management.
· Policy.
· Quality of care.
· Patient safety.
· Costs to the system and individual.
· Technology.
· Care coordination.
· Community resources.
**Part 2**
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
· Summarize the patient, family, or population problem.
· Explain why you selected this problem as the focus of your project.
· Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
· Define the role of leadership and change management in addressing the problem.
· Explain how leadership and change management strategies influenced the development of your proposed intervention.
· Explain how nursing ethics informed the development of your proposed intervention.
· Include a copy of the intervention/solution/professional product.
· Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
· Identify the patient, family, or group.
· Discuss the benefits of gathering their input to improve care associated with the problem.
· Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
· Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
· Cite the standards and/or policies that guided your work.
· Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
· Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
· Cite evidence from the literature that supports your conclusions.
· Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
· Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
· Cite evidence from the literature that supports your conclusions.
· Write concisely and directly, using active voice.
· Apply APA formatting to in-text citations and references.
**Additional Requirements**
·
**Format**: Format the written analysis of your intervention using APA style.
[APA Style Paper Tutorial [DOCX]](https://campustools.capella.edu/redirect.aspx?linkid=4243) is provided to help you in writing and formatting your paper. Be sure to include:
· A title page and reference page. An abstract is not required.
· Appropriate section headings.
·
**Length**: Your paper should be approximately 5–7 pages in length, not including the reference page.
·
**Supporting evidence**: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
·
**Proofreading**: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.
**Portfolio Prompt**: Save your intervention to your
ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.
**Competencies Measured**
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
· Define the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of intervention/solution/professional product.
· Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
· Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
· Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
· Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
· Competency 5: Analyze the impact of health policy on quality and cost of care.
· Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
· Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
· Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
· Competency 8: Integrate professional standards and values into practice.
· Write concisely and directly, using active voice.
· Apply APA formatting to in-text citations and references.
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– 2 years ago **files (1)** – ## Discus-2.docx **## Discus-2.docx** [**Discussion: Evaluation of AWS Application Discovery Service**](https://learn.umgc.edu/d2l/lms/discussions/messageLists/frame.d2l?ou=1243513&tId=4831838&fId=0&threadId=0&postId=0&groupFilterOption=0) Contains unread posts Now that…
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– ## Discus-2.docx
**## Discus-2.docx**
[**Discussion: Evaluation of AWS Application Discovery Service**](https://learn.umgc.edu/d2l/lms/discussions/messageLists/frame.d2l?ou=1243513&tId=4831838&fId=0&threadId=0&postId=0&groupFilterOption=0)
Contains unread posts
Now that you have discussed the data migration and application migration strategies, you will discuss and evaluate AWS Application Discovery Service. You should ensure that you cover the following areas:
· What is agent-based discovery?
· What is agentless discovery?
· When would you use agent-based discovery?
· What are some of the advantages and disadvantages of agent-based discovery?
· When would you use agentless discovery?
· What are some of the advantages and disadvantages of agentless discovery?
· Feel free to discuss and compare any other application discovery tools that you may have used in the past.
**## Discus-2.docx**
[**Discussion: Evaluation of AWS Application Discovery Service**](https://learn.umgc.edu/d2l/lms/discussions/messageLists/frame.d2l?ou=1243513&tId=4831838&fId=0&threadId=0&postId=0&groupFilterOption=0)
Contains unread posts
Now that you have discussed the data migration and application migration strategies, you will discuss and evaluate AWS Application Discovery Service. You should ensure that you cover the following areas:
· What is agent-based discovery?
· What is agentless discovery?
· When would you use agent-based discovery?
· What are some of the advantages and disadvantages of agent-based discovery?
· When would you use agentless discovery?
· What are some of the advantages and disadvantages of agentless discovery?
· Feel free to discuss and compare any other application discovery tools that you may have used in the past.
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St. Augustine in the 5th Century held that we are free to make choices in life. This is the idea of free will. It may seem at first glance odd for a religious thinker to say that we have free will. After all, if God exists, then God created all things. God knows already what we will do. God can caus…
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Order on TutorsGallery →St. Augustine in the 5th Century held that we are free to make choices in life. This is the idea of free will. It may seem at first glance odd for a religious thinker to say that we have free will. After all, if God exists, then God created all things. God knows already what we will do. God can cause anything to occur. If we cause things to occur, that seems to be a limitation on the power of God and not make God all-powerful.
There are also religion traditions that say that we have no free will. There are some theologians in Islam who seem to suggest that is true. In order for this line of reasoning to hold true, one would need to believe free will is an illusion and that we have no control over how we live our lives, but rather that we are puppets moving and acting due to God's will and the powers of destiny and fate. And if this then in the case, how can we possibly be responsible for our actions?
The considerations above show us to what degree our religious beliefs can shape us. For instance, someone who believes in free will may experience way more guilt than someone who believes we don't have free will and thus aren't responsible for the choices (and consequences) of the actions we take.
Personal struggles with religion and ethics occur in many places, including in the healthcare arena. Consider the following: You are a nurse in a hospital. A 12 year-old was brought to the hospital by an ambulance. The parents have just arrived at the hospital. This 12 year-old has lost a large amount of blood and requires a transfusion. The parents happen to be members of a religion that believes that blood transfusions are immoral. They want to remove the child from the hospital and prevent the transfusion even if it means the death of the child. You have to decide whether or not you will participate in an action that violates the will of the parents and aid in providing blood for the child. If you choose to participate, and even if you are able to legally justify it, you have to think about the distress you are creating for the parents. If you refuse to aid here, you may be subject to retaliation from the hospital. What is the moral thing for the nurse to do here?
For the initial post, address the following questions:
1. What would a divine command ethicist say is the moral thing to do here? Why would they say that? Do you agree with the divine command ethics? Why or why not?
2. Evaluate what a natural law ethicist would say is right to do. Do you agree with them? Why or why not?
3. Given what you said are the right things to do, what would an emotivist say about your positions and judgments? What role does subjectivity play here in determining what is ethical?
Rachels, S., & Rachels, J. (2022). _The elements of moral philosophy_(10th ed.). Mcgraw-Hill Education.
– 2 years ago
– 2 years ago **files (1)** – ## Untitleddocument60.pdf **## Untitleddocument60.pdf** Class Discussion – Week 2 Before thinking about into conflict resolution, it is essential to conduct a conflict analysis. In Chapter 2 of "Constructive Conflicts," Kriesberg explores the origins of social conflicts…
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**files (1)**
– ## Untitleddocument60.pdf
**## Untitleddocument60.pdf**
Class Discussion – Week 2
Before thinking about into conflict resolution, it is essential to conduct a conflict analysis.
In Chapter 2 of "Constructive Conflicts," Kriesberg explores the origins of social
conflicts, presenting various theoretical explanations. The chapter introduces several
fundamental theoretical ideas.
Please relate any of these ideas for this week's discussion to a specific conflict
example. This example can be a personal experience, a historical conflict, a current
one, etc. Consider aspects such as inequality, status, power, values, beliefs, etc., all
discussed in the chapter.
In its basic form, a theory aims to explain a phenomenon, shedding light on why
something occurs the way it does. As you explore a form or specific case of social
conflict, think critically about explaining. Your discussion post will serve as your initial
conflict analysis.
Examples
1. There were a few theories that I felt really draw attention to some of the
conflict happening today all over the world but specifically here in the
United States.
I would say the United States is pretty divided on just about everything, you can find like
minded people, groups and friends who will agree with you but for the most part there is
division wherever you go. I would say though with the cultural and religious diversity that
is to be expected, not everyone has to agree about everything and conflict is bound to
happen.
However, there was an event recently that happened and I won't go into depth about
what happened but it started the conversation of what life mean especially when it
comes to health care and insurance. During this time there was a large number of
Americans who were really connected on this issue. People from different cultural and
political backgrounds all seemed to be agreement that insurance companies are evil.
For lack of a better phrase that's the word I used.
Now most of the people who were posting videos on platforms like Twitter, TikTok,
Facebook and many others all voiced their own stories of dealing with insurance
companies and I can even share my own. My family falls under my dad's insurance and
they aren't great. When my mom needed her medication for her type 2 diabetes they
would not cover it, this was expensive but life saving medication. She would have died
without it but for the longest time they wouldn't cover it, they kept telling her it was her
doctors but it was them. My mom now just pays for it out of pocket because she can't be
without it.
There were so many stories like this, about multiple insurance companies. People
whose family members couldn't get cancer care, people whose insurance wouldn't
cover their infants time in the NICU, hundreds of stories of this problem. Now this isn't
really a new feeling, but the event that happened had people coming together and
talking about why healthcare in the US is so bad and why it needs to change. People
from all types of backgrounds were talking about the need for change.
Now this really is just my personal outlook but from what I've seen this is really the most
united I had seen people in a while. Even the news stations were reporting about how
people were calling for better changes and considering there are some people out there
who fall in the political area that is against most universal things, healthcare was not
one of them. People want to be able to live, they want their families to live and they
don't want to be left with a half a million dollar bill while an insurance owners make
millions.
Now there were a few theories I could cite from Kriesberg for my analysis starting with
Relations Between Adversaries on page 36. "The adversaries themselves frequently
cite these factors, each side attributing the conflict to the other side's actions. Analysts
frequently point to the relations between the adversaries as the crucial source of their
conflict."(Kriesberg, 36). I could be reading this wrong too so correct me if my analysis
doesn't fit, but this really does relate back to the conflict I wrote about. While there is still
division in the US, it became less in a way. I would say people who aren't the one
percent and who are stuck with terrible insurance plans(primarily the working class and
those 26 and older) were more connected. Kriesberg writes that people divide and
define themselves infinitely but in this moment the division became more clear. This was
really about class and the power dynamic. It became clear from hearing about the
people who have lost family members or people who might not even pay off a hospital
bill in their lifetime. "Some divisions are well established, antedating the emergence of a
particular conflict. They may have been formed in the course of a long-past
fight."(Kriesberg, 36). This is an issue that has been bubbling under the surface for a
long time and I would say that a lot more people are really starting to divide themselves
based on that class and power imbalance.
I did also want to add in a few points from Kriesberg on Inequalities in Class, Status
and Power, I know I touched on a few of my own points but wanted to add it to my
analysis. "The idea that inequality universally produces conflict rests on assumptions
about human nature."(Kriesberg, 37). Kriesberg does go on to write about things being
desirable and that there is a basis for cooperation as well as conflict but that also
depends on social conditions. I would say that inequality(in this instance) has created
conflict. People want to live, they want to be healthy and they should be able to go to
the doctors office and hope that insurance will cover the cost of life saving treatment,
whether that be an operation, medicine, or anything else. It is no surprise that conflict
has risen over this.
2. The conflict I’m sharing revolves around a difference in parenting
philosophies between me and the parent of my child’s friend, whom I’ll call
Jim. My husband and I hosted a Halloween gathering for the
neighborhood kids, with invitations specifying the party would run from
3:30 to 5:30 p.m., featuring pre-trick-or-treat pizza, fruit, and games. We
served food for everyone, even offering beer and wine for the adults
though my husband and I don’t drink alcohol ourselves.
The kids enjoyed games and admired each other’s costumes and at 5:30, I
announced, “Time to head out for trick-or-treating. Party’s over.” My husband
agreed to take the kids trick-or-treating while I stayed home to clean up and hand
out candy. To my surprise, several parents returned to my house a couple of
hours later with their kids, assuming the party was still on. Unsure if my husband
had invited them back (he hadn’t), I didn’t turn them away. Tired but
accommodating, I sent the kids downstairs for a candy exchange and a
kid-appropriate Halloween movie, while I served drinks again to the parents.
During the middle of a conversation the adults were having, Jim suddenly said,
“Christina, is this REALLY what you had in mind when you invited us? The kids
are just parked in front of the TV, shoveling candy in their mouths.” I was shocked
by his rudeness, especially as a guest in my home after I had hosted and fed his
family. I knew Jim didn’t allow his children to watch TV or movies at home—a rule
I’d respected when my son visited—but we were at my house, and it was his
choice to let his child stay.
Upset but keeping my composure, I walked downstairs and turned off the movie,
telling the kids they could exchange candy but not eat any of it. Back upstairs, I
told Jim, “To be honest, I wasn’t expecting guests at this hour. The invitation said
the party ended at 5:30 p.m. It’s 8:00 p.m.” I then made a small display of
cleaning the kitchen counters and yawning. Jim left soon after, clearly unhappy,
and we haven’t interacted since.
I was pretty upset after Jim left my home, feeling like I was being judged unfairly
and having received a rude comment in front of a room full of guests. Not only
were the kids having the time of their lives, but we had paid for all of the food,
games, beer, wine, and party favors, and I had clearly stated on the invitation that
the party was over at 5:30 p.m. I wasn’t judging Jim for raising his voice a little
too much or knocking back a few too many drinks in front of his kids (something
that went against my own parenting philosophy), so why should Jim judge me for
letting our kids watch It's the Great Pumpkin, Charlie Brown and eating a few
pieces of candy?
The incident has me reflecting on how parenting philosophies can clash and how
those differences are sometimes framed through biases. Using the lens of
in-group and out-group categorizations described in Chapter 2 of Constructive
Conflicts (p. 35), it seems Jim may have divided parents into groups based on
their shared values. To him, the “in-group” likely consisted of parents who
completely prohibit technology use for children, while I fell into the “out-group”
because I allow my son to occasionally watch TV or movies. This might have led
him to overgeneralize and assume that because I allow technology, I don’t
prioritize my child’s mental health or education. In reality, my children are deeply
loved, bright, kind, and creatively stimulated in many ways—qualities I wish all
parents would respect and support
**## Untitleddocument60.pdf**
Class Discussion – Week 2
Before thinking about into conflict resolution, it is essential to conduct a conflict analysis.
In Chapter 2 of "Constructive Conflicts," Kriesberg explores the origins of social
conflicts, presenting various theoretical explanations. The chapter introduces several
fundamental theoretical ideas.
Please relate any of these ideas for this week's discussion to a specific conflict
example. This example can be a personal experience, a historical conflict, a current
one, etc. Consider aspects such as inequality, status, power, values, beliefs, etc., all
discussed in the chapter.
In its basic form, a theory aims to explain a phenomenon, shedding light on why
something occurs the way it does. As you explore a form or specific case of social
conflict, think critically about explaining. Your discussion post will serve as your initial
conflict analysis.
Examples
1. There were a few theories that I felt really draw attention to some of the
conflict happening today all over the world but specifically here in the
United States.
I would say the United States is pretty divided on just about everything, you can find like
minded people, groups and friends who will agree with you but for the most part there is
division wherever you go. I would say though with the cultural and religious diversity that
is to be expected, not everyone has to agree about everything and conflict is bound to
happen.
However, there was an event recently that happened and I won't go into depth about
what happened but it started the conversation of what life mean especially when it
comes to health care and insurance. During this time there was a large number of
Americans who were really connected on this issue. People from different cultural and
political backgrounds all seemed to be agreement that insurance companies are evil.
For lack of a better phrase that's the word I used.
Now most of the people who were posting videos on platforms like Twitter, TikTok,
Facebook and many others all voiced their own stories of dealing with insurance
companies and I can even share my own. My family falls under my dad's insurance and
they aren't great. When my mom needed her medication for her type 2 diabetes they
would not cover it, this was expensive but life saving medication. She would have died
without it but for the longest time they wouldn't cover it, they kept telling her it was her
doctors but it was them. My mom now just pays for it out of pocket because she can't be
without it.
There were so many stories like this, about multiple insurance companies. People
whose family members couldn't get cancer care, people whose insurance wouldn't
cover their infants time in the NICU, hundreds of stories of this problem. Now this isn't
really a new feeling, but the event that happened had people coming together and
talking about why healthcare in the US is so bad and why it needs to change. People
from all types of backgrounds were talking about the need for change.
Now this really is just my personal outlook but from what I've seen this is really the most
united I had seen people in a while. Even the news stations were reporting about how
people were calling for better changes and considering there are some people out there
who fall in the political area that is against most universal things, healthcare was not
one of them. People want to be able to live, they want their families to live and they
don't want to be left with a half a million dollar bill while an insurance owners make
millions.
Now there were a few theories I could cite from Kriesberg for my analysis starting with
Relations Between Adversaries on page 36. "The adversaries themselves frequently
cite these factors, each side attributing the conflict to the other side's actions. Analysts
frequently point to the relations between the adversaries as the crucial source of their
conflict."(Kriesberg, 36). I could be reading this wrong too so correct me if my analysis
doesn't fit, but this really does relate back to the conflict I wrote about. While there is still
division in the US, it became less in a way. I would say people who aren't the one
percent and who are stuck with terrible insurance plans(primarily the working class and
those 26 and older) were more connected. Kriesberg writes that people divide and
define themselves infinitely but in this moment the division became more clear. This was
really about class and the power dynamic. It became clear from hearing about the
people who have lost family members or people who might not even pay off a hospital
bill in their lifetime. "Some divisions are well established, antedating the emergence of a
particular conflict. They may have been formed in the course of a long-past
fight."(Kriesberg, 36). This is an issue that has been bubbling under the surface for a
long time and I would say that a lot more people are really starting to divide themselves
based on that class and power imbalance.
I did also want to add in a few points from Kriesberg on Inequalities in Class, Status
and Power, I know I touched on a few of my own points but wanted to add it to my
analysis. "The idea that inequality universally produces conflict rests on assumptions
about human nature."(Kriesberg, 37). Kriesberg does go on to write about things being
desirable and that there is a basis for cooperation as well as conflict but that also
depends on social conditions. I would say that inequality(in this instance) has created
conflict. People want to live, they want to be healthy and they should be able to go to
the doctors office and hope that insurance will cover the cost of life saving treatment,
whether that be an operation, medicine, or anything else. It is no surprise that conflict
has risen over this.
2. The conflict I’m sharing revolves around a difference in parenting
philosophies between me and the parent of my child’s friend, whom I’ll call
Jim. My husband and I hosted a Halloween gathering for the
neighborhood kids, with invitations specifying the party would run from
3:30 to 5:30 p.m., featuring pre-trick-or-treat pizza, fruit, and games. We
served food for everyone, even offering beer and wine for the adults
though my husband and I don’t drink alcohol ourselves.
The kids enjoyed games and admired each other’s costumes and at 5:30, I
announced, “Time to head out for trick-or-treating. Party’s over.” My husband
agreed to take the kids trick-or-treating while I stayed home to clean up and hand
out candy. To my surprise, several parents returned to my house a couple of
hours later with their kids, assuming the party was still on. Unsure if my husband
had invited them back (he hadn’t), I didn’t turn them away. Tired but
accommodating, I sent the kids downstairs for a candy exchange and a
kid-appropriate Halloween movie, while I served drinks again to the parents.
During the middle of a conversation the adults were having, Jim suddenly said,
“Christina, is this REALLY what you had in mind when you invited us? The kids
are just parked in front of the TV, shoveling candy in their mouths.” I was shocked
by his rudeness, especially as a guest in my home after I had hosted and fed his
family. I knew Jim didn’t allow his children to watch TV or movies at home—a rule
I’d respected when my son visited—but we were at my house, and it was his
choice to let his child stay.
Upset but keeping my composure, I walked downstairs and turned off the movie,
telling the kids they could exchange candy but not eat any of it. Back upstairs, I
told Jim, “To be honest, I wasn’t expecting guests at this hour. The invitation said
the party ended at 5:30 p.m. It’s 8:00 p.m.” I then made a small display of
cleaning the kitchen counters and yawning. Jim left soon after, clearly unhappy,
and we haven’t interacted since.
I was pretty upset after Jim left my home, feeling like I was being judged unfairly
and having received a rude comment in front of a room full of guests. Not only
were the kids having the time of their lives, but we had paid for all of the food,
games, beer, wine, and party favors, and I had clearly stated on the invitation that
the party was over at 5:30 p.m. I wasn’t judging Jim for raising his voice a little
too much or knocking back a few too many drinks in front of his kids (something
that went against my own parenting philosophy), so why should Jim judge me for
letting our kids watch It's the Great Pumpkin, Charlie Brown and eating a few
pieces of candy?
The incident has me reflecting on how parenting philosophies can clash and how
those differences are sometimes framed through biases. Using the lens of
in-group and out-group categorizations described in Chapter 2 of Constructive
Conflicts (p. 35), it seems Jim may have divided parents into groups based on
their shared values. To him, the “in-group” likely consisted of parents who
completely prohibit technology use for children, while I fell into the “out-group”
because I allow my son to occasionally watch TV or movies. This might have led
him to overgeneralize and assume that because I allow technology, I don’t
prioritize my child’s mental health or education. In reality, my children are deeply
loved, bright, kind, and creatively stimulated in many ways—qualities I wish all
parents would respect and support
[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) The first step of the strategic development process is to determine the “Where to Play” choice that will then help you identify the segment of the market you are targeting and the competitors you will face. – …
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The first step of the strategic development process is to determine the “Where to Play” choice that will then help you identify the segment of the market you are targeting and the competitors you will face.
– Download Strategy Project Company Selection Guidelines Strategy Project Company Selection Guidelines Download Strategy Project Company Selection Guidelines Review the Strategy Project Company Selection Guidelines Download Strategy Project Company Selection Guidelines and specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate. And specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate.and specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate. Project Company Selection Guidelines Download Strategy Project Company Selection Guidelines Review the Strategy Project Company Selection Guidelines Download Strategy Project Company Selection Guidelines and specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate. And specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate.and specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate.and specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate. [Strategy Project Company Selection Guidelines](https://canvas.strayer.edu/courses/18430/files/10393547//download?download_frd=1) [Download Strategy Project Company Selection Guidelines](https://canvas.strayer.edu/courses/18430/files/10393547//download?download_frd=1) and specify the company (and specific division or product if your company is large and diverse) you will use for Assignments 1, 2, and 3. Provide a brief description of the company and the overall market in which they operate.
– How would you define the Playing Field for this business? This should include focused parameters such as the market, segment, product, service, geography, and price where you will choose to compete. Narrow down the market to a particular segment based on customer and/or geography, and the company based on product or price.
– Using the guidance from Martin's article on Porter's Five Forces, as well as Chapters 2 and 3 from Sherman, what predictions do you have about the profitability of this Playing Field? Support your assessment by discussing each of Porter's forces as they relate to your company.
Using the company you have selected for your Strategy Development Project, describe one idea that they used to generate topline growth in the last three years.
_**Note**_ _: If you have chosen a company not in operation in the last three years, choose a close competitor in the industry to apply this week's topic._
As you describe and assess this move, refer specifically to Figure 4.1 (p. 77) in Chapter 4 of Sherman, and to the other readings from this week to support your response.
– How did this idea generate short-term growth, long-term growth?
– What, if any, countermoves were made by the competitors in response to the company's move (e.g., copying the move)?
– What costs, systems, or capabilities were necessary for this growth to occur?
– [\
\
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– 2 years ago
– 2 years ago **files (1)** – ## Untitleddocument61.pdf **## Untitleddocument61.pdf** Conflict Exercises – Week 2 Watch an episode of Gordon Ramsey's Kitchen Nightmares (or more if needed), available on YouTube (free), Netflix, or Hulu Plus (with a subscription). Identify every communication barrier…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## Untitleddocument61.pdf
**## Untitleddocument61.pdf**
Conflict Exercises –
Week 2
Watch an episode of Gordon Ramsey's Kitchen Nightmares (or more if needed),
available on YouTube (free), Netflix, or Hulu Plus (with a subscription). Identify every
communication barrier from Gordon's Dirty Dozen (refer to lecture notes and here
Links to an external site.
). Under each barrier, transcribe a segment illustrating that barrier (involving at least two
people in dialog). Find one example of each communication barrier and provide a clear
explanation. Ensure that you label and number each element distinctly. In other words,
a complete assignment should present a list from 1-12 with corresponding barriers,
dialogues, and explanations.
Example:
Barrier: Diagnosing
Dialog:
Gordon: You don't care anymore, do you?
French Chef: My food has been voted "Best Chef in Ventura County"
Explanation:
Gordon sets the stage for destructive communication by questioning the other Chef's
commitment. This diagnosis lacks helpfulness, putting the other Chef on the defensive
and hindering constructive dialogue. The response merely references the history of the
restaurant's success.
[https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)
[https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)
– Conflict Exercises – Week 2
**## Untitleddocument61.pdf**
Conflict Exercises –
Week 2
Watch an episode of Gordon Ramsey's Kitchen Nightmares (or more if needed),
available on YouTube (free), Netflix, or Hulu Plus (with a subscription). Identify every
communication barrier from Gordon's Dirty Dozen (refer to lecture notes and here
Links to an external site.
). Under each barrier, transcribe a segment illustrating that barrier (involving at least two
people in dialog). Find one example of each communication barrier and provide a clear
explanation. Ensure that you label and number each element distinctly. In other words,
a complete assignment should present a list from 1-12 with corresponding barriers,
dialogues, and explanations.
Example:
Barrier: Diagnosing
Dialog:
Gordon: You don't care anymore, do you?
French Chef: My food has been voted "Best Chef in Ventura County"
Explanation:
Gordon sets the stage for destructive communication by questioning the other Chef's
commitment. This diagnosis lacks helpfulness, putting the other Chef on the defensive
and hindering constructive dialogue. The response merely references the history of the
restaurant's success.
[https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)
[https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)
– Conflict Exercises – Week 2