Core Value Essay

Step 1: Initial Submission (earn up to 85% of the possible points for the assignment)
Your initial submission should include all of the following components:

Content
In this essay you will identify and explain 3-5 of your core values.
You will also discuss the origins of these core values.
Organization
Include an introductory paragraph, where you grab the reader’s attention, provide a transitional statement, give a clear thesis statement, and map out the 3-5 key points that will support your thesis. (review elements of an introduction)
Include 3-5 body paragraphs where you include details and examples to help you develop and support your key points. (review body paragraph structure)
End your essay with a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the “so what?” (review successful concluding paragraphs)
Step 1: Initial Submission (earn up to 85% of the possible points for the assignment)
Your initial submission should include all of the following components:

Content
In this essay you will identify and explain 3-5 of your core values.
You will also discuss the origins of these core values.
Organization
Include an introductory paragraph, where you grab the reader’s attention, provide a transitional statement, give a clear thesis statement, and map out the 3-5 key points that will support your thesis. (review elements of an introduction)
Include 3-5 body paragraphs where you include details and examples to help you develop and support your key points. (review body paragraph structure)
End your essay with a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the “so what?” (review successful concluding paragraphs)

Format and Length
At the top of the page, include your name, the assignment name, and a title that reflects your specific essay focus. (See example below.)
Your paper should be typed, double-spaced and in 11 or 12-point font.
Your final product should be a minimum of five paragraphs (about 700-1000 words) in length. However, the quality of the content of this essay is most important. Be sure to fully answer the prompt.Format and Length
At the top of the page, include your name, the assignment name, and a title that reflects your specific essay focus. (See example below.)
Your paper should be typed, double-spaced and in 11 or 12-point font.
Your final product should be a minimum of five paragraphs (about 700-1000 words) in length. However, the quality of the content of this essay is most important. Be sure to fully answer the prompt.

How did the classification of a microorganism change from kingdoms to domains of life?

Read both the following blog and article:

https://astrobiology.nasa.gov/news/the-three-domains-of-life/

https://www.nature.com/scitable/topicpage/the-two-empires-and-three-domains-of-14432998/

Answer the following questions in 1–2 double-spaced pages following APA (7th ed.) format:

How did the classification of a microorganism change from kingdoms to domains of life?
How do cell types (prokaryotes and eukaryotes) fit in the kingdom/domain classification systems?
Why don’t we classify viruses the same as living organisms?
What are the evolutionary relationships between the two empires and the three domains?

Using the best prose you possess, write an essay of 750-1250 words, evaluating the claims of need for the Non-Compete Clause Rule of appear in the Notice of Proposed Rulemaking

Evaluation in public policy has a storied history. It can be prospective or retrospective. It can be analytical, empirical or normative. It includes a wide-range of activities from social scientific research, from examination for conformity to “best practices,” performance management and thinly-veiled efforts to establish a predicate for policy change. Adapting a definition proposed by Evert Vedung to purposes of the present assignment, evaluation can be “a careful … assessment of … interventions, their organization, content, implementation and outputs or outcomes…” with some view to improvement of the intervention, understanding the consequences of the intervention and/or holding appropriate actors responsible. (p. 264)

Assignment: Using the best prose you possess, write an essay of 750-1250 words, evaluating the claims of need for the Non-Compete Clause Rule of appear in the Notice of Proposed Rulemaking (especially §§ II.A – II.C. [ pp. 6-61] and §§ VII [pp. 156-195]). The text of the proposal appears here:

Non-Compete Clause Rule (NPRM) https://www.regulations.gov/document/FTC-2023-0007-0001/comment. Links to an external site. (Accessed: January 19, 2023). [Not yet published in the Federal Register.]

The notice illustrates a common point: a critique of the status quo is often a starting point for new policy proposals. The assignment should be completed and submitted on Illinois Compass on the date indicated on the syllabus.

Additional instructions and suggestions:

Keep in mind, this assignment calls for an evaluation of the grounds offered for policy change — not the underlying conduct. This course doesn’t teach economics, engineering or epidemiology; it’s a class on political science. The evaluation needed is a task involving assessment of perspective, evidence and values embraced or used in other disciplines. As points of comparison, you may find it helpful to compare this text to published scholarly papers as well as any of the myriad reports now extent or soon to be generated by other units of the government, private think tanks, advocacy groups and others.

Your evaluation needs to offer grounds – much like the ones we discussed in class – for your assessment of the reports. It needs to go beyond a label or a grade. Of course identify things such as influence and treatment of stakeholders; perspective and function; selection of effects for evaluation; their criteria for judging effects; the standards by which performance on the criteria are judged; the evidence used to evaluate performance; the fairness of the conclusions drawn. Of course, consider the overall quality of the report and the use of sources, reference to other standards or metrics and so on.

Sometimes, I’m asked a question such as, “Are you just asking for our opinions?” In response, it might be helpful to compare this assignment asking for evaluation of reports to a review of wine. In commenting upon wine, some people will say simply, “I know what I like,” or they might offer a grade (e.g., “A”) or a score (87/100). That’s not an adequate review. With a wine, a critic might report that the wine is made of a particular grape, from a particular region or vineyard, with grapes squeezed and blended with a particular technique, and the result aged in a particular kind of barrel or vat. The critic might report the color, the aroma, the alcohol, the sweetness, acidity, tannins and body. All of these are facts. A connoisseur might, in addition, point out that if a wine were uncorked and allowed to “breathe” the taste might be different (and better). Or that a wine might be enhanced by serving with a particular dish. Or that a wine made with a similar grape and technique – in a different region – tastes differently in particular ways. And so on. In this assignment, I am asking students to become (novice) connoisseurs of policy evaluations. Yes, there are facts, and, yes, there are opinions involved, but the work of the connoisseur is deciding what to consider, noting what is important and explaining those choices about the item under review.

Purposes: The purposes of this assignment are giving students an opportunity to examine “real-world” policy analysis, to develop some sense of both the facticity and the plasticity in the enterprise of policy evaluation, to gain experience working with the different criteria rightly in evaluating public policy, and, of course, to write in the best prose they possess so that their work and learning in this class may be assessed.

Evert Vedung, “Four Waves of Evaluation Diffusion,” Evaluation 16(3):263-277 (2010)

Select 3 low scores (-) and explain what you believe to be the reason for the scores.

Read the case of the merger between Dime Savings Bank and Anchor (below). It was evident from the beginning that employees were positive about the merger yet confused about how things would work. While it seems that the Banks were able to work out a strategy, Figure 5.3 Detailed Scores, 1998 Predictive Model for Dime showed a few lower than average ratings (-). Considering the merger of the two banks, what would you attribute the lower than average ratings to?

1. Select 3 low scores (-) and explain what you believe to be the reason for the scores.

2. What external and internal factors would you have focused on pre-merger and post-merger?

It is expected that through research and critical analysis, your answers to each question will be more than two paragraphs. A paragraph in this course is 5+ well-structured sentences.
The class textbook and mandatory source is:
Burke, W. W. (2017). Organization Change: Theory and Practice (5th ed.). Sage Publications, Inc.
Please cite all sources in accordance with APA 7th edition.

CASE STUDY:

Dime Bancorp, Inc.
Dime Bancorp was the holding company for the Dime Savings Bank of New York, a regional financial enterprise serving customers and businesses through 120 branches or more, primarily in the greater New York City metropolitan area. Due to an acquisition in 1997, Dime also provided financial services and mortgage banking via more than 260 offices throughout the United States. The Dime case to be described was the result of a merger between the Dime Savings Bank and Anchor Savings Bank in January 1995. Our case begins with this merger. First, a little history.

Background
Dime was founded in 1859 as the Dime Savings Bank of Brooklyn. With a minimum deposit of a dime, the founder, William Edwards, encouraged all New Yorkers, even the most humble, to save. In 1862, the Dime was the first bank to offer banking by mail, permitting depositors fighting in the Civil War to send money to their families in the North.

It is interesting that Anchor was founded at about the same time, also in Brooklyn. Anchor also encouraged savings and focused on the local community as its primary market. Over the years, both Anchor and Dime grew by way of mergers and acquisitions that led to regional expansion and a broader range of services to individual customers and businesses.

With the merger of Dime and Anchor, a “merger of equals” as the deal was called in January 1995, it seemed at the time that with such similar histories and resemblances in size, revenues, customer base, and so on, one might assume that the two organizational cultures would be alike. In fact, the opposite was true: The two cultures were highly dissimilar! This conundrum was in part explained, however, by the idea of attractors, referred to later in the brief coverage of nonlinear complex systems theory in Chapter 7. Attractors are patterns of behavior with the dual characteristics of “sensitivity to initial conditions” and “stability.” The former characteristic suggests that the early history and founding of an organization is highly significant; that is, initial behaviors in the organization’s start-up phase that receive positive feedback become reinforced and stabilize quickly. These initial behaviors are quite specific, if not unique, to the situation at the time; therefore, they are distinct in nature, are likely to be undetectable at the time, and become entrenched over time as a consequence of consistent reinforcement. These small, undetectable behaviors loom large later and account for highly differentiated cultures, even though on the surface, judging on more macro similarities, one would assume likeness, not dissimilarity. Apparently, early in the development and growth of the Anchor Bank, attention to detail was rewarded. Their culture some 150 years later reflected this emphasis. Dime, on the other hand, was more concerned with the bigger picture and becoming a presence in the greater New York City area. This difference between the two banks, though perhaps minor over a century before, was highly significant at the time of the merger.

The respective CEOs of Dime and Anchor were quite aware of the differences in culture and therefore sought consultative help with the merger. The merger occurred because the two CEOs and their respective boards of directors realized that their pieces of the financial services pie were shrinking and that proceeding alone, as in the past, was probably not wise to ensure a successful future for their businesses and for their stakeholders. Commercial banks were dominant (and still are), whereas savings banks were fighting hard for new business. Thus, an intent of the merger was to become less savings and more commercial.

Once the merger became official and the two companies were one enterprise, three major initiatives were undertaken. First, a strategic planning process was launched to better understand how the resources of the two former companies could now be deployed to gain market share rather than losing share, which had been true for each of the two prior to the merger. Second, an organization-wide opinion survey was conducted (1) to determine the state of morale; (2) to assess employee understanding of the company’s strategy, its new culture, leadership, organizational structure, and so on; and (3) to establish an internal benchmark for future survey comparisons and to track trends and progress. The third early initiative was to draft a new mission statement for the merged organization. Each of the two companies had a mission statement, but these were discarded, and a task force consisting of 15 employees who represented the two merged banks and composed a cross-section of the organization was formed to draft the new mission statement. This task force tapped another 100 or so employees to get opinions and suggestions about what the mission content should be. After many drafts, they presented their statement to the top executive team and got further feedback and suggestions. The final version was then presented to the board of directors and was unanimously approved. This third initiative highly involved many people in the organization and consequently led to strong commitment to the new mission statement. Moreover, when the task force presented its final draft of the mission statement, it was given a standing ovation by the board.

Organizational Survey
The initial organizational survey, designed according to the Burke–Litwin model (see Chapter 10), revealed that most employees at all levels were positive about the merger, supported leaders at the very top of the organization, believed in the mission statement, and understood the overall business strategy, but they were not very clear about the newly merged organizational culture and structure and were critical in general of several system elements (such as information systems and compensation) and of leadership and management. As a consequence of these survey outcomes, a number of actions were taken. Changes were made to strengthen the information system (new management, updated software, etc.), the reward system was improved, some of the organization’s structure was changed, and a major initiative was launched to improve leadership and management, starting with the top 125 executives and managers.

The CEO was highly supportive of these change efforts deriving from the survey and served as a role model for leadership and change. Working closely with an external consultant who had been involved from the beginning, the CEO and the head of human resources authorized, planned, and implemented a major effort to clarify the organization’s culture and to develop and train managers in both leadership and management skills. Using the mission statement as a primary source, five values were extracted that seemed to represent the desired culture. In other words, corporate values were implicit within the mission statement. These values were then tested throughout the organization, and eventually, a sixth one was added. The six values served as content guides for determining a set of practices that were behavioral manifestations of these values. These 36 practices, 6 per value, were then used in a questionnaire for the purpose of providing feedback for the top 125 people in the company. A 2½-day leadership program was conducted for these top managers, and this feedback was the central element. Before the program, participants rated themselves on the 36 practices and simultaneously were rated by their respective bosses, peers, and subordinates. Other questionnaires were used as prework as well. During the program, all participants received this multirater feedback and could compare how they viewed themselves with how the other three rating sources perceived them on the same set of behavioral practices, the primary content of which was leadership. Six months later, these 125 top people participated in another 2½-day program, but this time the focus was on performance and project management. Multirater feedback was integral to this second program as well, coupled with a “Time 2” assessment of the earlier 36 leadership practices to see how these top managers were doing. The 125 also received intensive coaching on the feedback they received.

At about the same time that the leadership development program was launched, a second organization-wide survey was conducted using about 90% of the questions asked at Time 1, so comparisons could be made and trends determined. The ratings via a 5-point Likert-type scale showed that out of 125 questions asked at both Time 1 and Time 2 (about two years later), except for two items, which remained about the same, all ratings were higher at Time 2. Significant improvements had been made over the 2-year period, at least in the eyes of the employees (see Figure 5.1).

Combining data from the second survey and these multirater norms in summary form—that is, no individual was identified—trends and further problem areas could be discerned. For example, it became clear from these data that further work had to be done with helping managers do a better job in coaching and developing their subordinates. A further next step in this organization change effort was to cascade down to the next levels of management in the 2½-day programs on leadership and management.

Figure 5.1 1996/1998 Burke–Litwin Model Summary Scores for Dime

As can be seen from Figure 5.1, the survey items of both Time 1 and Time 2 and the results reported to the managers and employees of the bank were organized according to the Burke–Litwin model. Further statistical analyses within the framework of the model were conducted. For example, a regression analysis performed using the Time 2 results (1998) appeared to be associated with the respondents’ perceptions of organization performance. To be clear, the performance category was assessed by survey questions such as, “To what extent does the bank provide high quality customer service?” and “To what extent is the bank currently achieving the highest level of employee performance of which it is capable, given its existing resources and technology?” So their responses are perceptions of organizational performance, not performance measurements per se. Referring to Figure 5.2, it can be seen that employees’ responses to questions in the four model categories of business environment, mission and strategy, individual needs and values, and motivation had the strongest statistical relations with perceived organizational performance. Figure 5.3 provides a more detailed picture.

The specific items in Figure 5.3 that have a plus sign (+) in parentheses after the abbreviated survey statement indicate an above-average score on the survey (3.5 or greater); those that have a minus sign (−) indicate a below-average score (2.9 or less). All items listed in each of the four boxes (individual needs and values, motivation, mission and strategy, and the business environment) were positively correlated with perceived performance.

The message to the client went something like this:

The parts of the model that appear to be most positively related to employees’ perceptions of how well the Dime is performing include their views of the bank’s external business environment and their understanding of and commitment to the bank’s mission and strategy.

In other words, these transformational factors relate significantly and positively to perceived performance. These related perceptions could perhaps be reinforced even more so that a self-fulfilling prophecy could have more effect; that is, assuming that clarity about environment and mission and strategy relates positively to perceived performance, strengthening these perceptions might eventually influence organizational performance positively. The categories related to morale are problematic, however. Lower-than-average ratings on individual needs and values, especially work–personal life balance and motivation (e.g., employees’ perceptions of morale, empowerment, and control), may be contributing to a negative view of organizational performance and could be affecting performance adversely. It is therefore suggested that a thorough examination of people’s jobs in the bank be undertaken. This examination would include consideration of the following:

Figure 5.2 1998 Predictive Model for Dime

Degree of workload: Are some employees overloaded in their jobs and others not, or is it true that most people are overworked and an increase in hiring is warranted?
Feelings of empowerment and a related sense of having little control over changes in the bank: These need to be examined further; that is, do people have too much responsibility with too little authority?
Figure 5.3 Detailed Scores, 1998 Predictive Model for Dime

Working on these morale issues should improve motivation and, in turn, performance.

These exact words were not actually said to Dime employees, but the above statement does capture the message that was given. Of course, all the other items in the survey and the model categories were covered and explained. The regression analysis was conducted on the Time 2 results only. The important and exciting news was the increase from Time 1 to Time 2 in 123 of the 125 total survey items. Although it was not scientific proof that the desired changes at Dime were successful, the executives, managers, and employees believed nevertheless that positive change had occurred.

What has been briefly described—that is, from the original merger to these later action steps—spanned a period of more than four years. The financial services company continued to focus on organization change and improvement and sought growth of market share primarily by acquiring other, similar businesses.

In summary, it should be clear that this case represents organization change that is more revolutionary than evolutionary in nature, because the emphasis of change was mission and strategy and culture. A compelling case for change as a consequence of the merger was made by the respective leaders of both companies, and a disruption ensued as a consequence. The organization’s initial and continuing change process had been effective because of many factors; the main ones are as follows:

The CEO’s leadership, support for change, and modeling behavior
Change initiatives carefully planned and driven by data
An enlightened human resource leader and staff
Strategic change expertise provided by external consultants
Key changes made among the top 20 executives
Significant acquisitions of additional businesses

Significant change over the four-plus years described in this case had clearly been made. The fundamental nature of the business changed somewhat in that the organization made a deliberate effort to become more of a commercial and less of a savings bank. The merged culture was a bit more representative of one of the previous organizations than of the other, but it became a new culture nevertheless. Systems were significantly improved with the introduction of new technology. Moreover, shifting demographics caused changes in managers’ behavior; that is, they became more attuned and sensitive to individual differences.

The main objective of presenting the Dime case was to demonstrate how revolutionary change can be implemented and managed. Another objective was to provide an overview of the entire change effort at Dime so our major theme of organization change can be continued. In the case of Dime, the initial change was transformational, and as shown by the survey data, the transformational factors in the model were the primary levers for change: external environment, mission and strategy, leadership, and more gradually, culture. A business strategy for Dime at the time was to expand its business beyond the New York City metropolitan area. This expansion was to be via an acquisition either by Dime or of Dime by a larger company. The latter occurred in 2002 when Washington Mutual acquired Dime. A few years later Washington Mutual unfortunately experienced serious business problems and was gobbled up by bigger players. Perhaps if it had adopted more of Dime’s culture, leadership, and ways of doing business, it would have survived.

References
Burke, W. W. (2017). Organization Change: Theory and Practice (5th ed.). Sage Publications, Inc.

African American Art and its Context

To assess the QEP-PSR goals of this course, and the goal of the General Education and Distribution Requirements Assignment, students will analyze ONE work of African American art of their own choosing. It can be a painting, sculpture, photograph, video, drawing, or mixed media work. Ideally, it will be reproduced in color. It MUST be an African American artwork made sometime between 1850 and the present day.
You can choose one of the artists we have studied in class as your paper topic, either the work studied or another work by the same artist. These artists are: Jacob Lawrence, Mario Moore, Titus Kaphar, Aaron Douglas, James Van der Zee, Harriet Powers, Edmonia Lewis, Henry Tanner, Meta Fuller, and Faith Ringgold. Or you could choose from one of these other prominent, leading African American artists (listed from contemporary to older times):
Bisa Butler, Amy Sherald, Kara Walker, Mickalene Thomas, Lorna Simpson, Kehinde Wiley, Carrie Mae Weems, K wame Brathwaite, Gordon Parks, Romare Bearden, Augusta Savage, and Horace Pippin. You might also consider writing on a local Miami “star” – Purvis Young, born in Liberty City, who lived and worked in Overtown until his 2010 death. Or you can write the paper on another African American artist of your own choosing.

Most, if not all, of the information you will need for Part 1 (Biography) and Part 2 (Historical Context) of this assignment can be found in websites on the internet, though you are also encouraged to use print sources from the Barry Library, including the Reference books section. You need to have used at least FIVE or more sources; Wikipedia can be one of them. At the end of the paper, attach a list of the website URLs you used and the publication information for any print sources you used. You do NOT need to cite specific sources within the paper in the form of footnotes, endnotes, or in-text citations. Simply list the sources used.
EXTREMELY IMPORTANT: All writing must be your own; 100%. No one else can do the work for you. If you use the words of an internet or print source it is plagiarism (even if only a short phrase or single sentence is used). Plagiarism will result in an automatic “F.” No copying and pasting. You need to paraphrase/summarize the information you have learned online or in print into YOUR OWN WORDS AND PHRASING. That is part of the skill being developed by writing a research paper. Do not use any quotations in the paper.
The paper consists of the following four parts:
PART 1: Biography
An overview of the artist’s life and career, emphasizing not just facts but her/his achievements, the basis of their reputation or fame, innovations they are known for, reputation and recognition in their lifetime, etc.
PART 2: Historical Context
Summarize key aspects of the social and historical attitudes and behaviors of white American culture toward African Americans during the decades of the artist’s lifetime. Sketch a specific picture of what the artist faced in those particular years, as a person of color trying to succeed as an artist in a society with explicit or implicit racial biases.
PART 3: Visual Analysis
Identify and analyze the most important visual elements (from the class list of eight) and design principles (from the class list of six) used by the artist. Briefly discuss the content and meaning of the work.
PART 4: PSR Reflections
In this assignment, how did the experience of learning about this African American artist, their historical context, and analyzing her/his artwork, promote your respect and appreciation for their expression and art? In other words, how did this assignment help you to develop Personal and Social Responsibility (PSR) toward openness to this culture and its art? How did it reveal the way racial biases marginalize the artist’s work or established obstacles to practicing her/his art?Be as specific as possible in your reflection.
Also, briefly reflect on your reactions to the study of African American art in this course and how it may have impacted your attitudes.
Length of Paper: minimum 5 pages, maximum 6 pages of content. Minimum length for each section (can be longer): Part 1, Biography: one page; Part 2, Historical Setting: 1 ½ pages; Part 3, Visual Analysis: one page; Part 4, PSR reflection: 1 ½ pages. The paper should also include a cover page; an end page listing sources uses; and an image of the work you are writing about (this could appear on the cover page if you prefer). The paper’s typed, double-spaced text must not be larger than 12 pt. font, with 1-inch margins.

Case Studies: Information Warfare & Cyberterrorism

Write a three to four page paper outlining three major information warfare or cyberterrorism events that occurred around the globe in recent history. To complete the assignment:

For each of the three case studies you select, address all of the following:
Who was the victim of the cyberterrorism or information warfare campaign?
Who was the aggressor in the cyberterrorism or information warfare campaign?
What type of cyber attack occurred? (e.g. virus, malicious code, denial-of-service, hacking, etc.)
Explain how the technique was used and what the outcome was for the victim.
What has the victim (country or person) done since the cyber attack to prevent similar attacks from occurring, in the future?
Compare and contrast the different attacks. Based on your analysis, which cyber defense mechanisms you think are critical to preventing the recurrence of these types of cyber attacks in the future.
The paper must be three pages in length and formatted according to APA style. You must use at least three scholarly resources other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the UAGC Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course.

Carefully review the Grading RubricLinks to an external site. for the criteria that will be used to evaluate your assignment.Write a three to four page paper outlining three major information warfare or cyberterrorism events that occurred around the globe in recent history. To complete the assignment:

For each of the three case studies you select, address all of the following:
Who was the victim of the cyberterrorism or information warfare campaign?
Who was the aggressor in the cyberterrorism or information warfare campaign?
What type of cyber attack occurred? (e.g. virus, malicious code, denial-of-service, hacking, etc.)
Explain how the technique was used and what the outcome was for the victim.
What has the victim (country or person) done since the cyber attack to prevent similar attacks from occurring, in the future?
Compare and contrast the different attacks. Based on your analysis, which cyber defense mechanisms you think are critical to preventing the recurrence of these types of cyber attacks in the future.
The paper must be three pages in length and formatted according to APA style. You must use at least three scholarly resources other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the UAGC Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course.

Carefully review the Grading RubricLinks to an external site. for the criteria that will be used to evaluate your assignment.

How the show “House of Cards” pertains to public administration

The student will choose a movie or television episode regarding public administration.

1. The student will write a paper that introduces and discusses public administration concepts, explains the pertinent events of the movie or television episode regarding public administration, and analyzes how the movie or television episode portrays the public administration concepts covered in chapter 7 on administrative reform (not simply a summary of the movie!). Identify the main idea, discuss it, and analyze what happens using Kettl (2020).
2. The paper must be a Microsoft Word document or a PDF. The paper must be typed.
3. The paper should be formatted with 1-inch margins; single-spaced (spacing should be a “0” under the “before” and “after” sections); Times New Roman; 12 size font.
4. Use headings inside of the paper. At a minimum the paper needs Introduction, Discussion and Conclusion.
5. The introduction maps out the paper and has a thesis.
6. The discussion analyzes the movie or TV show using Kettl (2020) and one other resource. See point 9 below.
7. The Conclusion addresses the thesis and provides a takeaway relating to public administration.
8. Reflection, after you conclude, students should give a one paragraph personal reflection on what they learned.
9. Papers must contain correct academic citations. Do not use Wikipedia as a source. Papers that fail to use correct citation or do not contain any citations will be considered plagiarized and fall under academic dishonesty. Sources must be indicated within the body of the paper and in the reference section at the end of the paper (that does not count towards the paper’s length).
10. A minimum of 2 academic sources will be required for the paper (one source must be the textbook). APA format is the proper format.
11. Papers must include the student’s name on a cover page, which will not count towards the length of the paper. The cover page should include the title of the paper and the student’s name. The student will choose a movie or television episode regarding public administration.
1. The student will write a paper that introduces and discusses public administration concepts, explains the pertinent events of the movie or television episode regarding public administration, and analyzes how the movie or television episode portrays the public administration concepts covered in chapter 7 on administrative reform (not simply a summary of the movie!). Identify the main idea, discus it and analyze what happens using Kettl (2020).
2. The paper must be a Microsoft Word document or a PDF. The paper must be typed.
3. The paper should be formatted with 1-inch margins; single-spaced (spacing should be a “0” under the “before” and “after” sections); Times New Roman; 12 size font.
4. Use headings inside of the paper. At a minimum the paper needs Introduction, Discussion and Conclusion.
5. The introduction maps out the paper and has a thesis.
6. The discussion analyzes the movie or TV show using Kettl (2020) and one other resource. See point 9 below.
7. The Conclusion addresses the thesis and provides a takeaway relating to public administration.
8. Reflection, after you conclude, students should give a one-paragraph personal reflection on what they learned.
9. Papers must contain correct academic citations. Do not use Wikipedia as a source. Papers that fail to use correct citation or do not contain any citations will be considered plagiarized and fall under academic dishonesty. Sources must be indicated within the body of the paper and in the reference section at the end of the paper (that does not count towards the paper’s length).
10. A minimum of 2 academic sources will be required for the paper (one source must be the textbook). APA format is the proper format.
11. Papers must include the student’s name on a cover page, which will not count towards the length of the paper. The cover page should include the title of the paper and the student’s name.

Music and Sound

Question: Musical elements can combine to give us a relaxing and soothing experience. Name one musical album/song/artist that creates some type of mental/emotional “experience,” or mood for you – why do you like or dislike this work of art?
answer
The song that gives me a great experience is thank you Jesus for the blood. When I am listening to this song it makes me feel great that’s why I listen to it every time I feel alone. I like this song because I feel the presence of God whith me.

Motivating employees and the value of doing it.

Please provide a summary of the topic I selected. Please reflect on why this topic was chosen and why you think it is essential. What was learned? How is it relevant in today’s world? How can some aspect of the topic be applied to your work, student, daily life, and future endeavors?

Chronic pain, pain management, and opioid addiction

Complete this assessment in two parts.
Part 1
Assess the effect of the patient, family, or population problem you defined in the previous assessment on the quality of care, patient safety, and costs to the system and individual. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Document the time spent (your practicum hours) with these individuals or group in the Academic Portal Volunteer Experience Form.
Part 2
Report on your experiences during your first 2 practicum hours, including how you presented your ideas about the health problem to the patient, family, or group.–Ten patients with chronic pain, opioid addiction, and pain treatment will be the subject, family, or group of this study. These individuals will be chosen from a range of settings, including outpatient clinics, emergency rooms, and primary care. These individuals will be chosen based on their desire to engage in the research, history of opioid use, and diagnosis of chronic pain.
Whom did you meet with?
What did you learn from them?
Comment on the evidence-based practice (EBP) documents or websites you reviewed.
What did you learn from that review?
Share the process and experience of exploring the influence of leadership, collaboration, communication, change management, and policy on the problem.
What barriers, if any, did you encounter when presenting the problem to the patient, family, or group?
Did the patient, family, or group agree with you about the presence of the problem and its significance and relevance?
What leadership, communication, collaboration, or change management skills did you employ during your interactions to overcome these barriers or change the patient’s, family’s, or group’s thinking about the problem (for example, creating a sense of urgency based on data or policy requirements)?
What changes, if any, did you make to your definition of the problem, based on your discussions?
What might you have done differently?

Requirements
The assessment requirements, outlined below, correspond to the scoring guide criteria, 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.
Explain how the patient, family, or population problem impacts the quality of care, patient safety, and costs to the system and individual.
Cite evidence that supports the stated impact.
Note whether the supporting evidence is consistent with what you see in your nursing practice.
Explain how state board nursing practice standards and/or organizational or governmental policies can affect the problem’s impact on the quality of care, patient safety, and costs to the system and individual.
Describe research that has tested the effectiveness of these standards and/or policies in addressing care quality, patient safety, and costs to the system and individual.
Explain how these standards and/or policies will guide your actions in addressing care quality, patient safety, and costs to the system and individual.
Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of care quality, patient safety, and cost to the system and individual.
Propose strategies to improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
Discuss research on the effectiveness of these strategies in addressing care quality, patient safety, and costs to the system and individual.
Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Use paraphrasing and summarization to represent ideas from external sources.
Apply APA style and formatting to scholarly writing.
Additional Requirements
Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] 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 5 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.Complete this assessment in two parts.