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xplain how you would adjust your own perceptions and sense of identity and effective communication in order to include this person in your own life as a friend. What are some things you would do (concepts that you would apply) to best communicate your own ideas, wants, and needs with a person from this particular culture?

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Intercultural knowledge and competence

The world around us continues to grow and change. In order to communicate with the diverse people from different cultures in the expanding global environment, we need to understand and deal with our own perceptions and sense of self. Friendship is a very important arena for this kind of intercultural exchange.

The Assignment
Review the concepts you have learned about Interpersonal Communication, Identity, Perceptions, Verba/Non-Verbal Communication, Mindful Listening, Managing Emotions, Communication Climate, and Managing Conflict in Chapters 1 through 9 in the Wood (2020) textbook. Review the concepts you learned about global and intercultural communication in chapter 14 of the Public Speaking Project (http://publicspeakingproject.org/PDF%20Files/global%20web%201.pdf) (Opens in a new window).

Now, choose a particular culture in the world whose members have very different perceptions about identity and effective communication than your own perceptions about identity and effective communication. Do some research to learn more about this one particular culture and the norms that shape its forms and expressions of communication, identity, and perception. Apply key concepts about friendship from Chapter 10, and key concepts about communication from Chapters 1 – 9 to explain how you would participate in a healthy and positive friendship with a person from this different culture. You may use an actual friendship in your life, or you may answer this prompt hypothetically (in other words: imagine that you had a friendship with a person from this different culture.)

Draft a well-organized five-paragraph essay (one Introduction Paragraph, three Body Paragraphs, and one Conclusion Paragraph) that declares a thesis statement and clearly answers the following prompts:

Compare and contrast your own perceptions of identity and effective communication with the perceptions of identity and effective communication often held by people in this other cultural group that you have chosen

Explain how you would adjust your own perceptions and sense of identity and effective communication in order to include this person in your own life as a friend. What are some things you would do (concepts that you would apply) to best communicate your own ideas, wants, and needs with a person from this particular culture? What are some things you would do (concepts that you would apply) to better understand and honor your friend’s ideas, wants, and needs?

Explain why dual perspective, as described by Wood (2020, pp. 38-39) is an important part of this process for you?

Identify what leadership in nursing means to you. What is your definition of a leader? Provide an example(s) of nursing leader(s) you look up to (past, present, or both).

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Nursing leadership

Introduction:
Purpose of the paper-to address the need; discuss in more detail how this essay will add to the knowledge base regarding nurse leadership

Body:
Identify what leadership in nursing means to you.
What is your definition of a leader?
Provide an example(s) of nursing leader(s) you look up to (past, present, or both).

Nursing Leadership Skills
What leadership qualities do you see within yourself (positive/negative)
What leadership qualities do you see within current nursing leaders (positive/negative)
What leadership qualities do you see within emerging nurse leaders (positive/negative)
How has your nursing education better prepared you to be a future nurse leader?

Conclusion:
Concise summary of essay, reflecting the nurse leadership topic explored

Imagine you’re Sir Adam Smith, The Father of Economics: Why is International Trade important to the United States and what advantages/disadvantages does it provide the country? Be specific in its benefits. Please provide your source. Discuss how China and the US are economically interdependent? What historical events led up to where we are today including contemporary issues and policies?

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The Father of Economics

Directions: In 2-3 paragraphs, answer the following questions in a comprehensive and detailed manner using your own words, without being verbose (in other words, no fluff). Specifics are important but so are sentence structures and grammar. Finally, give make sure you provide citations to each answer.

What are the differences between an international business firm, a multinational corporation, multi-domestic corporation and a global corporation? Give examples of each and identify their competitive advantages within their markets. Provide your source.
Imagine you’re Sir Adam Smith, The Father of Economics: Why is International Trade important to the United States and what advantages/disadvantages does it provide the country? Be specific in its benefits. Provide your source.
Discuss how China and the US are economically interdependent? What historical events led up to where we are today including contemporary issues and policies? Please provide your source.

Create a cover letter to support your application for managerial position and a response to a specific management scenario. Describe the key principles related to managing and developing people.

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Cover letter

Create a cover letter to support your application for managerial position and a response to a specific management scenario.

Scenario
After months of working from home, the organisation has asked all their employees to return to working back on site. The CEO is concerned that this news will impact employees in different ways. In order to ensure minimal impact to levels of productivity, output and commitment, a suitable approach needs to be identified.

You are expected to cover the following:

• Identification of the skills required to be an effective manager and the importance of this.

• Describe the key principles related to managing and developing people.

• Outline the role and influence of a manager within your chosen organisation.

Give an example of a company that is a manufacturer. How can they establish an ERP system that allows communication between departments to flow properly and to effectively manage capacity needs? What capacity issues exist in the airline industry and what is the impact of empty seats on the profitability of an airline?

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Managing supply chain operations

Part 1: Give an example of a company that is a manufacturer. How can they establish an ERP system that allows communication between departments to flow properly and to effectively manage capacity needs? (Be sure to connect your analysis based on Chapter 10 of the textbook).

Part 2: What capacity issues exist in the airline industry and what is the impact of empty seats on the profitability of an airline? (You will need to conduct external research for this section to further support your analysis).

 

Discuss the process you undertook to gather your data (both subjective and objective). Consider the concepts that we discussed in each lecture regarding consent and what did you do to prepare the patient for the assessment.

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Professional experience essay – Patient with Tracheostomy

In this section you need to introduce your essay. You might like to introduce the nursing process here and provide the reader with an understanding of what you plan to discuss in your essay.

Introduction to the Patient

This is where you introduce your patient: this includes who they are, what brought them into hospital, their clinical course while in hospital as well as their past history and social history. Make sure to include information regarding support services they may have in place. You should also address any Advanced Care Directives as well as their resuscitation status here. If your patient has a very long list of medications, you can present the complete list as an appendix, but please refer to any specific medications linked to the patient and their presentation in this section

Head-to-toe Assessment of Patient

You need to discuss the process you undertook to gather your data (both subjective and objective). Consider the concepts that we discussed in each lecture regarding consent and what did you do to prepare the patient for the assessment. Make sure that you don’t simply omit something because it was within the normal range, and don’t simply state that it is within the normal range. You need to provide detail of the data. Students are also asked to include all data, even if on your ward they don’t routinely undertake a specific test/assessment, you are asked to still undertake the assessment and report on it.

General Assessment

This is where you can provide general patient information and well as your overall impression of the patient including their general appearance

Central Nervous System (CNS)

Here you provide the subjective and objective data that you have accumulated from your patient in regard to this particular body system.  Think here about what we learnt in lectures and labs about how we assess neurological function and report on it.

Cardiovascular System (CVS)

Here you provide the subjective and objective data that you have accumulated from your patient in regard to this particular body system.  Think here about what we learnt in lectures and labs about how you assess cardiovascular function and report on it. Remember to consider all aspects of CVS assessment.

Respiratory System

Again, provide the subjective and objective data that you have accumulated from your patient in regard to this particular body system.  Think here about what we learnt in lectures and labs about how you assess respiratory function and report on it.

Gastrointestinal System (GIT)

Again, subjective and objective data that you have accumulated from your patient in regard to this particular body system should be presented here. This about what the GIT system is and try and relate this to your particular patient. You may have been allocated to a surgical unit, your patient may have had a period of Nil by mount, alternatively they may have swallowing difficulties, these all need to be reported.  Again, think here about what we learnt in lectures and labs about how you assess GIT function and report on it.

Renal System

Present again subjective and objective data that you have accumulated from your patient in regard to this particular body system.  Think here about what we learnt in lectures and labs about how you assess renal function and report on it. Remember to consider all aspects of renal including how the patient voids as well as their fluid status.

Musculoskeletal System

How does the patient mobilize, here you should consider risk assessment are they a falls risk and what kind of assistance do they need?

Integumentary System

Think about the condition of the patient’s skin. Again, use the information from your risk assessment here. Are there any areas of concern, wounds, cuts pressure injuries, are these new?

Psychosocial Wellbeing

Consider the psychological state of your patient. Do they have any concerns in this domain?

Metabolic System

Metabolic refers to whether or not the patient is diabetic. If so you need to discuss again your subjective and objective data.

Additional systems

You can include additional headings referring to other body systems that are relevant to your patient such as haematology.

Briefly describe the policy content, level of government (local, state, federal) and main issue(s) and goals. Discuss and critically analyze the arguments for and against the issue (s), underlying values, beliefs, and assumptions reflected in the policy, how would you modify the policy to be more effectively meet its goals, and what makes the issue(s) political.

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Individual Policy Analysis (100 points)-Competency 5 Due 4/1/22

Students are required to complete a policy analysis. Students will engage in critically analyzing a policy in understanding their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels, and ways they will actively engage in policy to effect change within practice settings. Students are required to:

Select and study a specific social policy on the local, state, or federal level that promotes social, economic, environmental justice, peace, or equity.

Research the existing literature on the issues of your selected policy. Discuss if the policy was developed by legislators, congressional persons, or interested parties who had a mutually agreed-on focus for its development with desired outcomes. Discuss advocacy skills that were evident in the literature that was used to advocate for human rights and social and economic, and environmental justice.

Critically analyze the policy using cognitive and affective processes (e.g., thinking, reasoning, emotions, feelings, etc.)

Write a 3-4 page critical analysis paper of the policy. Briefly describe the policy content, level of government (local, state, federal) and main issue(s) and goals. Discuss and critically analyze the arguments for and against the issue (s), underlying values, beliefs, and assumptions reflected in the policy, how would you modify the policy to be more effectively meet its goals, and what makes the issue(s) political. Also discuss strategies within the policy to promote human and civil rights. Briefly discuss implications of the policy and ways social workers will use the policy to engage in practices to advocate and advance social, economic, and environmental justice.

What challenges have you overcome to reach your goal? What does opportunity mean to you? How is this college changing your future?

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Studying at MDC

What challenges have you overcome to reach your goal? What does opportunity mean to you? How is this college changing your future?

Identify a question or a problem in another student’s writing. Discuss the implications of a theory, idea, etc. Provide criticism of a theory, concept, etc. Point out connections among various ideas. Move the discussion to a deeper level. Discuss how one’s own views have changed. Discuss how one has gained new insight. Discuss any value implications.

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What HSEM is and what it really looks like in your own community as much as is practicable.

The general guidance for your final paper is as follows:

A paper that is 10-12 pages, double-spaced, 12-point Times New Roman font, 1-inch margins all around, left-justified. The 10-12 pages must be pages of actual content. Only a limited number of images or graphics will be allowed as content. Students must use a variety of sources throughout the case study to provide established evidence of the supporting issue/topics before presenting their own perspectives. Sources should be mostly from legitimate, peer-reviewed works as well as government sources (gray literature).

APA Style Writing Format: This class will utilize the American Psychological Association (APA) writing format: The following link provides guidance and you are always welcome to ask for my guidance and direction on how to write effectively in the APA style: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

Discussion Participation via Canvas

Fifty percent (50%) of your total grade for the course comes from Graded Discussions and participation. All Graded Discussion should be done in Word (or thoroughly reviewed) before submitting them into Canvas. This allows you to review your work in advance, which is an important technique for improving your writing skills. Manage your time effectively and space your work throughout the entire week:

1. Conduct active readings early in the week.
2. Begin your discussion posting soon after.
3. Look for sources to supplement your work, your responses, and your perspectives.
4. Integrate the sources.
5. Refine your work and post.

The best responses will tend to provide a balance of breadth and depth as well as appropriately formed and referenced perspectives.

Graded Discussions are a large component of this class (50%), so they require your attention throughout the entire semester. Below are guidelines and suggestions for the successful submission of Graded Discussions.

Graded Discussion Structure: Your initial posting must be well constructed and thought out … you will not be able to see other student’s posts until you make your initial post first. You then have until the assigned Module due date to make at least two thoughtful responses to other student’s posts. See the Graded Discussion Rubric for details.

Graded Discussion Deadlines and Guidance: The instructor will deduct points for initial and reply postings that do not meet the deadline dates. After the Graded Discussion Board closes for the week, no posts will be permitted and the student will receive a score based on the work submitted. If there are mitigating circumstances, the Instructor may allow the student to submit alternate work.

The following are examples of responses to another student one might make to further the understanding and add to the learning community HSEM-301 is trying to establish:
• Identify a question or a problem in another student’s writing
• Pose a solution
• Clarify a confusion
• Add to the information contained in the original posting
• Bring in outside information to support an argument (document or cite the information)
• Offer an alternative solution or interpretation
• Pose a question that furthers the discussion
• Discuss the implications of a theory, idea, etc.
• Provide criticism of a theory, concept, etc.
• Point out connections among various ideas
• Move the discussion to a deeper level
• Discuss how one’s own views have changed
• Discuss how one has gained new insight
• Discuss any value implications
• Propose avenues for further research on the topic

Write a reflective 3000-word critical analysis of the teaching session, discussing each stage of its delivery from its early planning and setting learning objectives to the final evaluation by the learner(s) / self.

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Approaches to teaching

Write a reflective 3000-word critical analysis of the teaching session, discussing each stage of its delivery from its early planning and setting learning objectives to the final evaluation by the learner(s) / self.