Nursing Advocacy and Action

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Nursing Advocacy and Action

Introduction

Nursing advocacy and action play a pivotal role in ensuring the well-being of patients and the improvement of healthcare systems. Advocacy in nursing refers to the act of supporting and safeguarding the rights and interests of patients, while action involves the proactive steps taken by nurses to bring about positive change. The paper explores the significance of advocacy and action in nursing, focusing on strategies at both the patient and organizational levels. Examples of nurse advocacy will be provided to illustrate how nurses can make a difference. The paper will also discuss the benefits for both nurses and patients, as well as the limitations and barriers that may hinder effective advocacy. The importance of nursing advocacy and action in shaping a patient-centered healthcare environment will be emphasized.

 

What is Advocacy and Action in Nursing?

Advocacy and action in nursing embody the proactive and compassionate commitment of nurses to champion the rights, well-being, and dignity of their patients. Advocacy involves vocalizing patient needs, concerns, and preferences, ensuring they are heard and respected within the healthcare system. It encompasses the nurse’s role as a patient ally, empowering individuals to make informed decisions about their care. Action, in turn, refers to the tangible steps nurses take to effect positive change in healthcare policies, procedures, and practices. Whether at the bedside or in boardrooms, nursing advocacy and action contribute to a patient-centered approach, emphasizing collaboration, empathy, and the continual improvement of care delivery. This dynamic combination reflects nurses’ dedication to not only providing excellent clinical care but also actively shaping a healthcare landscape that prioritizes the holistic well-being of every patient.

Strategies at the Patient Level

Effective communication: Effective communication lies at the core of patient advocacy. Nurses must establish open and transparent channels of communication with patients. Actively listening to their concerns, preferences, and expectations builds trust and ensures that patients feel heard and respected. Clear and empathetic communication sets the foundation for a collaborative and patient-centered care approach.

Informed consent: Informed consent is a crucial strategy in patient advocacy, emphasizing the importance of comprehensive discussions. Nurses facilitate conversations about medical conditions, treatment options, and potential risks, ensuring that patients are well-informed. By providing the necessary information, nurses empower patients to make decisions that align with their values and preferences, actively involving them in the decision-making process.

Patient empowerment: Patient empowerment involves equipping individuals with the knowledge and resources to actively engage in their healthcare journey. Nurses play a pivotal role in providing education about medical conditions, treatment plans, and self-care practices. By fostering a sense of autonomy and control over their health, patient empowerment contributes to a more engaged and satisfied healthcare experience.

Collaborative approach to care: Advocating for a collaborative approach to care, nurses encourage patients to voice their concerns, preferences, and questions. This goes beyond the traditional provider-patient dynamic, establishing a partnership in which patients actively contribute to decision-making. Ensuring that the care plan aligns with the patient’s values and goals enhances the overall quality of care and patient satisfaction.

Cultural competence: Addressing cultural and linguistic diversity is critical in patient advocacy. Nurses must tailor care plans to individual cultural backgrounds and language preferences. Providing access to translation services and demonstrating cultural sensitivity ensures that healthcare is inclusive and respectful of diverse needs, promoting better patient understanding and cooperation.

Advocacy for vulnerable populations: Recognizing and addressing social determinants of health is a key aspect of patient advocacy. Nurses advocate for equitable healthcare delivery for vulnerable and marginalized communities. By connecting patients with community resources and addressing broader social issues, nurses contribute to a more just and inclusive healthcare system that prioritizes the well-being of all individuals.

In employing these patient-level strategies, nurses play a pivotal role in advocating for the rights, preferences, and holistic well-being of individuals. By focusing on effective communication, informed decision-making, patient empowerment, collaboration, cultural competence, and advocacy for vulnerable populations, nurses contribute to a patient-centered healthcare approach that respects diversity, fosters trust, and enhances the overall quality of care.

Nursing Advocacy and Action

Strategies at the Organizational Level

Policy advocacy: Engaging in policy advocacy is a foundational strategy at the organizational level. Nurses actively participate in discussions and initiatives to influence hospital policies. This involvement extends to advocating for policies that prioritize patient safety, staff well-being, and overall healthcare quality. By playing a role in shaping institutional policies, nurses contribute to the creation of a supportive and patient-centric healthcare environment.

Interdisciplinary collaboration: Promoting interdisciplinary collaboration is essential for systemic change within healthcare organizations. Nurses work alongside other healthcare professionals to identify and address challenges. Collaborative efforts lead to a culture of continuous improvement, enhancing communication between different departments and ensuring a holistic approach to patient care.

Research and evidence-based practices: Nurses advocating for research and evidence-based practices contribute to informed decision-making within the organization. By conducting and promoting research, nurses help implement evidence-based approaches to care. This ensures that healthcare practices align with the latest research findings, resulting in improved patient outcomes and overall quality of care.

Staff training and development: Organizational-level advocacy includes prioritizing staff training and development programs. By investing in ongoing education, organizations empower nurses with the knowledge and skills needed for effective advocacy. Well-trained and informed nurses are better equipped to identify areas for improvement and actively contribute to positive organizational change.

Quality improvement initiatives: Advocating for quality improvement initiatives is central to enhancing overall healthcare delivery. Nurses actively engage in identifying areas for improvement and implementing evidence-based practices. This commitment to continuous improvement ensures that the organization adapts to evolving healthcare standards, resulting in higher-quality and safer patient care.

Promoting a patient-centered culture: Advocacy at the organizational level involves fostering a patient-centered culture. This includes aligning organizational values with a commitment to patient well-being, safety, and satisfaction. By prioritizing patient needs in organizational policies, procedures, and practices, healthcare institutions create an environment that reflects a genuine dedication to delivering high-quality and patient-focused care.

These strategies, when implemented collectively, contribute to the creation of healthcare organizations that prioritize continuous improvement, patient safety, and the overall well-being of both patients and healthcare professionals.

Examples of Nurse Advocacy at the Patient and Organizational Levels

Patient Level

Effective communication: A nurse advocating for a non-English-speaking patient ensures the patient receives appropriate translation services to understand their diagnosis and treatment options.

Informed consent: Advocating for a patient’s right to informed consent, a nurse ensures the patient is fully aware of the risks and benefits before undergoing a surgical procedure.

Patient empowerment: Encouraging a patient with a chronic condition to actively participate in self-management by providing education and resources.

Organizational Level

Policy advocacy: Nurses actively participate in discussions to influence hospital policies, such as those related to nurse-patient ratios, ensuring safe and quality patient care.

Interdisciplinary collaboration: Collaborating with other healthcare professionals to implement a standardized handoff communication process, reducing the risk of errors during patient transitions.

Research and evidence-based practices: Nurses conducting research on best practices for pain management advocate for the integration of evidence-based approaches within the organization.

Benefits for Nurses and Patients

Benefits for Nurses

Professional fulfillment: Engaging in nursing advocacy activities brings a profound sense of professional fulfillment to nurses. It provides them with the opportunity to actively contribute to positive changes in patient care and healthcare systems. This sense of purpose enhances job satisfaction, reinforces the value of their work, and contributes to a positive and fulfilling professional experience.

Enhanced critical thinking and decision-making skills: Nursing advocacy sharpens nurses’ critical thinking and decision-making skills. Addressing complex patient needs and navigating organizational challenges require strategic thinking and the ability to make informed decisions. As nurses advocate for patients and contribute to systemic improvements, they develop skills that are transferable across various aspects of their professional practice.

Empowerment and professional growth: Engaging in advocacy empowers nurses by providing a platform for their voices to be heard. Active involvement in advocacy activities leads to personal and professional growth, fostering confidence in their ability to influence positive change. This empowerment not only strengthens their commitment to advocacy but also nurtures a culture of continuous learning and development.

Increased job satisfaction: Advocacy activities contribute to increased job satisfaction among nurses. Knowing that they are making a tangible difference in patient outcomes and the healthcare system enhances their overall job satisfaction. The sense of accomplishment derived from advocacy reinforces the meaningful nature of their profession, creating a positive work environment.

Benefits for Patients

Improved patient outcomes: Patient advocacy directly correlates with improved patient outcomes. When nurses advocate for individual patients, they ensure that care plans align with the patient’s unique needs and preferences. At the organizational level, advocacy for evidence-based practices and quality improvement initiatives contributes to a healthcare environment that prioritizes safety, resulting in better overall patient outcomes.

Enhanced patient satisfaction and trust: Patients experience increased satisfaction and trust when nurses actively engage in advocacy. Feeling heard and having their rights respected directly impacts their satisfaction levels. Nurses who advocate for patients build trust and rapport, creating a positive patient experience. This trust contributes to improved communication, greater adherence to treatment plans, and overall patient satisfaction.

Holistic and patient-centered care: Advocacy ensures a focus on holistic and patient-centered care. Nurses, through their advocacy efforts, emphasize the importance of tailoring care plans to individual patients. This approach considers not only the medical aspects of care but also the psychological, emotional, and social needs of patients, resulting in a more comprehensive and patient-centered healthcare experience.

Cultural competence and inclusivity: Nursing advocacy promotes cultural competence and inclusivity in patient care. Advocating for diverse and culturally sensitive practices ensures that healthcare services are accessible and respectful to individuals from different backgrounds. This inclusivity leads to a more welcoming healthcare environment, fostering trust and collaboration between healthcare providers and patients.

Enhanced communication and collaboration: Advocacy encourages enhanced communication and collaboration among healthcare professionals. Nurses actively involved in advocacy collaborate with interdisciplinary teams, creating a culture of open communication and mutual respect. This collaborative approach improves coordination of care, reduces errors, and contributes to a more efficient and effective healthcare delivery system.

Nursing Advocacy and Action

Nursing advocacy yields significant benefits for both nurses and patients, fostering a symbiotic relationship that enhances the overall quality of healthcare delivery. Nurses experience professional fulfillment, skill development, empowerment, and increased job satisfaction. Patients, in turn, benefit from improved outcomes, heightened satisfaction, holistic care, cultural competence, and a healthcare environment characterized by trust and collaboration. Advocacy, therefore, emerges as a cornerstone in creating a healthcare landscape that prioritizes the well-being of all stakeholders involved.

Limitations and Barriers

Time constraints and workload: One significant barrier to nursing advocacy is the demanding nature of healthcare environments. Nurses often face time constraints and heavy workloads, leaving limited opportunities for them to engage in advocacy activities. The urgency of patient care and administrative responsibilities may overshadow advocacy efforts, hindering nurses from dedicating sufficient time to address individual patient needs or contribute to broader systemic changes.

Lack of resources: A shortage of resources, including time, staffing, and financial support, poses a considerable limitation to effective nursing advocacy. Nurses may find it challenging to allocate resources to advocacy initiatives, limiting their ability to influence organizational policies or engage in community-based advocacy. The scarcity of resources may also impede the implementation of patient-centered care practices, hindering the provision of comprehensive and personalized care.

Hierarchical structures and power dynamics: Hierarchical structures within healthcare organizations and power imbalances can create barriers to nursing advocacy. Fear of retribution or perceived power differentials may discourage nurses from speaking up about issues affecting patient care or suggesting organizational improvements. Overcoming ingrained power dynamics requires a cultural shift that values and actively encourages input from frontline healthcare providers.

Lack of training and education: Some nurses may face limitations in advocacy due to a lack of specific training and education in this domain. A deficiency in advocacy skills and knowledge can hinder nurses from effectively communicating patient needs or engaging in systemic change initiatives. Strengthening advocacy education within nursing programs and providing ongoing training opportunities is essential to overcoming this limitation.

Resistance to change: Resistance to change within healthcare systems can impede nursing advocacy efforts. Institutional inertia and reluctance to adopt new practices may hinder the implementation of advocacy-driven policies or the integration of evidence-based approaches. Overcoming resistance requires strategic planning, effective communication, and collaborative efforts to demonstrate the benefits of proposed changes.

Cultural and organizational norms: Cultural and organizational norms can act as barriers to nursing advocacy. In some healthcare settings, there may be ingrained beliefs or practices that prioritize established routines over advocacy initiatives. Overcoming these barriers involves challenging and reshaping existing norms, fostering a culture that values and promotes advocacy as integral to high-quality patient care.

Limited authority and autonomy: Nurses may encounter limitations in their authority and autonomy, restricting their ability to advocate effectively. Organizational structures and policies that limit nurses’ decision-making power can hinder their capacity to influence patient care or organizational changes. Empowering nurses with greater autonomy can help overcome this barrier, allowing them to advocate more effectively for patient needs.

Lack of recognition and support: A lack of recognition and support for nursing advocacy efforts can contribute to its limitations. If healthcare organizations fail to acknowledge and appreciate the role of advocacy in patient care, nurses may feel undervalued or discouraged from actively engaging in advocacy activities. Establishing a supportive environment that recognizes and celebrates advocacy contributions is crucial for overcoming this limitation.

Addressing these limitations and barriers is essential for creating an environment where nursing advocacy can flourish. By acknowledging and actively working to overcome these challenges, healthcare organizations can foster a culture that values advocacy, thereby enhancing the quality of patient care and the professional satisfaction of nurses.

Conclusion

Nursing advocacy and action stand as indispensable forces in shaping a patient-centered healthcare landscape. Despite barriers like time constraints and resistance to change, nurses contribute significantly to positive outcomes for both themselves and patients. Through effective communication, empowerment, and cultural competence, nurses enhance patient satisfaction, trust, and overall well-being. Emphasizing collaboration, systemic improvements, and recognizing the importance of advocacy education can address existing limitations. As nursing evolves, recognizing and addressing these challenges ensures a profession that not only cares for patients but actively advocates for their rights, fostering a healthcare environment that prioritizes compassion, collaboration, and continuous improvement.

References

American Nurses Association (ANA). (2020). The future of nursing: Leading change, advancing health.  https://www.nursingworld.org/~49e62b/globalassets/docs/ana/ethics/futureofnursingreport.pdf

Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK209881/

 
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State Of Air

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Answer This

State of the AirThus far in this course we have been discussing, learning, and exploring the ideas of environmental problems, human values, politics, and economics. This week we turn to take a closer look at a particular type of pollution: air pollution. Have you ever visited or lived in a town that had air quality warnings? For the last 16 years, the American Lung Association has used air quality data to publish a report on air quality called State of the Air. In this forum, we will explore some of the most polluted cities in the United States and focus on solutions.

Part I. Questions:

Since this is not a writing assignment but a discussion, you will not need to formally reference your work but need to attribute it to the source you found it, something likely you do in everyday conversation.  For example, “Yesterday I was reading in the Washington Post that . . ” or, “I found this interesting video on YouTube.”

Choose one of most polluted cities from the State of the Air report that has not been selected already by another classmate (check what has been posted already)*. Research the city you chose and share your research with the class here are some topics to consider:

· What are the causes of this city’s pollution? Why is air pollution a problem?

· What are some possible solutions to this city’s pollution?

· What is your opinion about the role of scientists, government, and citizens in air pollution solutions?

· What is your personal experience? Have you been to this city, or another that your perceived as having air pollution? How did you know? How did it affect you?

· End your response by posing an open-ended question to the class that you have thought of based on your research and study (it can be anything related to air quality and air pollution).

*Place the name of the city you chose in the title of your initial post.

THE PLACE I PICKED IS ***** Missoula, MT*****

***The initial post should be no longer than 1-2 short paragraphs. ***

Reply To Each Post 50 words min. There are 7 different ones

1. What are the causes of this city’s pollution? Why is air pollution a problem?
One of the many reasons there is such bad pollution in Bakersfield is that it is a valley that lies in a bowl created by the Sierra Nevada mountain range. What this does is it creates a literal bowl where heavier air that is saturated with particulates can linger, especially with the weather getting hotter with global warming. This is one of the most densely populated areas in the San Fernando valley so a lot of people contributing to the pollution with their vehicle emissions and other pollutants caused from day to day living.
What are some possible solutions to this city’s pollution?
Some things the city could do is require more frequent emissions testing with stricter penalties. There was a clunker buy out program many years ago that helped people upgrade to newer vehicles with more efficient emissions systems. That was a huge impact on air quality as it got a lot of vehicles with inefficient motors off of the road.
What is your opinion about the role of scientists, government, and citizens in air pollution solutions?
Government is a huge role in correcting air pollution as the government can pass new legislation or enforce existing laws on preventing pollution and for spreading knowledge on what each individual can do to help the situation. Researchers can help develop ways to clean up the air that is already polluted and come up with better ways of generating energy and not burning fossil fuels that have harmful emissions. Citizens can do their part by conserving energy, using mass transit, walking or biking when possible, taking shorter showers and abiding by laws when it comes to disposing of certain substances like motor oil and batteries.

2. What are the causes of this city’s pollution? The chemical industry, auto production(Ford) and as well as the Bourbon industry have been huge polluters for decades.  In and out of Jefferson and Nelson counties.  Not mention the Stock Yards down near the river.  The company that stands out the most  is DuPont. They have a spin off plant, Chemours, which to date has been the biggest contributor to the pollution problem in Louisville according to the article I read by WFPLs Ryan Van Velzer.  Since I was a kid the smells of that area, downtown, could bring you to your knees(Not kidding).  It always seemed when you drove towards downtown there was a invisible barrier when you started to reach the river front from the east side of town.  I will have to say in recent years I have made visits to see my family and the groups that offer pollution solutions are making the great strides to improve the area.

3.  What are the causes of Washington-Baltimore-Arlington, DC-MD-VA-WV-PA pollution? Some of the causes of the above mentioned Cities pollutions consists of, the high Ozone levels, and an outrageous particles rankings within the metropolitan regions. Per the American Lungs Association, Ozone is an invisible gas molecule that’s harmful to breathe. Additionally, these cities experiences pollution problems because, of the high compound which lingers within the atmosphere. Moreover, a warmer climate plays a major role in the increase in unhealthy air days. For instance, unhealthy conditions and populations, causes asthma, COPD, diabetes or other lung issues for children and teens, and older adults.

4.  What is your personal experience? Have you been to this city, or another that your perceived as having air pollution? How did you know? How did it affect you?  With my personal experience would have been when I deployed to the country of Jordan. The air there was not at all clean due to the way of life they live there. There trash consumption there was way to much so therefore it wasn’t clean at all. Also we had to use bottled water in order to brush our teeth due to the fact that the water there was not at all clean enough to consume. I knew this because when we first got to Jordan we were told by higher ups that we were not able to consume the running water there due to it not being clean. It affected me by the ways of having to use more water bottles which increases more plastic being out and about in the surrounding areas.

5. What is your opinion about the role of scientists, government, and citizens in air pollution solutions? Scientists should do more research on how to clean up the air that is already polluted. They can also find ways of generating energy without the use of fossil fuels. The government should inject more money into the research done by scientists. Also, the government should come up with stricter laws and penalties regarding air pollution. The citizens should plant more trees and take good care of them. Citizens should also minimize the use of cars by either carpooling or using mass transportation means. What is your personal experience? Have you been to this city, or another that you perceived as having air pollution? How did you know? How did it affect you? The Seattle-Tacoma area is what I call home when in the United States. My oldest daughter, who is suffering from asthma, gets more asthma attacks whenever she travels to Seattle compared to when she is in Uganda. It made me believe that the air quality over there has something to do with these attacks.

6.We do get a “C” for particle pollution, but that is average, and who wants average.  That puts Denver at #13 and to say we are only 12 spots from Los Angeles makes me nauseous. An article I read and have added below shows that the more than 125M metric tons of bad stuff come from all kinds of stuff. Factories, cars, buildings/homes, fossil fuel facilities, cattle feedlots. But I’m all about root cause analysis, and you know what is the #1 contributor to all these things mentioned above? Unprotected sex, that’s what. Just start giving baby boys vasectomies right when they pop out and everything will get better mark my word. As for my opinion on the role’s people play, it’s all just putting lipstick on a pig.  Scientists want papers published and Nobel prizes, governments want votes, and citizens don’t know what they want as most of them have a lower IQ than my cat.

7. I couldn’t help myself, I picked my hometown Kansas city, MO. During a news broadcast released last year it states that KCMO has now received the grade “D”. It is believe the air pollution is caused by climate change. Air pollution is a problem because we literally breathe everyday and if the quality of air is dangerous, it’s dangerous to us. It can cause long term illnesses like lung cancer and other problems like asthma. Scientists, government, and citizens all play a role in finding solutions. Citizens as individuals can be mindful how many hours they drive or take public transportation. Instead they could bike, roller blade, even skateboard to get around. I understand however there are situations that will require a car or plane to travel. That’s only one change that can be made there are plenty more however. For scientists, they can come up with new machinery or discover more materials that would be less harmful to the air to produce and more energy efficient to use. The government cause help with that by funding those discoveries. They can also ban the burning or use of certain materials that go into the air from burning factories.

 
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El Nino And La Nina

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El Nino And La Nina

El Nino And La Nina

1) What months and/or seasons do we typically experience the effects of El Nino and La Nina? (0.75 pt)

El Niño and La Niña events typically affect weather patterns globally, albeit in different ways. Here’s a general outline of when these effects are commonly felt:

El Niño:

    • El Niño events typically develop during the late fall or winter in the Northern Hemisphere (October to December) and peak during the winter months (December to February).
    • Effects of El Niño can persist into the early spring months of the following year.

La Niña:

    • La Niña events also typically develop during the late fall or winter in the Northern Hemisphere.
    • They can peak during the winter months (December to February) but may persist into the spring.
    • La Niña events can sometimes follow El Niño events, though not always immediately.

2) What are the predicted chances (according to scientists) that we will experience the effects of El Nino and/or La Nina from this point forward and for the next several months?  Have we experienced El Nino and/or La Nina effects in the recent past (within one year)? (0.75 pt)

3) Describe and contrast the basic conditions of the Pacific Ocean, and what basically causes these conditions, that lead to El Nino and La Nina events. (2 pts)

Basic Conditions of the Pacific Ocean

Normal Conditions (Neutral ENSO):

Under normal conditions, trade winds blow from east to west across the tropical Pacific, pushing warm surface waters towards the western Pacific (near Indonesia and Australia).

This results in cooler waters upwelling along the western coast of South America (Peru and Ecuador), creating a temperature gradient across the equatorial Pacific Ocean.

El Niño Conditions:

During an El Niño event, there is a weakening or reversal of the trade winds.

This weakening reduces the upwelling of cold water along the South American coast and allows the warm surface waters accumulated in the western Pacific to flow eastward towards the central and eastern Pacific.

As a result, sea surface temperatures (SSTs) become significantly warmer than average in the central and eastern Pacific, particularly near the coast of South America.

This change in SST patterns alters atmospheric circulation patterns globally, impacting weather and climate in various regions.

La Niña Conditions:

In contrast, during a La Niña event, the trade winds strengthen, enhancing the normal pattern.

This intensification increases the upwelling of cold water along the South American coast, leading to cooler than average SSTs in the central and eastern Pacific.

La Niña events are characterized by cooler waters in the central and eastern Pacific, which also affect global atmospheric circulation patterns but in different ways compared to El Niño.

Causes of El Niño and La Niña Events

Ocean-Atmosphere Coupling: The interactions between the ocean and the atmosphere in the tropical Pacific are crucial for the development of El Niño and La Niña. Changes in sea surface temperatures influence atmospheric circulation, which in turn affects ocean currents and temperatures.

Southern Oscillation: The atmospheric component of ENSO, known as the Southern Oscillation, involves changes in atmospheric pressure patterns over the tropical Pacific. During El Niño, the Southern Oscillation Index (SOI) tends to be negative, indicating a weakening of the normal east-west pressure gradient. During La Niña, the SOI tends to be positive, indicating a strengthening of this gradient.

Triggering Mechanisms: The initial triggers for El Niño or La Niña events can vary, but they often involve interactions between oceanic and atmospheric conditions. These triggers can include changes in sea surface temperature patterns, shifts in wind patterns, or changes in the distribution of warm and cold water masses in the Pacific Ocean.

El Niño and La Niña events are fundamentally driven by changes in sea surface temperatures and atmospheric pressure patterns in the tropical Pacific Ocean. These changes disrupt normal climate patterns globally, influencing weather phenomena such as rainfall patterns, droughts, and temperature anomalies in different regions around the world.

4) What are the basic weather/climatic effects both El Nino and La Nina may cause across the United States?  Address each basic region of the U.S. (the NW, SW, MW, NE, and SE). (2 pts)

5) List at least two sources of information/references you used to research your answers.  Be sure to properly cite the references as per MLA or APA guidelines for purposes of clarity. (0.5 pts)

References

https://oceanservice.noaa.gov/facts/ninonina.html#:~:text=El%20Ni%C3%B1o%20and%20La%20Ni%C3%B1a%20are%20climate%20patterns%20in%20the,that%20can%20affect%20weather%20worldwide.&text=Warmer%20or%20colder%20than%20average,to%20see%20how%20this%20works.

https://www.climate.gov/enso

 
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Economist Herman Daly

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Economist Herman Daly

Economist Herman Daly characterizes neo-classical economic theory as being analogous to a biologist trying to understand the functioning of an animal by considering only its circulatory system and ignoring its digestive system which connects the animal “firmly to the environment at both ends!” How is this analogous to neo-classical economic theory? What kind of environmental problems does this kind of neo-classical economic thinking lead to? Explain and provide examples. Must be minimum 400 words with at least 1 reference (Economist Herman Daly)

[NOTE: Carefully compare the anatomy of the circulatory system with the anatomy of the digestive system before answering this question: The circulatory system includes the heart and the blood vessels. The digestive system includes the mouth, esophagus, stomach, intestines, and anus.

Answer

Economist Herman Daly

Herman Daly’s analogy of neo-classical economic theory likened to a biologist focusing only on the circulatory system of an animal and ignoring its digestive system highlights a critical perspective on how traditional economics often neglects the interconnectedness between the economy and the environment. (Economist Herman Daly)

Analogy to Neo-Classical Economic Theory:

Focus on Market Transactions (Circulatory System):

Neo-classical economics typically emphasizes market transactions, prices, and GDP growth as the primary indicators of economic health.

This focus mirrors the biologist examining the circulatory system, which deals with the flow of resources (money, goods, services) within the economy.

Neglect of Environmental Inputs and Outputs (Digestive System):

Just as ignoring the digestive system would overlook how an animal interacts with its environment (input of nutrients, output of waste), neo-classical economics often neglects the environment’s role as a source of resources (inputs) and a sink for waste and pollution (outputs).

Daly argues that the economy, like an animal’s digestive system, is firmly connected to the environment at both ends. Inputs from the environment (natural resources) are essential for economic production, and outputs (pollution, waste) affect the environment’s capacity to sustain life and economic activities.

Environmental Problems Due to Neo-Classical Economic Thinking

Overexploitation of Natural Resources

Neo-classical economics often promotes the idea of limitless growth based on resource extraction. This can lead to overexploitation of natural resources such as forests, minerals, and fisheries, depleting these resources faster than they can regenerate.

Example: Deforestation driven by logging industries without sufficient consideration for forest regeneration or biodiversity loss.

Environmental Degradation and Pollution

Neglecting the environmental costs of economic activities can result in pollution and environmental degradation.

Example: Industrial emissions of greenhouse gases contributing to climate change, water pollution from industrial waste, and agricultural runoff causing eutrophication. (Economist Herman Daly)

Externalities and Market Failures

Neo-classical economics often struggles to account for externalities, where the costs or benefits of economic activities are not reflected in market prices.

Example: The costs of environmental damage (e.g., health impacts from pollution) are not borne by the polluters but by society or future generations.

Loss of Ecosystem Services

Ecosystem services provided by natural ecosystems (such as pollination, water purification, climate regulation) are undervalued or ignored in traditional economic models.

Example: Wetlands destruction leading to loss of flood regulation services, exacerbating flood risks for nearby communities.

Conclusion

Herman Daly’s analogy critiques the narrow focus of neo-classical economics on market transactions and economic growth while neglecting the broader ecological context in which economic activities occur. This neglect can lead to unsustainable resource use, environmental degradation, and social costs that are not accounted for in economic decision-making. Recognizing the interconnectedness between the economy and the environment is crucial for addressing environmental challenges and achieving sustainable development. (Economist Herman Daly)

References

https://www.amazon.com/Beyond-Growth-Economics-Sustainable-Development/dp/0807047058

https://www.globalforestwatch.org/

https://www.millenniumassessment.org/documents/document.356.aspx.pdf

 
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Biome And Ecosystem

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Biome And Ecosystem

Pick a biome and ecosystem and create a 500-700-word essay addressing   the following:

  • Refer to the infographic provided and chose a biome to describe with an example ecosystem.
  • Provide one example of a keystone species found in the biome/ecosystem. Why is this keystone species important to the biome/ecosystem?      What defines it as a keystone species? (Biome And Ecosystem)

The Amazon Rainforest Ecosystem 

The Amazon Rainforest, the largest tropical rainforest on Earth, is a biome teeming with biodiversity. This biome spans over nine countries in South America, with the majority located in Brazil. Known for its dense canopy and diverse species, the Amazon Rainforest plays a vital role in regulating the global climate and sustaining an array of ecosystems. Within this lush biome, one finds the intricate Amazon River Basin ecosystem, home to countless species, each contributing to the balance and health of this environment. (Biome And Ecosystem)

Biome And Ecosystem

The Amazon River Basin Ecosystem

The Amazon River Basin ecosystem is characterized by its vast river network, tropical climate, and rich biodiversity. This ecosystem supports a variety of flora, such as towering trees, understory shrubs, and a plethora of epiphytes. These plants form the structural basis of the rainforest, providing habitats and food for numerous animal species.

The fauna of the Amazon River Basin includes a wide array of insects, amphibians, reptiles, birds, and mammals. Iconic species such as jaguars, harpy eagles, and anacondas exemplify the diversity of this ecosystem. Furthermore, the river itself teems with aquatic life, including piranhas, electric eels, and the endangered Amazon river dolphin.  (Biome And Ecosystem)

Keystone Species: The Jaguar

In the Amazon Rainforest, the jaguar (Panthera onca) stands out as a keystone species. This apex predator is crucial for maintaining the ecological balance within its habitat. Jaguars primarily prey on herbivores, such as capybaras, peccaries, and deer. By regulating these populations, jaguars prevent overgrazing and help maintain the vegetation cover essential for other species.

Additionally, the presence of jaguars affects the behavior of other predators and prey, creating a balanced ecosystem. For example, their predation on smaller carnivores, like foxes and ocelots, ensures these species do not deplete the populations of smaller prey animals, allowing for a diverse and stable food web.(Biome And Ecosystem)

Importance to the Biome

The jaguar’s role extends beyond population control. Their hunting activities contribute to nutrient cycling within the rainforest. By consuming various prey, jaguars aid in the redistribution of nutrients through their waste, enriching the soil and promoting plant growth. This nutrient cycling is vital for the lush vegetation characteristic of the Amazon Rainforest.

Moreover, the jaguar’s presence indicates a healthy ecosystem. As a top predator, their survival depends on the availability of prey and intact habitats. Thus, a thriving jaguar population signifies a well-balanced and biodiverse environment. Their status helps scientists monitor the overall health of the rainforest and guides conservation efforts. (Biome And Ecosystem)

Defining a Keystone Species

A keystone species is defined by its disproportionately large impact on its environment relative to its abundance. Jaguars exemplify this definition through their crucial role in regulating prey populations and maintaining ecological balance. Without jaguars, herbivore populations could explode, leading to overgrazing and the subsequent decline of plant species.

This decline would trigger a cascade of negative effects throughout the ecosystem. Reduced plant cover would lead to soil erosion, loss of habitat for other species, and diminished biodiversity. Thus, the jaguar’s role as a keystone species underscores its importance in preserving the intricate web of life within the Amazon Rainforest.

Conclusion

The Amazon Rainforest, with its unparalleled biodiversity and ecological complexity, relies on keystone species like the jaguar to maintain its health and stability. Jaguars regulate prey populations, contribute to nutrient cycling, and indicate ecosystem health, making them indispensable to the rainforest’s integrity. Understanding the jaguar’s role highlights the interconnectedness of species within the Amazon River Basin ecosystem and the importance of conserving this majestic predator. Protecting jaguars ensures the preservation of one of the Earth’s most vital and vibrant biomes. (Biome And Ecosystem)

  • Provide an example of an invasive species found in the biome/ecosystem.  What are some of the negative impacts this invasive species has on the     ecosystem?  What is being done to mitigate impacts?
  • Provide one example of an endangered species found in the biome/ecosystem.  Briefly discuss the causes of the decline in the species and what is being done to help.

Please include at least three academic sources and make sure all sources are cited in your essay.

References

https://www.rainforest-alliance.org/

 

 
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Soil Cycling

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Soil Cycling

Soil Cycling

Soil is very important for nutrient cycling and is an integral part of biogeochemical cycles.  For each of the biogeochemical cycles you have learned (carbon, nitrogen, sulfur, phosphorus, hydrologic) answer/describe the following questions as it relates to soil and biogeochemical cycles.

1) In what forms (compounds/molecules/states/phases) does each exist within soil? (1 pt)

  • Nitrogen

Ammonium (NH4+)
Nitrogen exists in soil as ammonium, a positively charged ion readily absorbed by plants. It forms through organic matter decomposition.

Nitrate (NO3-)
Nitrate, a negatively charged ion, is another key form of nitrogen. It results from nitrification of ammonium by soil bacteria.

Organic Nitrogen
Organic nitrogen is found in soil organic matter, including proteins, amino acids, and humus. It mineralizes into ammonium.

Nitrogen Gas (N2)
Nitrogen gas exists in soil air spaces. Soil bacteria convert it into usable forms through nitrogen fixation.

  • Phosphorus

Phosphate Ions (H2PO4-, HPO42-)
Phosphorus in soil primarily exists as phosphate ions. Plants absorb these ions directly from soil solution.

Organic Phosphorus
Organic phosphorus resides in soil organic matter. Microorganisms decompose it, releasing phosphate ions for plant use.

Calcium Phosphate Minerals
Phosphorus also exists in insoluble minerals like calcium phosphate. These minerals slowly dissolve, releasing phosphate ions.

  • Potassium

Potassium Ions (K+)
Potassium exists in soil as potassium ions. These ions are easily absorbed by plant roots from the soil solution.

Fixed Potassium
Fixed potassium resides in clay minerals. It becomes available to plants through weathering and soil microbial activity.

Organic Potassium
Organic matter contains organic potassium. Microorganisms decompose it, releasing potassium ions into the soil solution.

  • Sulfur

Sulfate Ions (SO42-)
Sulfur primarily exists in soil as sulfate ions. Plants absorb these ions from the soil solution.

Organic Sulfur
Organic sulfur is found in soil organic matter. Microbial decomposition releases sulfate ions from these compounds.

Elemental Sulfur (S)
Elemental sulfur exists in soil, often from fertilizers. Soil bacteria oxidize it to sulfate, making it plant-available.

  • Calcium

Calcium Ions (Ca2+)
Calcium in soil exists as calcium ions. These ions are readily absorbed by plant roots.

Calcium Carbonate (CaCO3)
Calcium carbonate is a common soil mineral. It neutralizes soil acidity and provides calcium ions upon dissolution.

Calcium Phosphate
Calcium also exists in calcium phosphate compounds. These compounds release calcium ions slowly as they dissolve.

  • Magnesium

Magnesium Ions (Mg2+)
Magnesium exists in soil primarily as magnesium ions. Plants absorb these ions from the soil solution.

Magnesium Carbonate (MgCO3)
Magnesium carbonate is a mineral form of magnesium. It dissolves slowly, providing a steady supply of magnesium ions.

Organic Magnesium
Organic matter contains organic magnesium. Microbial decomposition releases magnesium ions for plant uptake.

2) What role or importance does each cycle play in regard to nutrient cycling?  To organisms? (1.5 pts)

3) Describe what most plays a role in the cycling of each? (organisms? chemical reactions? other?; 1.5 pts)

4) Describe two different examples of how different cycles may interact with one another in the soil. (1 pt)

5) Describe South Florida soil.  Particularly address the layers of soil (O-A-E-B-C-bedrock) present (or absent) and its constituents (what it is made of).  Do not just copy and paste this answer from a website, even if you properly cite it…describe in your own words. (1 pt)

References

https://www.soils.org/membership/divisions/

https://sarep.ucdavis.edu/sustainable-ag

 
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Week 6 Assignment – Performance Management

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Week 6 Assignment – Performance Management

Week 6 Assignment - Performance Management

Overview

In an effort to evaluate and develop an effective expatriate  performance management system in the previously selected multinational  corporation, you will write an essay analyzing performance management  processes in multinational corporations. (Week 6 Assignment – Performance Management)

Instructions

In 2–4 pages, your assignment must address the following:

  • Describe the five variables that should be addressed in an expatriate performance management system.

1. Clear Objectives

Establish clear objectives for the expatriate. These objectives should align with the organization’s goals and the assignment’s specific requirements.

2. Regular Feedback

Provide regular feedback to the expatriate. This helps identify areas for improvement and acknowledges achievements, fostering continuous development.

3. Cultural Adaptation

Address cultural adaptation. Ensure the expatriate understands local customs and practices, aiding in smoother integration and effective performance.

4. Support Systems

Implement robust support systems. Offer resources like language training, mentoring, and family support to assist the expatriate’s adjustment.

5. Performance Metrics

Define performance metrics. Use both qualitative and quantitative measures to evaluate the expatriate’s contributions and overall effectiveness in the role.

(Week 6 Assignment – Performance Management)

  • Analyze the elements within each of the five variables that should be considered in the performance management system.
  • Evaluate the challenges with conducting performance evaluations  for expatriates that differ from a traditional performance management  system.
  • Provide citations and references from a minimum of three sources found on the Strayer databases at the Basic Search: Strayer University Online Library.

This course requires the use of Strayer Writing Standards. For  assistance and information, please refer to the Strayer Writing  Standards link in the left-hand menu of your course. Check with your  professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

  • Analyze performance management processes used to assess performance throughout a multinational corporation. (Week 6 Assignment – Performance Management)

References

https://www.coursehero.com/file/187755378/Week-6-Assignment-Performance-Managementdocx/

 
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Humanities: Assignment Two

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Humanities: Assignment Two

UNIT 2

(Humanities: Assignment Two)

Student Name: ______________________________________________

(Your NAME must be exactly as it is on the roll in e campus and in WEBCOM2)

 

Your Section Number _____________ (you must enter your section number)

 

The Unit 2 Assignment 2: Unit Two in the Textbook. ONLINE HUMA 1315 send this to professor through WEBCOM 2

 

DIRECTIONS: The assignment is in WORD. Save the document to your computer and write your answers in the spaces given. You may change the spacing as needed. You are also asked to just write what your thoughts are and what you think such as your own opinion for some answers for some questions.

 

NOTE: Turn in assignments using WEBCOM2 Internal Messages found under MENU in the top left corner of the site. You may either attach your Word file or copy and paste your entire submission in the message box. Be thorough in your answers. You should use the Textbook, Essential Humanities third edition and/or the Study Guide. The Study Guide is not mandatory; however, it is there for your enrichment. The Study Guide is in WEBCOM 2 in the tab labeled Student Resources. You may also want to use additional information for any assignments from the Internet. If you do, please remember to cite your source at the end of your answer. If you add additional information from the Internet, this is great, but you must cite sources. This applies to photos as well. (Remember that SLO and ULO are for evaluator and for this course to be certified and you do not have to do anything with them. However, they show that the assignments are aligned with the text, WEBCOM 2 and with the test questions.)

When completing your assignment questions, you should use the text for your answers. You may also want to look at the WEBCOM 2 website and the PowerPoints related to the great artists and individuals mentioned in Unit II, and the colored timeline. The timeline shows historical periods. These are available in the Student Resources’ tab. Do not worry about timeline dates being exact. Different sources give different dates depending upon who wrote the timeline. Dates also overlap with time periods, so dates are sometimes given as “approximate dates”. Subject in a question means what it is about. Answer all the following questions: (Humanities: Assignment Two)

Humanities: Assignment Two

 

1. Explain what makes Giotto an important artist and why many historians consider him important in history?

 

 

 

Why is Giotto considered a “transitional” artist? (SLO2: ULO 2.3)

(EXPLAIN WHAT MAKES HIS WORK SIGNIFICANT IN YOUR TWO ANSWERS FOR #1)

 

 

 

2. Distinguish what subject matter the artist, Johannes Vermeer painted during the Baroque Period in Holland? Refer to textbook appendix for visuals. (SLO 1: ULO 1:3; SLO 2, ULO 2.2) You should also write about what you think about his paintings.

 

EXPLAIN WHAT HIS PAINTING WERE ABOUT SUCH AS WHAT WAS IN HIS PAINTINGS?

 

 

 

 

 

3. Pieter Brueghel’s work is unique for his time. Examine the cultural heritage of the people in his paintings. Refer to textbook appendix for visuals. (SLO 2: ULO 2.2, 2.4; SLO 3: 3.2) EXPLAIN WHAT HIS PAINTING WERE ABOUT SUCH AS WHAT WAS IN HIS PAINTINGS?

 

 

 

 

 

4. Leonardo da Vinci’s painting known to us today as the Mona Lisa is his most famous work, however, he was active in many other fields. Give examples of how his background influenced his productivity. (SLO 3: 3.2, 3.3)

EXPLAIN SOME TYPES OF INVENTIONS

 

 

 

 

 

 

5. Review the types of work that Michelangelo Buonarrotti (Michelangelo) created and describe a minimum of two of his major works and how they fit into the Renaissance period. Refer to textbook Unit 2 (and Unit 3, p. 129) and the appendix for visuals. (SLO 1: ULO 1.3; SLO2: 2.2; SLO3, 3.3) He usually went by just Michelangelo. Please be thorough in your descriptions of his work.

 

1. A major work (Title):

 

Description of the work:

 

 

 

 

 

 

 

2. A major work (Title):

 

Description of the work:

 

 

 

 

6. Francisco de Goya’s health conditions and the political pressure at his time influenced the subjects for his prints, paintings, and the etchings.

Summarize what you learned about his etchings, “The Disasters War”, and, or the painting about the execution scene, titled, “The Execution of the Citizens of the Third of May”. (Refer to textbook appendix for visual or look it up in the internet). (SLO 2: ULO 2.4; SLO3: ULO 3.2)

EXPLAIN ANSWER FULLY

 

 

 

 

 

 

 

 

 

7. Jackson Pollock’s art style is referred to as Abstract-Expressionism. Explain his use of elements such as line and color in his artwork and explain how he was able to express strong emotional responses through to his audience. (SLO2: ULO 2.3)

EXPLAIN ANSWER FULLY

 

 

 

 

 

 

 

8. At age 27, when Vincent van Gogh left Holland to stay with his brother in Paris, his color palette changed from his early dark brown tones to very bright intense colors. (such as bright yellow and blue) What did you find interesting about his life and write about some of the factors that you think may have had an impact on his art works? (SLO 2: ULO 2.4) For example, when he went to Paris, he saw new paintings by Impressionist artists who used pure colors. These artists did not add brown and mix it with green, orange or blue. (Humanities: Assignment Two)

(You may use other sources also but if you do you must give your source or sources other than the text.)

 

9. Identify the main four types of printmaking processes discussed in the text and define each

There are four processes (methods) mentioned. (SLO2: ULO 2.3)

Directions for his questions: Name of a process of how the artist does the print in their studio and name the art work. (which the product is)

For example, Intaglio is a process or method and the product is an etching.

Name each of the 4 processes mentioned in the book. Explain what they are by reading information from the text and or study guide.

 

List the types of prints and the define the process and name the product or art work below:

a.

b.

c.

d.

Information about Printmaking

*If you want to invest in prints you want to buy the first or the last. For example,

25/25, 1/25, 1/25, 1/50, 50/50, 1/500, 500/500, 1/200, 200/220

Important Information about PRINTS:

(An edition is either 5 or 15 or 25 or 100 etc. pieces of all the same. In other words, the artist makes the prints all of the

Same quality. They all must be the same in the edition .

 

10. Identify a minimum of 3 major factors that influenced the 3 following individuals’ lives while they did their work.

Refer to Unit 2. Be thorough. Discuss what affected them and what influenced their work. (SLO 2: ULO 2.4) You may use other sources but if you do then give source/s.

 

Rembrandt Van Rijn

 

A. Influence/s identified:

 

B. What do you think influenced this artist and you may want to include names of work/s.

 

Katsushika Hokusai

 

A. Influence/s identified:

 

B. What do you think influenced this artist and you may want to include names of work/s:

 

Louis Armstrong

 

A. Influence/s identified:

 

B. What do you think were some major influences in this musician’s life to help him create?

 

11. Matching: Select the correct artist or architect. Write in the correct name of artist in the blank below the work: (SLO 3: ULO 3.5)

Figure 1 Landscape. Scene with dark green cypresses to the left painted using flowing broad strokes. A city in blue tones to the right bottom of the painting blends into the blue mountains behind the city and darker mountains in the distance. The sky is blue with swirls and yellow blotches and circular sun in yellow tints to the top right. (Humanities: Assignment Two)

 

_________________________________________________________________________

A. Frank Lloyd Wright

B. Vincent van Gogh

C. Pablo Picasso

 

 

 

Figure 2 Grayscale painting of a war scene. To the right, a bull’s head and upper body. Below a human face with open mouth facing upward to the bull. The body appears to be of female holding a child hanging limp in her arms. Below is a shape of a man’s head and various body parts. A horse’s head is in the center of the painting. Open mouth. Teeth shown. A horse’s tail is to the left above the body parts. Center top has a sun shape with a lightbulb inside. To right more body parts, faces and to the very right a shape of a person facing up with mouth open and arms stretched upward. (Humanities: Assignment Two)

_________________________________________________________________________

A. Frank Lloyd Wright

B. Vincent van Gogh

C. Pablo Picasso

 

 

Figure 3 A photo of a building. The terraced house is located over a waterfall coming out over some yellow-greenish rocks. Green trees are to the right and left and above the house emdedding it in greenery. The house has two terraced levels above the waterfall. The platforms are in pale yellow tones and the indoor area is within a glassed area with brown structural framwork. The upper level is a balcony with two people. To the center into the greenery the building chimney and another part of the building stand tall in pale beige stone and the brown framework with glass window. The planes are symmetrical.

_________________________________________________________________________

 

A. Frank Lloyd Wright

B. Vincent van Gogh

C. Pablo Picasso

 

 

Figure 4 Painting of six Caucasian men in dark robes and with white rectangular collars. Four have blond shoulder length hair, two somewhat shorter. Four of them have moustaches, one a goatee beard. Five of the six men wear top hats with broad rims. A sixth man in the back does not wear a hat. To the left a wooden chair and one of the men appears to be rising from this. In the center a table cloth in yellow and orange colors and a book or document with white pages. This appears to be the center of their focus, however, all men are facing the viewer. The wall behind the men is wooden panel and flat semi-smooth wall. The panel wall color is beige, green, brown and the wall color is beige, yellow and pale greenish. (Humanities: Assignment Two)

_________________________________________________________________________

 

A. Sir Peter Paul Rubens

B. Raphael Sanzio

C. Rembrandt

 

 

 

Figure 5 Figure 6 Painting of woman holding a baby cradled with her left arm. The woman has dark brown hair drawn back into a bun. Her left cheek is touching the baby’s right cheek. The baby is plum, has red cheeks, yellow-brown, slightly curled hair and holds the left hand to the mouth, palm facing the viewer, and the right arm almost touching the woman’s right cheek. The baby is facing the viewer and is dressed in white. The painting is upper body of the woman who is wearing white and a pale pink-organge pastel tone apron. The background behind the pair is green. Detailed painting with pastels and softness. (Humanities: Assignment Two)

__________________________

 

A. Paul Gauguin

B. Raphael Sanzio

C. Mary Cassatt

 

 

 

Figure 7 Mural. A park scene. 36+ people. Men and women. Caucasians, blacks, Hispanics. Adults, children. Centered is a couple. Man in dark suit and with a brown walking cane. The woman to his right wears a beige dress with a fur collar. Her face is a skeleton under a huge bonnet hat. There is a man in a dark brown suit asleep on a green park bench to the left. A bunch of colorful balloons float to the left in the mural. A larger balloon reads RM to the right if the center. Brown, swaying tree stems and green and yellow leaves. A building in the far back right has a cupola roof and a man with a large Mexican hat on a horse to the very right holds a rifle. A little bit of blue sky is seen in the mid center back of the painting. (Humanities: Assignment Two)

_________________________________________________________________________

 

A. Paul Gauguin

B. Raphael Sanzio

C. Diego Rivera

 

 

 

Figure 8 A feudal landscape scene. Dark bluish and white/gray storm clouds in the distant back are broken up to a clearer sky in places. Distant black hills center the back of the image. A town towers on top of a green hill to the right with a gray town and a town wall moving down toward center left of the painting culminating in a bridge over a river. The green-blue waterway moves toward center front in the image. Trees, and green grass flank the river in the foreground. (Humanities: Assignment Two)

 

_________________________________________________________________________

 

A. Michelangelo

B. El Greco

C. Diego Rivera

 

 

 

Figure 9 Sculpture of a woman in rich drapes holding a dead man in her lap as if he were a child. The woman’s face is serene bent slightly down as she faces down his midsection with closed eyes. Her head is proportionally much smaller than her body. The man’s head is to the left in her arms. He is thin and only wearing some cloth around his hips. The work is of white marble and shows classical beauty. (Humanities: Assignment Two)

_________________________________________________________________________

 

 

A. Michelangelo

B. El Greco

C. Diego Rivera

 

 

 

Figure 10 This mural shows thirteen men, seen from the front, at a large rectangular table with a white table cloth. Food is served at the table. To the very right in the painting, three men discuss between them. One wears a blue robe facing right toward the other two in eager discussion but holding his arms toward the center where one man sits serenely with his arms spread out over the table. Between the center man, who wears a red and blue robe, and the three right men, three men lean toward the center man using body language and their hands. One of the men, wearing a greenish tunic, appears taken aback. To the very left of the picture are three more men facing toward the man in the center. One is wearing blue, one beige, and one beige and blue. To the right of these men are another three men in blue tunics. Two of them leaning to the left and one man with a white beard leaning toward the center. The scene is set in a room with blue-gray walls to the left and center and a beige wall to the right. The back wall has two windows and a door opening toward a distant landscape. (Humanities: Assignment Two)

 

_________________________________________________________________________

 

A. Michelangelo

B. El Greco

C. Leonardo da Vinci

References

https://www.artnews.com/list/art-news/artists/who-was-giotto-di-bondone-1234686429/

 
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Behavioral Competencies

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Behavioral Competencies

Behavioral Competencies

In this section, you will determine strategic HR initiatives that support people, organizations, and workplaces under the technical competency while selecting the most appropriate behavioral competencies.

You must select at least one behavioral competency in addressing each domain (i.e., business, leadership, or interpersonal).

A. Determine HR initiatives that support the people technical competency and explain which behavioral competencies within the business domain are the most appropriate.

HR Initiatives for People Technical Competency

Implement comprehensive training programs. These programs enhance employee skills, ensuring alignment with organizational goals and technological advancements.

Foster a culture of continuous learning. Encourage employees to pursue professional development opportunities and stay updated with industry trends.

Introduce mentorship programs. Pair experienced employees with new hires to facilitate knowledge transfer and professional growth.

Develop robust recruitment strategies. Focus on attracting talent that aligns with the company’s values and technical requirements.

Implement performance management systems. Regularly evaluate and provide feedback to employees, promoting growth and addressing any performance gaps.

Behavioral Competencies within the Business Domain

Effective communication is essential. It ensures clear conveyance of ideas and expectations, fostering a collaborative work environment.

Adaptability is crucial. Employees must navigate changing business landscapes and adjust strategies accordingly.

Leadership skills are vital. Leaders inspire and motivate teams, driving organizational success through strategic vision and guidance.

Critical thinking is important. It helps in analyzing complex problems and making informed decisions that benefit the organization.

Teamwork enhances performance. Collaborative efforts lead to innovative solutions and a supportive workplace culture.

 

B. Determine HR initiatives that support the organization’s technical competency and explain which behavioral competencies within the leadership domain are the most appropriate.

 

C. Determine HR initiatives that support the workplace technical competency and explain which behavioral competencies within the interpersonal domain are the most appropriate.

 

D. Recommend strategic HR initiatives across the organization that utilize a combination of behavioral competencies and explain why this is the most appropriate approach.

Guidelines for Submission: This milestone must be submitted as a 3- to 4-page Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Use the latest edition of the APA manual for formatting and citations.

 

References

https://www.aihr.com/blog/hr-initiatives-examples/

 
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Leadership Theories 3

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Leadership Theories 3

Leadership Theories 3

(Leadership Theories 3) NO PLAGIARISM

PLEASE READ ALL DIRECTIONS AND FOLLOW ACCORDINGLY

Resources: The Art and Science of Leadership, Ch. 3 and Leadership Theories Matrix

As a leader, you often need to display or clarify a concept.  A matrix is a grid that contains information and offers a visual model of ideas.  For this assignment, you will create a matrix that explains leadership theories.

Research the following five leadership theories and include these in your matrix (use the matrix template provided):

  • Trait theories of leadership
  • Behavioral theories of leadership
  • Contingency models of leadership
  • Skills approaches to leadership
  • Situational methods of leadership

Develop the definition and characteristics of various leadership theories and approaches to leadership (trait leadership, behavioral leadership, contingency leadership, skills leadership and situational leadership). 

Trait Leadership

Trait leadership focuses on inherent qualities. Effective leaders possess traits such as confidence, intelligence, and integrity.

Characteristics include innate abilities. These leaders naturally exhibit charisma, decisiveness, and strong communication skills.

Behavioral Leadership

Behavioral leadership emphasizes actions over traits. Leaders can develop effective behaviors through learning and practice.

Key characteristics involve task-oriented and people-oriented behaviors. Effective leaders balance these behaviors to achieve goals.

Contingency Leadership

Contingency leadership suggests the best leadership style depends on the situation. There is no one-size-fits-all approach.

Characteristics include adaptability. Leaders must assess situational variables and modify their style to be effective.

Skills Leadership

Skills leadership highlights the importance of learned abilities. Effective leaders develop specific skills through training and experience.

Characteristics involve technical, human, and conceptual skills. These skills enable leaders to manage tasks, people, and ideas effectively.

Situational Leadership

Situational leadership adapts based on followers’ needs. Leaders adjust their approach according to the development level of their team.

Key characteristics include flexibility and responsiveness. Leaders diagnose the situation and apply the appropriate leadership style.

Provide one or more examples to support the definition or characteristics of each form of leadership. 

Write out your explanations in each section using about 150 to 200 words for each section. First person writing may be used for this assignment.

Format your Leadership Theory Matrix with the template and consistent with APA guidelines.

Spell check and proofread the matrix carefully.

References

https://www.researchgate.net/publication/293885908_Leadership_Theories_and_Styles_A_Literature_Review#:~:text=Main%20theories%20that%20emerged%20during,and%20Laissez%20Faire%20leadership%20theory.&text=Content%20may%20be%20subject%20to%20copyright.

 
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