Please see the file attached MAN3353 MANAGEMENT CASE Sam and Alicia arrived outside their boss’s office at the same time and took a seat. Both exchanged a cordial “hello”, but they didn’t say much else as they waited outside. Fidgeting nervously in their seats, the two knew that only one of them was going to receive what would be the biggest promotion of their careers. Sam and Alicia worked for a large software company and each was responsible for managing one of the company’s largest divisions. Both had been in their current position for years, hoping that a spot at the company’s corporate headquarters would open up. That time had arrived a month earlier when one of the company’s senior executives retired. Such positions did not open frequently, so Sam and Alicia knew that this was a tremendous opportunity. For the past month, they had prepared for their meeting with the company’s CEO, Paul McAllister. Although Paul already knew Sam and Alicia well, he wanted to meet with them at the same time to see how they handled the pressure of being interviewed in front of each other. After waiting for what seemed like an eternity, Sam and Alicia looked up simultaneously as Paul opened the door to his office. “Sam, Alicia. Good to see you. Come on in,” said Paul. Sam and Alicia entered Paul’s office and took the chairs ready for them at the front of his desk. Paul broke the silence by saying, “Well, you both know why you are here, so there’s no need to waste time. I already know your resumes backwards and forwards, and I’ve gathered as much information as possible from those who know you best, so now it comes down to hearing it, ‘straight from the horses’ mouths. I’m going to ask you both one question only, and it’s the same question for both of you. Let me flip a coin to see who will respond first.” He flipped the coin. Sam, you’re up.” Sam sat up with confidence, eyeing Paul. Paul began. “To function effectively in an executive position requires strong leadership skills. Both of you have gained valuable experience as managers of your respective divisions, making decisions that have resulted in strong performances from those divisions. But you also, as managers, followed directives that this corporate office handed down. As an executive, this will change. You will no longer taking directives—you will give them. In short, you will be responsible for guiding the success of the company, and its success will depend greatly on you. So my question to the two of you is: How do you plan to succeed as a leader if you are offered the position?” “Well Paul”, responded Sam, “That is an excellent question. I believe that, to be a successful leader, one must be able to exert influence. When you get down to it, that is what leadership is all about—the ability to influence others. I have demonstrated that I have this ability since I joined the ranks of management.” Sam paused, collecting his thoughts. “It is my opinion that leadership boils down to what actions you take with your employees. For me, leadership is all about rewarding and punishing appropriately. I try to make my employees’ jobs less complicated by stating exactly what they need to do, assigning particular tasks, setting appropriate goals and ensuring that my subordinates have the resources they need.” Paul listened carefully as Sam continued. “Basically, I am an organizer. When employees accomplish a given task or goal, I reward them appropriately for their work. When employees fail to accomplish an assignment, an appropriate response from me is needed. If it is clear that the employee did not try to accomplish the task, then punishment is necessary, and this punishment could range from a verbal reprimand to termination, depending, of course, on the circumstances. If the employee did not have the necessary skills or resources to complete a task, then my job is to provide those skills and resources. By rewarding and punishing employees based on their performance, I am able not only to influence employee behavior to match the goals of the organization but also to send a clear message as to what I expect.” Sam added, “I also want to note that a strong sense of fairness guides all of my decisions—I reward and punish justly. As a result, my employees are satisfied with their work and perform at high levels. So, I will bring my ability to influence behavior with me if I am offered this position, and in doing so will be able to shape the future of our company.” “Thank you Sam,” responded Paul. “Alicia, how would you answer this question?” “Well Paul,” said Alicia, “I think you’ll find that my perspective on leadership is different from Sams’s. Although I certainly agree with Sam that giving clear guidance to employees, setting appropriate goals, and rewarding employees for accomplishing tasks is a fundamental leadership quality, I believe that it takes more than that to be a successful leader. You see, I do not believe that just anyone can be a leader. To be a leader requires a certain ‘something’ that not all people possess.” “And you believe that you possess that certain something?” interrupted Paul. Alicia smiled. “I think you’ll find that my record suggests that I do, in fact. You see, successful leadership is about motivating people beyond the formal requirements of their jobs. It is not enough in today’s global economy to simply ensure that employees are completing their tasks. To survive, and moreover, grow, leaders must challenge employees to look ahead, to contribute ideas, and to make sacrifices for the good of the company. My job as a leader of this company is to create a vision of where we will be 5, 10 and 15 years from now. I see us creating new technologies, as well as merging existing technologies, to give our company the competitive advantage it needs to sustain growth in the long term. By sharing this vision with my employees, we will all be able to pursue the same goals.” Alicia continues, “I inspire my subordinates to see the company as their own, rather than as a means to a paycheck. I consider employee input and the different needs of each worker, and I challenge each and every one of them to think outside the box and develop innovative solutions to the problems facing us. The end result is, in my opinion, a highly motivated workforce with a common goal—to make sure our company is the industry leader.” Paul nodded, think about both answers. He had scrutinized each person’s record carefully, and both were qualified for the job. However, the two candidates differed in important ways. Sam had built a strong reputation for being a traditional, straightforward leader, motivating his employees well, setting appropriate goals, and ensuring that employees accomplished tasks on time—even ahead of schedule. However, Sam was not known for developing the most creative solutions, and he lacked the vision that Paul knew was an important competence to have as an executive. Alicia, in contrast, had built a reputation as being a visionary leader. Though her ideas were a bit unconventional at times, in many cases they were directly responsible for getting the company out of a jam. In addition, her magnetic personality made her a favorite among employees. However, Alicia often revealed a somewhat egotistical personality, and Paul was unsure whether this egoism would be amplified if she were in a more authoritative position. Paul had to make a tough decision. He thought about his company’s future. Thing s were relatively stable now, and business was good, but he knew that stability was not always a certainty. “I would like to thank you both for coming today. You’re making this a tough decision for me,” said Paul. “I need to think about this a bit more, but I’ll be getting back to you soon.” He paused, then added, “You’ll have my answer tomorrow morning.” 1. Using the material from your text and any outside material you see as relevant, describe Sam’s management style. Describe Alicia’s management style. 2. Whose management style do you believe would be more effective in this company, Alicia’s or Sam’s? Why? What situational factors might their effectiveness depend on? 3. If you were Paul, who would you hire and why? 4. What are some potential downsides to each candidate’s management style? 5. Whose employees do you think are likely to be more motivated, Alicia’s or Sam’s? Why? 6. Whose employees are likely to have higher job satisfaction, trust in leadership and organizational commitment? Why?

Please see the file attached

MAN3353 MANAGEMENT CASE

Sam and Alicia arrived outside their boss’s office at the same time and took a seat. Both exchanged a cordial “hello”, but they didn’t say much else as they waited outside. Fidgeting nervously in their seats, the two knew that only one of them was going to receive what would be the biggest promotion of their careers.

Sam and Alicia worked for a large software company and each was responsible for managing one of the company’s largest divisions. Both had been in their current position for years, hoping that a spot at the company’s corporate headquarters would open up. That time had arrived a month earlier when one of the company’s senior executives retired. Such positions did not open frequently, so Sam and Alicia knew that this was a tremendous opportunity.

For the past month, they had prepared for their meeting with the company’s CEO, Paul McAllister. Although Paul already knew Sam and Alicia well, he wanted to meet with them at the same time to see how they handled the pressure of being interviewed in front of each other.

After waiting for what seemed like an eternity, Sam and Alicia looked up simultaneously as Paul opened the door to his office.

“Sam, Alicia. Good to see you. Come on in,” said Paul.

Sam and Alicia entered Paul’s office and took the chairs ready for them at the front of his desk.

Paul broke the silence by saying, “Well, you both know why you are here, so there’s no need to waste time. I already know your resumes backwards and forwards, and I’ve gathered as much information as possible from those who know you best, so now it comes down to hearing it, ‘straight from the horses’ mouths. I’m going to ask you both one question only, and it’s the same question for both of you. Let me flip a coin to see who will respond first.” He flipped the coin. Sam, you’re up.”

Sam sat up with confidence, eyeing Paul.

Paul began. “To function effectively in an executive position requires strong leadership skills. Both of you have gained valuable experience as managers of your respective divisions, making decisions that have resulted in strong performances from those divisions. But you also, as managers, followed directives that this corporate office handed down. As an executive, this will change. You will no longer taking directives—you will give them. In short, you will be responsible for guiding the success of the company, and its success will depend greatly on you. So my question to the two of you is: How do you plan to succeed as a leader if you are offered the position?”

“Well Paul”, responded Sam, “That is an excellent question. I believe that, to be a successful leader, one must be able to exert influence. When you get down to it, that is what leadership is all about—the ability to influence others. I have demonstrated that I have this ability since I joined the ranks of management.” Sam paused, collecting his thoughts. “It is my opinion that leadership boils down to what actions you take with your employees. For me, leadership is all about rewarding and punishing appropriately. I try to make my employees’ jobs less complicated by stating exactly what they need to do, assigning particular tasks, setting appropriate goals and ensuring that my subordinates have the resources they need.”

Paul listened carefully as Sam continued. “Basically, I am an organizer. When employees accomplish a given task or goal, I reward them appropriately for their work. When employees fail to accomplish an assignment, an appropriate response from me is needed. If it is clear that the employee did not try to accomplish the task, then punishment is necessary, and this punishment could range from a verbal reprimand to termination, depending, of course, on the circumstances. If the employee did not have the necessary skills or resources to complete a task, then my job is to provide those skills and resources. By rewarding and punishing employees based on their performance, I am able not only to influence employee behavior to match the goals of the organization but also to send a clear message as to what I expect.”

Sam added, “I also want to note that a strong sense of fairness guides all of my decisions—I reward and punish justly. As a result, my employees are satisfied with their work and perform at high levels. So, I will bring my ability to influence behavior with me if I am offered this position, and in doing so will be able to shape the future of our company.”

“Thank you Sam,” responded Paul. “Alicia, how would you answer this question?”

“Well Paul,” said Alicia, “I think you’ll find that my perspective on leadership is different from Sams’s. Although I certainly agree with Sam that giving clear guidance to employees, setting appropriate goals, and rewarding employees for accomplishing tasks is a fundamental leadership quality, I believe that it takes more than that to be a successful leader. You see, I do not believe that just anyone can be a leader. To be a leader requires a certain ‘something’ that not all people possess.”

“And you believe that you possess that certain something?” interrupted Paul.

Alicia smiled. “I think you’ll find that my record suggests that I do, in fact. You see, successful leadership is about motivating people beyond the formal requirements of their jobs. It is not enough in today’s global economy to simply ensure that employees are completing their tasks. To survive, and moreover, grow, leaders must challenge employees to look ahead, to contribute ideas, and to make sacrifices for the good of the company. My job as a leader of this company is to create a vision of where we will be 5, 10 and 15 years from now. I see us creating new technologies, as well as merging existing technologies, to give our company the competitive advantage it needs to sustain growth in the long term. By sharing this vision with my employees, we will all be able to pursue the same goals.”

Alicia continues, “I inspire my subordinates to see the company as their own, rather than as a means to a paycheck. I consider employee input and the different needs of each worker, and I challenge each and every one of them to think outside the box and develop innovative solutions to the problems facing us. The end result is, in my opinion, a highly motivated workforce with a common goal—to make sure our company is the industry leader.”

Paul nodded, think about both answers. He had scrutinized each person’s record carefully, and both were qualified for the job. However, the two candidates differed in important ways. Sam had built a strong reputation for being a traditional, straightforward leader, motivating his employees well, setting appropriate goals, and ensuring that employees accomplished tasks on time—even ahead of schedule. However, Sam was not known for developing the most creative solutions, and he lacked the vision that Paul knew was an important competence to have as an executive.

Alicia, in contrast, had built a reputation as being a visionary leader. Though her ideas were a bit unconventional at times, in many cases they were directly responsible for getting the company out of a jam. In addition, her magnetic personality made her a favorite among employees. However, Alicia often revealed a somewhat egotistical personality, and Paul was unsure whether this egoism would be amplified if she were in a more authoritative position.

Paul had to make a tough decision. He thought about his company’s future. Thing s were relatively stable now, and business was good, but he knew that stability was not always a certainty.

“I would like to thank you both for coming today. You’re making this a tough decision for me,” said Paul. “I need to think about this a bit more, but I’ll be getting back to you soon.” He paused, then added, “You’ll have my answer tomorrow morning.”

1. Using the material from your text and any outside material you see as relevant, describe Sam’s management style. Describe Alicia’s management style.

2. Whose management style do you believe would be more effective in this company, Alicia’s or Sam’s? Why? What situational factors might their effectiveness depend on?

3. If you were Paul, who would you hire and why?

4. What are some potential downsides to each candidate’s management style?

5. Whose employees do you think are likely to be more motivated, Alicia’s or Sam’s? Why?

6. Whose employees are likely to have higher job satisfaction, trust in leadership and organizational commitment? Why?

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Use the resources linked below to help complete this assessment. Collapse All Assessment Assessment · Kiekens, A., Dierckx de Casterlé, D. & Vandamme, A. (2022).  Qualitative systems mapping for complex public health problems: A practical guide.   PLoS One, 17(2). · Iglesias, F. H., Celada, C. A., Navarro, C. B., Morales, L. P., Visus, N. A., Valverde, C. C., Dorado, V. M., Martínez Muñoz, M. L., Pueyo, C. B., Ramírez, E. L., Villaroel, R. M., Jordana, N. M., Bonet Simó, J. M., & SABCOMP group. (2018).  Complex care needs in multiple chronic conditions: Population prevalence and characterization in primary care. A study protocol.   International Journal of Integrated Care, 18(2), 16. Genomics · McCarthy, M. I. (2017).  Painting a new picture of personalised medicine for diabetes.   Diabetologia, 60(5), 793–799. Pathophysiology · Ford, S. H., Hodges, E., Thoyre, S., Baker, M., & Bartlett, R. (2021).  Can understanding gut-brain axis biopsychosocial pathways improve clinical reasoning?   The Journal for Nurse Practitioners, 17(10), 1208–1213. · Gansevoort Ron, T., & Hilbrands, L. B. (2020).  CKD is a key risk factor for COVID-19 mortality.   Nature Reviews. Nephrology, 16(12), 705–706. Pharmacology · Siafis, S., & Papazisis, G. (2018).  Detecting a potential safety signal of antidepressants and type 2 diabetes: A pharmacovigilance‐pharmacodynamic study.   British Journal of Clinical Pharmacology, 84(10), 2405–2414. Access to Care · Yearby, R. (2018).  Racial disparities in health status and access to healthcare: The continuation of inequality in the United States due to structural racism .  The American Journal of Economics and Sociology, 77(3-4), 1113–1152. · Zegeye, B., El-Khatib, Z., Ameyaw, E. K., Seidu, A., Ahinkorah, B. O., Keetile, M., & Yaya, S. (2021).  Breaking barriers to healthcare access: A multilevel analysis of individual- and community-level factors affecting women’s access to healthcare services in Benin .  International Journal of Environmental Research and Public Health, 18(2), 750. Technology · Archibald, M. M., & Barnard, A. (2018;2017).  Futurism in nursing: Technology, robotics and the fundamentals of care .  Journal of Clinical Nursing, 27(11–12), 2473–2480. · Ying, Y., Ji, Y., Kong, F., Chen, Q., Lv, Y., Hou, Y., Zhu, L., Miao, P., Yu, L., Li, L., Kuang, W., Jiang, L., Zhu, X., Liu, X., Xu, L., Mi, Y., Lou, Z., & Ruan, L. (2021).  Internet-based cognitive behavioral therapy for psychological distress in older adults without cognitive impairment living in nursing homes during the COVID-19 pandemic: A feasibility study .  Internet Interventions: The Application of Information Technology in Mental and Behavioural Health, 26, 100461–100461. Policy · Blendon, R. J., Benson, J. M., & Schneider, E. C. (2021).  The future of health policy in a partisan United States: Insights from public opinion polls .  JAMA: The Journal of the American Medical Association, 325(13), 1253–1254. · Buerhaus, P. I. (2020).  Demystifying national healthcare reform proposals: Implications for nurses .  Nursing Economic$, 38(2), 58–64 · Franckle, R. L., Polacsek, M., Bleich, S. N., Thorndike, A. N., Findling, M. T. G., Moran, A. J., & Rimm, E. B. (2019).  Support for Supplemental Nutrition Assistance Program (SNAP) policy alternatives among US adults, 2018 .  American Journal of Public Health, 109(7), 993–995. · Park, J., Erikson, C., Han, X., & Iyer, P. (2018).  Are state telehealth policies associated with the use of telehealth services among underserved populations?   Health Affairs, 37(12), 2060–2068. · Silveira Silva, L., Gonçalves Nitschke, R., Machado Verdi, M. I., Dutra Tholl, A., Moura Lanza, F., Peres de Oliveira, P., & da Fonseca Viegas, S. M. (2022).  Being ethical and bioethical in daily life of primary health care: nurses’ perceptions .  Revista Brasileira de Enfermagem, 75(3), 1–8.

Use the resources linked below to help complete this assessment. Collapse All Assessment Assessment · Kiekens, A., Dierckx de Casterlé, D. & Vandamme, A. (2022).  Qualitative systems mapping for complex public health problems: A practical guide.   PLoS One, 17(2). · Iglesias, F. H., Celada, C. A., Navarro, C. B.,

Construct a 5- to 6-page paper discussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with five (5) evidence-based, peer-reviewed scholarly literature. Note: APA style format will apply. Your paper should include the following for each: Proposed mechanism of action Baseline assessment, laboratory considerations, and frequency of ongoing labs and assessmentsNote: Discuss the importance of assessment and labs. Special population considerations (birth assigned gender, age, other medical comorbidity considerations) FDA approval indications Typical dosing with discussion on therapeutic endpoints for psychiatric use Major drug–drug interaction considerations For each of these medications, please review potential drug–drug interactions listed below. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professions (such as, primary care providers) Lamotrigine + Valproate Lamotrigine + Rifampin Valproate + Estrogen containing birth control. Valproate + Amitriptyline Lithium + Furosemide Lithium + Lisinopril Carbamazepine + Lurasidone Carbamazepine + Grapefruit juice Discuss the ethical, legal, and social implications related to prescribing bipolar and other related mood- disorder diagnoses therapy for patients. references Goldin, D. S. (2023). Fast facts for psychopharmacology for nurse practitioners. Springer Publishing. Chapter 8, “Mood Stabilizers “(pp. 150—178) American Psychiatric Association. (2010). Practice guideline for the treatment of patients with bipolar disorderLinks to an external site. (2nd ed.). APA.

Construct a 5- to 6-page paper discussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with five (5) evidence-based, peer-reviewed scholarly literature. Note: APA style format will apply. Your paper should include the following for each: Proposed mechanism of action Baseline assessment, laboratory considerations,

visions and goal SCR Plan Woods 2 School Community Relations Plan Example 2 In Partial Fulfillment of the Requirements of EDAD 5313: School and Community Relations Dr. Jerry Stout Southeastern Oklahoma State University Spring I 2022 School Community Relations Plan Vision Statement: At Antlers Public Schools we believe we have the responsibility to effectively communicate with all staff, students, caregivers, and community members. Effective communication involves two-way communication with both internal and external stakeholders. Our mission is to ensure that communication is successful to and from all parties, as it is crucial for maximizing student and staff success. We at APS believe student success is best achieved when we meet the needs of our students as a whole. We strive to provide a safe environment that is welcoming and conducive to learning. We value the rights of our families, and we understand that we cannot succeed without strong, trusting partnerships between the school, caregivers, and the community. We will work tirelessly to create those collaborative and inclusive relationships, so that we may all work together to help our students become better prepared to be their best selves in the classroom and beyond. Goal I: Antlers Public Schools (APS) will honor its role as an integral part of the community by fulfilling its commitment to transparency and communication with all stakeholders to build the necessary support required for the district to achieve excellence in student and staff achievement. Objective: · Maintain clear and consistent communication with the public to promote positive and collaborative relationships with all stakeholders. Strategies: · Utilize local media sources to encourage increased involvement in meetings, and planning committees to allow more community input in decision-making. Comment by Jerry C. Stout: Which media sources? · Develop strong relationships with community business leaders. · Use all methods of communication tools to increase the frequency and availability of information sharing with all stakeholders. Each of the above strategies will begin to be implemented with each new school year and continue throughout. They will be implemented by administrators, staff leaders, and school committee members. Needs Assessment: · Access to school web pages, booster and PTO social media pages, The Antlers American newspaper, and local radio stations to engage the public. · Designated school representatives to attend local community meetings to build partnerships and highlight district achievements. · An established system for how to whom to report any information that can and should be shared to the public to streamline the communication process and ensure continuity of the district’s intended message. Evaluation : The elements of this goal will be evaluated each year by conducting a beginning of year survey from all stakeholders to establish a baseline of their current level of communication both to and from the district. An end-of-year survey will also be distributed to ensure increased communication occurred. It will also be monitored by tracking the number of community partnerships made and community meetings attended by representatives of the district. Keeping track of the number of articles and radio spots that highlighted the district will make certain growth is occurring in that area. Web page engagement will also be monitored to guarantee increased web traffic and post engagement. We will ensure there is a designated social media representative in place in which all school news, announcements, etc. are sent, so the process is simple, efficient, and non-repetitive. Goal II: · Antlers Public Schools will create a joint staff and community Advocacy Committee to strategically assess the needs of our students and families to advance our mission of maximizing student success. Objective: · Identify and provide appropriate educational and community supports to aid in providing an inclusive, equitable, safe, learning environment for all. Strategies: · Survey the staff, student body, caregivers, and community to identify needs and set goals. · Build partnerships with local service organizations to assist in finding resources for students and families. · Provide caregivers with training on basic educational rights and how to properly advocate for the needs of their students. · Send an Advocacy Committee member to local and state advocacy days to represent the district’s needs and to stay up to date on legislative policies affecting education. Each of these strategies will be implemented at the beginning of each school year and continued throughout the year. The representative for advocacy days will be expected to attend the February Education Conference events at the state capitol. Needs Assessment: · Surveys in print and digital formats for staff, students, community, and caregivers · School law attorney/educator · Staff and community volunteers · Designated representative for community and state advocacy meetings Evaluation : This goal will be evaluated on an annual basis and modified as required to fit the needs of ever-changing student and community needs. We will assess the goals set by the Advocacy Committee and measure their success through student data such as attendance, discipline issues, and feedback from teachers, caregivers, and community partners. We will monitor advocacy representation by showing participatory growth in local and state events that promote public education. Teachers and students will be polled twice a year to gain feedback on improvements that could be made in the areas of safety, inclusion, and equity. That feedback will be used to guide adjustments in future goals. Goal III: Antlers Public Schools will strengthen existing media partnerships as well as create new media partnerships to highlight student and staff success stories and increase support for the district. Objective: · Use media relationships to enhance positive district reputation Strategies: · Establish media contacts for various types of reporting purposes (sports, human interest, etc.) · Create an active and engaging social media presence to share and celebrate student and staff success in real-time. · Increase written press by printing more positive articles in the local newspaper · Create an interesting digital and print newsletter and stakeholder distribution list · Send positive stories to radio, print, and television outlets regularly so that the district is continuously building a positive media presence. Needs Assessment: · Designated district media spokesperson · Public relations team to assist in gathering and documenting positive stories within the district · Social media team responsible for live-streaming notable moments and regularly posting student and staff success stories. Each of the above strategies will be implemented with each new school year and continue throughout the year. They will be implemented by administrators, staff leaders, and school committee members. These committees will have a variety of representatives, such as parents, teachers, local business owners, religious leaders, legislators, alumni, and students Evaluation : This goal can be evaluated simply by tracking the increase in positive APS stories appearing in the media. We will track community engagement with these posts by analyzing web page and social media traffic. Surveys to all stakeholders regarding their perception of Antlers Public Schools’ media presence will also be done at a pre-determined time frame throughout the year. Crisis Management: It is crucial to have a communication plan in place during a crisis. Our Crisis Management Plan works to streamline communication within the district, the media, and the public. In the event of an emergency or controversial issue, our goal is to inform all stakeholders in a timely and efficient manner. Events that stakeholders may be alerted to include but are not limited to, fires, bomb threats, weather-related emergencies, intruders, danger present on campus, or any other situation that might demand a public response. Strategies to meet the objective of the plan will be carried out as follows: · One designated spokesperson for media · Spokesperson will provide timely and accurate information to all stakeholders · Spokesperson will provide timely and accurate information to the media as appropriate · Create written materials including fact sheets and letters for distribution in case of emergencies · Provide training to all staff in managing crisis situations and communications Reflection Statements: The development of this SCR Plan promotes the success of all students by setting goals that allow us to achieve positive student outcomes and maximize student growth. By attending to individual student needs as well as the needs of staff and other stakeholders, we are creating the best environment for progress to occur. To build a shared commitment to the plan, it will be communicated to staff, parents, students, and community members in a variety of methods. Internal stakeholders can obtain information through direct communication from the administration, internal e-mails, and various staff meetings. External stakeholders will need to have the information presented by a variety of methods. These methods may include social media, school web pages, local newspapers, radio spots, newsletters, and email lists. Implementation of this plan will happen in the following steps: 1) Survey and evaluate needs 2) Gather input and support from internal and external stakeholders 3) Set goals 4) Regularly communicate goals and progress to stakeholders 5) Monitor, evaluate, and revise as needed Community members will be involved in the implementation of this plan in many ways. In addition to feedback from external stakeholders, we will need community surveys to establish and analyze qualitative and quantitative data. Community support will be a necessity for creating a successful, shared vision, generating buy-in, and allowing for the implementation of many elements of the plan. The plan will be monitored continuously, and any practices deemed ineffective will be modified or discontinued. Elements of the plan that are working well will continue to be implemented, all other areas will be improved upon until deemed successful. Evaluation measures are built into the plan to allow APS the ability to track website and social media analytics, monitor data, study stakeholder feedback. The plan will be revised as needed, but the annual review will also allow for any revisions necessary.

visions and goal SCR Plan Woods 2 School Community Relations Plan Example 2 In Partial Fulfillment of the Requirements of EDAD 5313: School and Community Relations Dr. Jerry Stout Southeastern Oklahoma State University Spring I 2022 School Community Relations Plan Vision Statement: At Antlers Public Schools we believe we have

· Also, upload the work files from R (LastName_FirstName.r), separeated for Part 1,2 and 3. Excel is not suitable for this project and it will not be accepted. You must follow my code submission guideline. THERE IS NO EXCEPTION or PARTIAL CREDIT if you fail to comply. 1.  You MUST use comment (ie. #) to clearly label which part of the project your code belongs to. For example ### 1 (i).  or ### Part 2 (iv) 2. Do not use the   quantmod, tseries or the strucchange package, AIC or BIC or arima function or basically, any packages that were not covered in the lecture. You  will not receive any score for responses associated with these packages. If you are not sure, please consult me first before your submission. 3. Be aware of how you use ChatGPT when completing the project, especially for Part III.

· Also, upload the work files from R (LastName_FirstName.r), separeated for Part 1,2 and 3. Excel is not suitable for this project and it will not be accepted. You must follow my code submission guideline. THERE IS NO EXCEPTION or PARTIAL CREDIT if you fail to comply. 1.  You MUST use

How is schizophrenia understood and explained in the reading How does the family handle the disorder and how do people’s reactions there differ from what is typical in the United States? How are there approaches to Schizophrenia different from those in the United States? How does McGruder apply her “Western Lens” when looking at this family? What symptoms do Hemed and Kimwana exhibit? How do you think you would react if a family member started to exhibit these symptoms? 

How is schizophrenia understood and explained in the reading How does the family handle the disorder and how do people’s reactions there differ from what is typical in the United States? How are there approaches to Schizophrenia different from those in the United States? How does McGruder apply her “Western

respond to 2 of the attached group PowerPoint presentations addressing the following the instructions  Population health nursing week 7 assignment Each student will respond to 2 of the group PowerPoint presentations addressing the following components:  1. Key take aways (challenges, strengths, significant data that impacted you). 2. Consider the FEMA mission as it relates to natural disaster relief. What types of disaster could impact the country reviewed and what organizations might respond? Include 1 reference to support your response. Peer Response Instructions · One of the posts will count as the initial post-due by Wednesday and the other post will count as interaction for the week.  Additional interaction is always welcomed.  

respond to 2 of the attached group PowerPoint presentations addressing the following the instructions  Population health nursing week 7 assignment Each student will respond to 2 of the group PowerPoint presentations addressing the following components:  1. Key take aways (challenges, strengths, significant data that impacted you). 2. Consider the FEMA

Prof. Nursing Leadership week 7 discussion Week 7  Discussion: Conflict Management, Communication, and Team Building For this week’s discussion, complete the self-assessment found in the textbook reading this week (Chapter 8, Page 187-Box 8.2). Attached Self-assessment of preferred conflict-handling modes is important. As you read and answer the 30-item conflict survey, think of how you respond to conflict in professional situations. After completing the survey, tally and reflect on your scores for each of the five approaches. Initial Written Response: Based on your personality and self-assessment scores, which of the 5 conflict management approaches do you use most often? Which do you use least? What are the strengths and weaknesses of your main approach to conflict resolution? Describe a situation where you observed or interacted with other stakeholders where there was an opportunity to improve communication, professional civility, or reduce conflict. Video Response: Record a video where you rehearse how you would approach this situation. 

Prof. Nursing Leadership week 7 discussion Week 7  Discussion: Conflict Management, Communication, and Team Building For this week’s discussion, complete the self-assessment found in the textbook reading this week (Chapter 8, Page 187-Box 8.2). Attached Self-assessment of preferred conflict-handling modes is important. As you read and answer the 30-item conflict