Case study : Susan is a 16-year-old with sudden onset of severe sore throat for the past day. She feels like she had a fever but did not check her temperature (i.e., subjective fever). What is the most likely diagnosis and pathogen causing this disorder? Discuss the mode of transmission and discuss data that supports your decision.

Case 1 
Review the pharyngitis scenarios and determine the most likely cause, including pathogen and mode of transmission. Discuss data that support your decision and treatment strategies. 
Scenario 1:  Susan is a 16-year-old with sudden onset of severe sore throat for the past day. She feels like she had a fever but did not check her temperature (i.e., subjective fever). She states it is very painful to swallow, and she thinks she sees white spots on her throat. She denies cough, rhinorrhea, nausea, otalgia, shortness of breath, or headache. She reports no exposure to sick individuals. 

Medications: none.
Allergies: none.
Social history: nonsmoker and drinks alcohol (two to three beers) one to two times a month.
Physical examination: vital signs – temperature 101.0°F; pulse 100 beats per minute; respirations 18 per minute; blood pressure 110/66 mmHg.
General: ill and tired appearance.
Head, Eyes, Ears, Nose, and Throat: unremarkable except for erythematous oropharynx with small petechiae and white tonsillar exudates.
Neck: anterior cervical lymphadenopathy; two on right, three on left; all small (< 0.5 cm) and tender.
Cardiovascular, Lungs, and Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder and mode of transmission?
Discuss data that supports your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.

Scenario 2: Mr. Jones is a 54-year-old man with complaints of a scratchy, raw sore throat and painful swallowing, mild productive cough, and runny nose for the past 2 days. He says his sputum is whitish-yellow. His ears feel full, and he feels like he is getting achy. He reports taking throat lozenges and denies nausea, fever, shortness of breath, chest pain, or headache. He states he teaches in a high school and a lot of his students have had colds. 

Medications: none.
Allergies: none.
Social history: nonsmoker and does not drink alcohol.
Physical examination: vital signs – temperature 99.0°F; pulse 84 beats per minute; respirations 18 per minute; blood pressure 120/70 mmHg.
General: cough during exam.
HEENT: unremarkable except for mild erythematous oropharynx with no exudates; nares with mild erythema and scant yellowish discharge.
Neck, CV, Lungs, Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder and mode of transmission?
Discuss data that support your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.
Compare the causes, clinical manifestations, diagnosis, and treatment of pharyngitis in these two cases.

Case 2
Review the pulmonary infection scenarios and discuss whether the diagnosis is infectious rhinitis, influenza, acute bronchitis, acute bronchiolitis, or pneumonia. Discuss the most common pathogen and mode of transmission Discuss data that support your decision and treatment strategies. 
Scenarios 1: Jack is a 21-year-old complaining of a sudden onset of myalgia with his body aching all over and headache for the past day. He feels tired and has the chills, and his temperature was 100°F. He has a mild nonproductive cough. He denies rhinorrhea, sinus pain, nausea, otalgia, or shortness of breath. He reports exposure to sick contacts in his dorm, stating, “Everyone seems to be coughing and catching a cold or the flu.” 

Medications: none.
Allergies: penicillin.
Past medical history: healthy.
Social history: college student, lives in a dormitory. Nonsmoker and drinks alcohol once a week, about two or three beers.
Physical examination: vital signs – temperature 100°F; pulse 98 beats per minute; respiratorations18 per minute; blood pressure 110/70 mmHg; pulse oximeter 98%.
General: ill and tired appearance.
Head, Eyes, Ears, Neck, Throat: unremarkable.
Neck: no lymphadenopathy; negative Kernig sign, negative Brudzinski sign.
Cardiovascular lungs, abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder?
Discuss the mode of transmission and discuss the data that supports your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.

 Scenarios 2: Mr. Menendez is a 65-year-old man presenting with 2–3 days of coughing up thick yellow sputum, shortness of , and fever (he did not check the actual temperature), and chills. He states his chest hurts when he breathes. He denies headache, rhinorrhea, sinus pain, and nausea. He reports no exposure to sick individuals. 

Medications: lisinopril 10 mg a day by mouth.
Allergies: no known drug allergy.
Social history: smokes 1 pack of cigarettes per day (has done so for 30 years); denies alcohol use; works as a landscaper.
Physical examination: vital signs – temperature 101°F; pulse 98 beats per minute; respirations 22 per minute; blood pressure 140/86 mmHg; pulse oximeter 93%.
General: ill and tired appearance, coughing during visit with thick yellow sputum noted.
HEENT: unremarkable.
Neck: small anterior and posterior cervical nodes.
CV: unremarkable.
Lungs: right basilar crackles with dullness to percussion in right lower lobe.
Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder?
Discuss the mode of transmission. Discuss the data that support your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.

 Case 3
Jamie is a 1-year-old girl who is coughing and has had rhinorrhea with yellowish discharge for the past day. Her father says today he felt like she had a fever and has not been eating or playing; she has been mostly sleeping. Her 5-year-old sibling has had a cold for a week. 

Medications: none.
Allergies: no known drug allergies.
Vaccinations: up to date for age.
Social history: in day care; lives with mother, father, and 5-year-old sibling.
Physical examination: vital signs – temperature 101.5°F; pulse 120 beats per minute; respirations 34 per minute; blood pressure 100/60 mmHg; pulse oximeter 92%.
General: sitting in father’s lap; ill, lethargic appearance, and coughing.
HEENT: nasal flaring, nasal mucus yellowish bilaterally; oropharynx with mild erythema.
Neck: small anterior and posterior cervical nodes.
CV: unremarkable.
Lungs: intercostal retractions, expiratory wheezing.
Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder? Discuss the mode of transmission and discuss data that supports your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.
Professional Reflection on the 3 cases. Citations and references.

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

Case 1 
Review the pharyngitis scenarios and determine the most likely cause, including pathogen and mode of transmission. Discuss data that support your decision and treatment strategies. 
Scenario 1:  Susan is a 16-year-old with sudden onset of severe sore throat for the past day. She feels like she had a fever but did not check her temperature (i.e., subjective fever). She states it is very painful to swallow, and she thinks she sees white spots on her throat. She denies cough, rhinorrhea, nausea, otalgia, shortness of breath, or headache. She reports no exposure to sick individuals. 

Medications: none.
Allergies: none.
Social history: nonsmoker and drinks alcohol (two to three beers) one to two times a month.
Physical examination: vital signs – temperature 101.0°F; pulse 100 beats per minute; respirations 18 per minute; blood pressure 110/66 mmHg.
General: ill and tired appearance.
Head, Eyes, Ears, Nose, and Throat: unremarkable except for erythematous oropharynx with small petechiae and white tonsillar exudates.
Neck: anterior cervical lymphadenopathy; two on right, three on left; all small (< 0.5 cm) and tender.
Cardiovascular, Lungs, and Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder and mode of transmission?
Discuss data that supports your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.

Scenario 2: Mr. Jones is a 54-year-old man with complaints of a scratchy, raw sore throat and painful swallowing, mild productive cough, and runny nose for the past 2 days. He says his sputum is whitish-yellow. His ears feel full, and he feels like he is getting achy. He reports taking throat lozenges and denies nausea, fever, shortness of breath, chest pain, or headache. He states he teaches in a high school and a lot of his students have had colds. 

Medications: none.
Allergies: none.
Social history: nonsmoker and does not drink alcohol.
Physical examination: vital signs – temperature 99.0°F; pulse 84 beats per minute; respirations 18 per minute; blood pressure 120/70 mmHg.
General: cough during exam.
HEENT: unremarkable except for mild erythematous oropharynx with no exudates; nares with mild erythema and scant yellowish discharge.
Neck, CV, Lungs, Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder and mode of transmission?
Discuss data that support your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.
Compare the causes, clinical manifestations, diagnosis, and treatment of pharyngitis in these two cases.

Case 2
Review the pulmonary infection scenarios and discuss whether the diagnosis is infectious rhinitis, influenza, acute bronchitis, acute bronchiolitis, or pneumonia. Discuss the most common pathogen and mode of transmission Discuss data that support your decision and treatment strategies. 
Scenarios 1: Jack is a 21-year-old complaining of a sudden onset of myalgia with his body aching all over and headache for the past day. He feels tired and has the chills, and his temperature was 100°F. He has a mild nonproductive cough. He denies rhinorrhea, sinus pain, nausea, otalgia, or shortness of breath. He reports exposure to sick contacts in his dorm, stating, “Everyone seems to be coughing and catching a cold or the flu.” 

Medications: none.
Allergies: penicillin.
Past medical history: healthy.
Social history: college student, lives in a dormitory. Nonsmoker and drinks alcohol once a week, about two or three beers.
Physical examination: vital signs – temperature 100°F; pulse 98 beats per minute; respiratorations18 per minute; blood pressure 110/70 mmHg; pulse oximeter 98%.
General: ill and tired appearance.
Head, Eyes, Ears, Neck, Throat: unremarkable.
Neck: no lymphadenopathy; negative Kernig sign, negative Brudzinski sign.
Cardiovascular lungs, abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder?
Discuss the mode of transmission and discuss the data that supports your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.

 Scenarios 2: Mr. Menendez is a 65-year-old man presenting with 2–3 days of coughing up thick yellow sputum, shortness of , and fever (he did not check the actual temperature), and chills. He states his chest hurts when he breathes. He denies headache, rhinorrhea, sinus pain, and nausea. He reports no exposure to sick individuals. 

Medications: lisinopril 10 mg a day by mouth.
Allergies: no known drug allergy.
Social history: smokes 1 pack of cigarettes per day (has done so for 30 years); denies alcohol use; works as a landscaper.
Physical examination: vital signs – temperature 101°F; pulse 98 beats per minute; respirations 22 per minute; blood pressure 140/86 mmHg; pulse oximeter 93%.
General: ill and tired appearance, coughing during visit with thick yellow sputum noted.
HEENT: unremarkable.
Neck: small anterior and posterior cervical nodes.
CV: unremarkable.
Lungs: right basilar crackles with dullness to percussion in right lower lobe.
Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder?
Discuss the mode of transmission. Discuss the data that support your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.

 Case 3
Jamie is a 1-year-old girl who is coughing and has had rhinorrhea with yellowish discharge for the past day. Her father says today he felt like she had a fever and has not been eating or playing; she has been mostly sleeping. Her 5-year-old sibling has had a cold for a week. 

Medications: none.
Allergies: no known drug allergies.
Vaccinations: up to date for age.
Social history: in day care; lives with mother, father, and 5-year-old sibling.
Physical examination: vital signs – temperature 101.5°F; pulse 120 beats per minute; respirations 34 per minute; blood pressure 100/60 mmHg; pulse oximeter 92%.
General: sitting in father’s lap; ill, lethargic appearance, and coughing.
HEENT: nasal flaring, nasal mucus yellowish bilaterally; oropharynx with mild erythema.
Neck: small anterior and posterior cervical nodes.
CV: unremarkable.
Lungs: intercostal retractions, expiratory wheezing.
Abdomen: unremarkable.

Answer the following questions or provide responses based on this scenario. 

What is the most likely diagnosis and pathogen causing this disorder? Discuss the mode of transmission and discuss data that supports your decision.
What diagnostic test, if any, should be done?
Develop a treatment plan for this patient.
Professional Reflection on the 3 cases. Citations and references.

. Do not write who you are in the answer.

Why do demagogues win, why do they come to power as they are doing?

  On January 6, 2021, Americans came perilously close to losing its democracy and the freedoms that have always defined what America is. On that day, a determined band of extremists, including White Nationalists of various stripes, fascistic and violence prone groups like Proud Boys, motivated and incited by the president of the United States (and many members of Congress intent on stealing the election), surged into the Capitol Building, some of them waving a Confederate flag, one wearing a t-shirt with the word Auschwitz displayed, some determined to find Vice-President Mike Pence for the purpose of executing him. There can be no doubt that this was a mob intent on using violence to deny the will of the American people, who had voted to make Joe Biden the next president. There can be no doubt that the main motivation of this mob was not to defend the freedoms of the United States, but rather to abolish them. Not to protect liberty, but to subvert it. Not to protect the Constitution but to revoke it, not to build an inclusive America but to exclude people of color and certain faiths. Not to demand justice, but to violently rebuke it. Not to protect the right to vote, but to repress it. Not to honor the result of the election, called the fairest in US history by many authorities, but to repudiate it. Not to transfer power peacefully, the hallmark of freedom and democracy, but to retain it for a completely corrupt president who had just lost the election—both the popular and the electoral vote.  
Why do demagogues win, why do they come to power as they are doing? Who supports them and why? What role do media play? What role is played by the digital economy that is disrupting everyday life? What about traditional jobs, will they be replaced? We don’t even have the tools to help re-integrate those working in the old economies into the new.  
Must be Chicago manual style
Must use footnotes
5 pages

What does evidence reveal about alarm fatigue and distractions in healthcare when it comes to patient safety?

DistractorsinourEnvironments-week6-informationsystem.docx

Distractors in our Environments

Discussion

Purpose

This week’s graded discussion topic relates to the following Course Outcome (CO).

Preparing the Discussion

· Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
· Demonstrate understanding of concepts for the week
· Integrate outside scholarly sources when required
· Engage in meaningful dialogue with classmates and/or instructor
· Express opinions clearly and logically, in a professional manner
· Use the rubric on this page as you compose your answers.
· Best Practices include:
· Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
· Enter the discussion often during the week to read and learn from posts.
· Select different classmates for your reply each week.

Discussion Question

Distractions are everywhere. They may include cellphones, multiple alarms sounding, overhead paging, monitors beeping, and various interruptions that disrupt your clinical practice.
Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue. What does evidence reveal about alarm fatigue and distractions in healthcare when it comes to patient safety?
· EBOOK to use for one citation:
· https://bookshelf.vitalsource.com/reader/books/9781323903148/epubcfi/6/492%5B%3Bvnd.vst.idref%3DP7001015544000000000000000002CB2%5D!/4/2%5BP7001015544000000000000000002CB2%5D/2/2%5BP7001015544000000000000000002CB3%5D/7:6%5B%20In%2Cter%5D
· email:
[email protected]

· Pwd: Leroyismyhero1#
·

let me know if you cannot have access to the ebook

Determine which one of the following OLMs is suitable for replacing the identified OLMs that hinder organizational learning as a corrective action to facilitate the transition from individual to organizational learning: Off-line/Internal, Online/Internal, Off-line/External, or Online/External.

 
Overview
Suppose that your organization, or an organization that you are familiar with, is dealing with a major issue in transitioning individual learning (such as sharing knowledge, training programs, working as a team, experiences, procedures, and processes) into organizational learning. The chief executive officer (CEO) has asked you, as the vice president of human resources, to assist with the issue and to help the organization transition its culture to this new way of learning. Before you provide any recommendations to address the issue, you must first research the root of the problem and the resistance to this transition.
Note: You may make all necessary assumptions needed for the completion of this assignment. In your original work, you may use aspects of existing processes from either your current or former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization(s)that you have used.
Instructions:

Assess the organization’s culture as it relates to shared knowledge, and then specify the significant issue (or issues) that you discovered with the culture.
Determine the disconnect you observed between culture and organizational learning using three?of the five?mystifications. Support your response with at least one?example of each selected mystification within the organization.
Present your opinion on the current Organizational Learning Mechanisms (OLMs) that hinder organizational learning. Support your response with one?example of a training or learning initiative (for example, sharing knowledge, training programs, working as a team, experiences, procedures, processes) and the outcome when it was applied to the organization.
Determine which one of the following OLMs is suitable for replacing the identified OLMs that hinder organizational learning as a corrective action to facilitate the transition from individual to organizational learning: Off-line/Internal, Online/Internal, Off-line/External, or Online/External. Justify your selection.
Evaluate the norms of the organization’s learning culture to determine the source or sources that currently prevent productive learning by applying two of the following norms: inquiry, issue orientation, transparency, integrity, or accountability. Provide at least one example of each of the selected norms’ manifestations within the organization in your evaluation.
Use at least five quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.
Complete in three pages.

Explain how risk factors (such as age and personal risk tolerance) impact the allocation of assets included in a retirement plan.

 ATTACHED IS GRADING RUBRIC!!!!
Overview
Financial management applies to?personal as well as?business?financial?decisions. In this week’s assignment, you will lay the groundwork for creating a personal retirement plan in Week 9.
This week’s analysis requires you to apply what you have learned using the textbook, as well as additional Internet and SU Library research. Also, please refer to the assignments in Weeks 2 and 4, in which you evaluated stocks and bonds as?investment options and applied the concept of present value.
Scenario
For this assignment, you take on the role of a personal retirement planner who is preparing a memo for your client. In the memo, explain to the client the financial and risk considerations that go into planning for retirement.
Instructions

Describe?the?importance of?factors to consider when developing a retirement plan.?These will include age, marital status, number of dependents, health, life expectancy, and other sources of income such as social security and pensions.
Examine the relationship between risk and return and its impact on decisions about saving for retirement. Provide examples of the relationship.
Explain how risk factors (such as age and personal risk tolerance) impact the allocation of assets included in a retirement plan. Support your explanation with examples of how asset allocation changes as the risk factors change.
Analyze how fiscal and monetary policies may impact retirement plans.

Research how changes in fiscal policy and monetary policy can impact retirement savings.
This research should include how changes in policies, including interest rates, tax rates, and policies that impact savings (IRAs, 401k), can impact retirement plans.

Evaluate the implications of the time value of money with respect to saving for retirement. Support the answer with specific examples and explanations.
Use 4-5 sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the?library?or review?library guides.?

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
The specific course learning outcome associated with this assignment is as follows:?

Determine the suitability of an investment strategy that considers external risk factors and a literature review.?
Create investment recommendations based on research that includes the rationale and risk mitigation for the chosen strategies.?

Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.

Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment.
Select at least one additional country to compare to the U.S. for this Assignment.
Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected.
Review and download the Global Health Comparison Matrix provided in the Resources.

The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change)
Part 1: Global Health Comparison Matrix
Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following:

Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study.
Explain the strengths and weaknesses of each policy.
Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples.
Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected.
Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples.
Explain how the health policy you selected might impact the role of the nurse in each country.
Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.

Part 2: A Plan for Social Change
Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader.
In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader.

Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader.
Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples

Explain the Impact of Employee Engagement on Staffing and Employment  

TOPIC: The Impact of Employee Engagement on Staffing and Employment  
General format and sequenceTitle PageAbstractIntroduction (At least 1 page, Level 1 heading)Findings (At least 6 pages, organized under Level 1 and Level 2 headings)The following should be provided in the student’s own original words:a) the theoretical model and/or conceptual model used by the author(s) of the article.b) a description of whether the article is a quantitative study or qualitative article.c) the research methodology used, and a description of the sample size and demographics if the study is quantitative.d) the research findings reported by the author(s) of the article.e) the conclusions of the author(s) of the article.f) multiple in-text citations of the article using the author-date citation method required by the APA format.Conclusions and Recommendations (At least 1 page, Level 1 heading)References
Each of the 12 references must be discussed in the narrative, and correctly cited in the narrative. 
Paraphrase – Do not quoteThe assignment must not be a series of quotations. It is the student’s skills in critical analysis andscholarly discussion that are being evaluated in this assignment; therefore, quotations should bekept to an absolute minimum. Zero quotations are preferred. The ideas, concepts, and findingslocated in the 12 scholarly articles should be paraphrased in the student’s own words, correctlycited. 
HeadingsThe content must be organized under headings in accordance with the APA format. As a generalrule, Level 1 and Level 2 headings will be used in this assignment. 
MechanicsAll pages of all assignments, including the title page and reference list, must be double-spaced and typed in 12-point Times New Roman fonts with one-inch margins on all four sides. MS Word files only. The Literature Review must meet the standards of the current edition of the APA manual for in-text citations, references, headings, grammar, spelling and mechanics.
You may submit your Literature Review: Part 3 – Final Submission Assignment to the draftsubmission link entitled Literature Review: Part 3 – Draft Submission Assignment to checkyour Turnitin results prior to submitting your final copy of the Literature Review: Part 3 –Final Submission Assignment.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. The toolis a starting point for instructors to check overall Academic Integrity and higher scores generallyindicate a higher probability of Academic Misconduct. The higher a score, the higher theprobability that there are too many quotations included in the narrative, and/or there are passages that have not been properly cited.
ResourcesThere are several resources provided by the Academic Success Center and Online WritingCenter websites for you to consult. Direct links to these sites are provided on the LiteratureReview: Part 3 – Final Submission Assignment page under the Literature Review Resources.

Summarize the 1906 Nationality Act was Congress’s first federal language law that required all those seeking naturalization to speak English. How has the event affected instruction of English language learners in your area? Are there any unintended consequences that resulted from this historical event?

  
1.Summarize the 1906 – Nationality Act was Congress’s first federal language law that required all those seeking naturalization to speak English. How has the event affected instruction of English language learners in your area? Are there any unintended consequences that resulted from this historical event? RESOURCE IS PROVIDED HERE
Powell, (2015). A historical overview of U.S. citizenship and naturalization laws. Retrieved from https://tingenwilliams.com/2015/historical-overview-u-s-citizenship-naturalization-laws/3623/
2. What are some of the greatest barriers preventing our schools from meeting the educational goals for ELL students today? What recommendations are offered in the readings that address these barriers? Whom do you see as potential change agents for implementing these recommendations? ONE RESOURCE AND ONE PRARGRAPH 
3. In your readings and research, you will find a variety of terms used to describe an English language learner. For example, terms such as English language learner (ELL) and English learner (EL) are often used interchangeably.What additional terms have been used to describe these learners? What accounts for the evolving terminology? How does the use of particular terms affect schools, teachers, and learners? What is the term used in your area (school/district/state)? What do you think is the reason this term was selected? ONE RESOURCE AND ONE PRARGRAPH
4. Based on what you now know of ESL, bilingual, sheltered English instruction, and structured English immersion (SEI), which models do you prefer to see implemented at the elementary level and why? Which models do you prefer to see at the secondary level and why? ONE RESOURCE AND ONE PRARGRAPH

Cite specific examples of barriers or potential barriers you have encountered specific to EBP in your particular institution.

 
This assignment is designed to help you identify evidence-based practice models and barriers and will be graded according to the Guidelines and Rubric for Models and Barriers below.
Subtitle or Section:

Cite specific examples of barriers or potential barriers you have encountered specific to EBP in your particular institution.
How might you begin to overcome those barriers? List 4 ways.
Identify a model you think might work in your institution. Why?
Please refer to the Rubric below for more details of what is expected under each criterion.

View RubricModels and BarriersModels and BarriersCriteriaRatingsPtsExamplesview longer description30 to >0 ptsFull MarksAt least 2 specific examples of models and barriers specific to the implementation of EBP in your institution are cited0 ptsNo Marks2 specific examples models and barriers specific to the implementation of EBP in your institution are not cited/ 30 ptsOvercomeview longer description30 to >0 ptsFull Marks4 ways to overcome barriers stated in criterion 1 are listed0 ptsNo MarksLess than 4 ways to overcome barriers stated in criterion 1 are not listed/ 30 ptsModelview longer description30 to >0 ptsFull MarksOne model of EBP is identified that can be implemented in your institution and an explanation of why it could be implemented in your institution is clearly stated.0 ptsNo MarksOne model of EBP is NOT identified that can be implemented in your institution and an explanation of why it could be implemented in your institution is NOT clearly stated./ 30 ptsAPAview longer description10 to >0 ptsFull Marks1 point for each APA error0 ptsNo MarksAPA is not used at all 

Explain how you could create a diverse team of employees with different strengths.

 
Assignment 3: Developing Your Team Due Week 9 and worth 200 points
Imagine you’ve been promoted to a management position and you are tasked with developing your new team. In this assignment you will create a writeup that depicts the different elements that need to be addressed as you assemble your team.  

Explain how you could create a diverse team of employees with different strengths. Use scenarios to convey your idea.
Discuss methods you would adopt to improve team dynamics and employee behaviors.
Describe two (2) management techniques you would implement to ensure that your new team aligns to your company’s mission.
Format your assignment according to the following formatting requirements:

This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.

The specific course learning outcomes associated with this assignment are:

Explain the principal theories of leadership and motivation, and describe the fundamental considerations in managing and motivating individual and group behavior.
Analyze the role of the HRM function, and its importance to the management of employee and labor relations.
Explain the decision-making process management uses to develop viable courses of action to a variety of management situations.
Explain the multiple aspects of the managerial planning process and the application of various business- and corporate-level strategies.
Describe control systems that can improve a firm’s operations and facilitate change.
Use technology and information resources to research issues in management concepts.
Write clearly and concisely about management concepts using proper writing mechanics.

Click here to view the grading rubric.