** I attached background info.

Your work with UWEAR and PALEDENIM is coming to closure. You have sent an e-mail to the client requesting feedback on any final requests before you close the project. Teresa Tramlin, the chief executive officer (CEO), has sent you the following e-mail in response:

It has been a pleasure working with you on this project. For your final deliverable, we are requesting a comprehensive change management framework that we can use to build upon as we move forward. We realize that there is much to do to create the culture we envision and build allegiance to the merged organization. Mike and I need to fully understand our role as leaders as well as help our managers understand their role in building employee commitment. We look forward to your recommendation regarding strategies and tactics to successfully complete the merger, navigate through change, and align personnel, culminating in an effective, successful organization.

As you reflect on this final deliverable, you realize that the new values-driven culture, including the code of conduct, represents just part of the change faced by the newly merged organization. Other areas of change include, but are not limited to, work roles, reporting structure, and key business processes.

Assignment

Recommend a change strategy and process for Theresa and Mike to follow. Applying concepts from this unit and prior units in the course, create your recommendation for Theresa and Mike that addresses, but is not limited to, the following:

• Overall change management model, such as Lewin, Kotter, or ADKAR
  • Explain the value of this model for the UWEAR-PALEDENIM scenario.
  • Recommend specific actions related to application of the selected model.
• Managing the people side of change, including resistance
• Key leadership and management behaviors for effective change
• Identify topics about which you would like additional information to fully respond to the request for the change management framework. Research peer-reviewed journals in the library to learn more about those areas. Apply concepts from at least 2 articles that you researched to the development of your recommendation.

The materials found in the M.U.S.E. may help you with this assignment, such as the audio file Culture of Ethics. This file provides real-world experience that may help you with this assignment.

Create your APA formatted essay-style submission, with references, be sure to cite your sources and check your spelling.

Assignment:

AFRICAN AMERICAN CASE STUDY #2

Mr. and Mrs. Evans are an African American couple who retired from the school system last year. Both are 65 years of age and reside on 20 acres of land in a large rural community approximately 5 miles from a Superfund site and 20 miles from two chemical plants. Their household consists of their two daughters, Anna, aged 40 years,and Dorothy, aged 42 years; their grandchildren, aged 25, 20, 19, and 18; and their 2-year-old great-grandson. Anna and Dorothy and their children all attended the university. Mr. Evans’s mother and three of his nieces and nephews live next door. Mr. Evans’s mother has brothers, sisters, other sons and daughters, grandchildren, and great-grandchildren who live across the road on 10 acres of land. Other immediate and extended family live on the 80 acres adjacent to Mr. Evans’s mother. All members of the Evans family own the land on which they live. Mrs. Evans has siblings and extended family living on 70 acres of land adjacent to Mr. Evans’s family, who live across the road. Mr. and Mrs. Evans also have family living in Chicago, Detroit, New York, San Francisco, and Houston. Once a year, the families come together for a reunion. Every other month, local family members come together for a social hour. The family believes in strict discipline with lots of love. It is common to see adult members of the family discipline the younger children, regardless of who the parents are.Mr. Evans has hypertension and diabetes. Mrs. Evans has hypertension. Both are on medication. Their daughter Dorothy is bipolar and is on medication. Within the last 5 years, Mr. Evans has had several relatives diagnosed with lung cancer and colon cancer. One of his maternal uncles died last year from lung cancer. Mrs. Evans has indicated on her driver’s license that she is an organ donor.Sources of income for Mr. and Mrs. Evans are their pensions from the school system and Social Security. Dorothy receives SSI because she is unable to work any longer. Mr. Evans and his brothers must assume responsibility for their mother’s medical bills and medication. Although she has Medicare parts A and B, many of her expenses are not covered.Mr. and Mrs. Evans, all members of their household, and all other extended family in the community attend a large Baptist church in the city. Several family members, including Mr. and Mrs. Evans, singin the choir, are members of the usher board, teach Bible classes,and do community ministry.

Study Questions

1.Describe the organizational structure of this family and identify strengths and limitations of this family structure.

2.Describe and give examples of what you believe to be the family’s values about education.

3. Discuss this family’s views about child rearing.

4. Discuss the role that spirituality plays in this family.

5.Identify two religious or spiritual practices in which members of the Evans family may engage for treating hypertension, diabetes, and mental illness.

6. Identify and discuss cultural views that Dorothy and her parents may have about mental illness and medication.

7. To what extent are members of the Evans family at risk for illnesses associated with environmental hazards?

8. Susan has decided to become an organ donor. Describe how you think the Evans family will respond to her decision.

9. Discuss views that African Americans have about advanced directives.

10. Name two dietary health risks for African Americans.

11.Identify five characteristics to consider when assessing the skin of African Americans.

12. Describe two taboo views that African Americans may have about pregnancy

APPALACHIAN CASE STUDY #1

William Kapp, aged 55 years, and his wife, Gloria, aged 37, have recently moved from an
isolated rural area of northern Appalachia to Denver, Colorado, because of Gloria’s
failing health. Mrs. Kapp has had pulmonary tuberculosis for several years. They decided
to move to New Mexico because they heard that the climate was better for Mrs. Kapp’s
pulmonary condition. For an unknown reason, they stayed in Denver, where William
obtained employment making machine parts.
The Kapp’s oldest daughter, Ruth, aged 20, Ruth’s husband, Roy, aged 24, and
their daughter, Rebecca, aged 17 months, moved with them so Ruth could help care for
her ailing mother. After 2 months, Roy returned to northern Appalachia because he was
unable to find work in Denver. Ruth is 3 months’ pregnant.
Because Mrs. Kapp has been feeling “more poorly” in the last few days, she has
come to the clinic and is accompanied by her husband, William, her daughter Ruth, and
her granddaughter, Rebecca. On admission, Gloria is expectorating greenish sputum,
which her husband estimates to be about a teacupful each day. Gloria is 5 ft 5 in. tall and
weighs 92 pounds. Her temperature is 101.4°F, her pulse is regular at 96 beats per
minute, and her respirations are 30 per minute and labored. Her skin is dry and scaly with
poor turgor.
While the physician is examining Mrs. Kapp, the nurse is taking additional
historical and demographic data from Mr. Kapp and Ruth. The nurse finds that Ruth has
had no prenatal care and that her first child, Rebecca, was delivered at home with the
assistance of a neighbor. Rebecca is pale and suffers from frequent bouts of diarrhea and
colicky symptoms. Mr. Kapp declines to offer information regarding his health status and
states that he takes care of himself.
This is the first time Mrs. Kapp has seen a health-care provider since their
relocation. Mr. Kapp has been treating his wife with a blood tonic he makes from soaking
nails in water; a poultice he makes from turpentine and lard, which he applies to her chest
each morning; and a cough medicine he makes from rock candy, whiskey, and honey,
which he has her take a tablespoon of four times a day. He feels this has been more
beneficial than the prescription medication given to them before they relocated.
The child, Rebecca, has been taking a cup of ginseng tea for her colicky
symptoms each night and a cup of red bark tea each morning for her diarrhea.
Ruth’s only complaint is the “sick headache” she gets three to four times a week.
She takes ginseng tea and Epsom salts for the headache.
Mrs. Kapp is discharged with prescriptions for isoniazid, rifampin, and an
antibiotic and with instructions to return in 1 week for follow-up based on the results of
blood tests, chest radiograph, and sputum cultures. She is also told to return to the clinic
or emergency department if her symptoms worsen before then. The nurse gives Ruth
directions for making appointments with the prenatal clinic for herself and the pediatric
well-child clinic for Rebecca.

Study Questions
1. Describe the migration patterns of Appalachians over the last 50 years.

2. Discuss issues related to autonomy in the workforce for Appalachians.

3. Identify high-risk behaviors common in the Appalachian region.

4. Describe barriers to health care for people living in Appalachia.

5. What might the nurse or physician do to encourage Mrs. Kapp to comply
with her prescription regimen?

6. What would your advice be regarding each of the home remedies that Mrs.
Kapp is taking? Would you encourage or discourage her from continuing
them?

7. What might the nurse have done to help ensure that Ruth would make the
appointments for herself and her daughter?

8. What advice would you give Ruth regarding the home remedies that she
and her daughter are currently taking? Would you encourage or discourage
their use?

9. Do you think Mrs. Kapp will return for her appointment next week? Why?
What would you do if she did not return for her appointment?

10. Do you think that Ruth will make and keep appointments for herself and
her daughter?

11. What would you do to encourage Mr. Kapp to consent to a health
assessment?

12. What additional services could you suggest to assist the Kapp family at
this time?

13. What additional follow-up do you consider essential for the Kapp family?

14. What advice would you give Ruth regarding her daughter’s frequent bouts
of diarrhea?

Leadership in the Global Environment

Effective global leaders must be able to recognize current and future
trends in their industry and determine the best ways to address those
trends.

Preparation

For this assignment, please select three of the following trends in
global business, and then choose the leadership theory or model you
believe would allow you, as a global leader, to effectively address each
trend. You should choose a different theory or model for each trend.

Search the Capella University Library and the Internet to locate
recent, relevant articles on the trends you selected. You will need at
least three articles to use as support for your work on this assignment.

Organize this assessment logically, using headings and sub-headings
appropriately. Include a title page and reference page, and follow APA
guidelines for all citations and references.

Global Business Trends

• Geopolitical realignment.
• Continued global violent extremism.
• U.S. economic resurgence.
• Post-BRICS emerging markets.
• New resource slump cycle.
• Accelerating global climate change.
• Depopulation waves.
• IT revolution 2.0.
• Rise of the machines.
• Evolving artificial intelligence.
• Cyber insecurity.
• Changing nature of power.
• Automated deep learning.
• Big data analytics.
• Other.

Leadership Theories or Models

• Situational Leadership.
• Path-Goal Theory.
• Leader-Member Exchange Theory.
• Transformational and Transactional Leadership.
• Authentic Leadership.
• Servant Leadership.
• Adaptive Leadership.
• Transcendent Leadership.
• Spiritual Leadership.
• Integrated Leadership.

Requirements

For each of the trends you select, complete the following:

• Explain the trend and why it is relevant to global business leaders.
• Identify the leadership theory or model you would use to address the trend.
• Analyze the application of the theory to the trend.
  • Explain why the theory or model you selected is the appropriate one to address the trend.
  • Provide an example of how you would use the theory or model to effectively address the trend.
  • Explain the advantages and limitations of using the theory or model to address the trend.

Be sure you support your statements using citations and references from at least 3 scholarly or professional resources.

Additional Requirements

• Include a title page and reference page.
• Number of pages: 3–5, not including title page and reference page.
• Number of resources: At least 3.
• APA format for citations and references.
• Times New Roman font, 12 point.
• Double-spaced.
  

  Suggested Resources

• Ghemawat, P. (2012). Developing global leaders. McKinsey Quarterly, 2012(3), 100–109.
• Mendenhall, M. E. (2011). Three necessary questions for global leadership development in India. Vikalpa, 36(4), 17–23.
• Seki, K., & Holt, K. (2012). Global leadership to transform the world. Industrial and Organizational Psychology, 5(2), 248–254

• Global Integration. (2011). Five barriers to global leadership [Video] | Transcript. Retrieved from
• Cohen, S. L. (2010). Effective global leadership requires a global mindset. Retrieved from http://www.strategicleadershipcollaborative.com/ar…
  • This article takes a close look at what is needed to develop a
    global mindset, as well as the methods for acquiring a global mindset.
    This article may be useful in several assessments.

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.

• • Chapter 9, “Authentic Leadership,” pages 195–218.
  • Chapter 10, “Servant Leadership,” pages 225–251.
  • Chapter 11, “Adaptive Leadership,” pages 257–290.

Instructions

[Use this drop box to post your written report, which is due on March 2nd. A separate Team Presentations assignment has been created for the presentation file and audio/video recordings.]

In the final phase of the team project, your team will create a formal proposal for its project, which will both include and expand upon the content prepared for the first three phases. Each team will create and submit audio or video files in which individual team members present its proposal to the instructor.

Project Proposal

Your team’s project proposal should include the following components:

• Company or organization description
• Project / product description
• Product backlog listing and prioritizing features in the form of user stories, including estimates derived by the team
• A release plan for the product
• A full description of the agile or hybrid method used to create the product. Approaches which combine the agile frameworks and methodologies discussed in class and / or integrate them with traditional predictive approaches are welcome! Be sure to identify at least a few agile techniques you will use. Teams should put strong emphasis on this part of their proposals and presentations. This assignment is intended to demonstrate your knowledge and mastery of course material related to agile project management. Your company and product content is intended to support your discussion of project management approaches, not overshadow or replace it!

Your team’s proposal should be submitted into the system in the form of a Microsoft Word document by midnight ET on August 5. (No PDF files please!) Each team will be allowed to develop its own format for this assignment. You may organize your user stories within your submission as you see fit, as long as the format and content are intelligible to the instructor. Please be sure, however, to provide a cover sheet identifying the assignment and the team submitting it.

Presentation

Each team will present their proposal in class in the form of a PowerPoint presentation. Team members will submit audio or video recordings in which they talk through their respective segments of the presentation. Think of your presentation as an opportunity to pitch your proposal by persuading your audience (namely, your instructor) of its soundness, especially with regard to the project management methodology you recommend using for the project.

Teams are allowed to divide up the speaking responsibilities as they see fit. Each team member will, however, be responsible for handling a portion of the speaking responsibilities. Teams should plan on speaking for at least fifteen but no more than twenty minutes. The instructor may send questions to teams after a review of the proposal submitted. Teams should be sure to address those questions in some way in the delivery of their spoken presentations.

The selection of audio / video technologies for the presentations will be left up to the team. Teams have recorded presentations within Microsoft PowerPoint in the past. Keep in mind that may require uploading additional files along with the PowerPoint deck. You may also record mp4 files. It will be acceptable to talk the instructor through the presentation by providing an audio file with instructions to move to the next slide in the presentation.

Each team’s project proposal must be submitted in NYU Classes by 8/5. The PowerPoint slides and audio / video files delivering the presentation must be uploaded into NYU Classes by 8/8. Separate assignment pages have been created in NYU Classes for the written proposal and the presentation material.

Each team’s grade for the team project will be determined on the basis of the overall quality of its proposal document, its PowerPoint slides, the team’s delivery of its presentation and ability to answer audience questions. Quality can be thought of as having two main components. First, both the proposal document and the presentation should be formatted in a professional manner. Second, the materials submitted or presented should reflect a superior understanding of the content discussed in the course. Teams should take care to address any questions, concerns or suggestions offered by the instructor in the annotated versions of previous submissions.

In order to provide an idea as to the instructor’s standards for suitable presentation slides, see the attached Presentations Dos and Don’ts PPT file. It offers tips for formatting and designing slides in a professional manner.

ssignment #3: Group Design Part Two: Brochure (Obj. 4.3)

Due Date: Jun 13, 2018 23:59:59 Max Points: 70

Details:

In many instances, it may be necessary to advertise your group as a method to draw in new members. For this assignment, you need to develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group as indicated in Group Design Part One to the public.

The brochure should be written to apply to a wide variety of people as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group). Complete this assignment in Microsoft Word.

To design your brochure, use the templates in Microsoft Office Publisher or any alternative word processing program. If you do not have these programs, you can use the online template resources on the Word Automation website. Omit/delete items on templates that do not pertain to assignment criterion. Keep in mind that only .doc, .docx, .eps, .htm, .pdf, .rtf, .txt, or .wpd files are accepted, with file size not to exceed 10 MB.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a scoring guide. Please review the guide prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 2.F.6.e. Approaches to group formation, including recruiting, screening, and selecting members.

This assignment meets the following NASAC Standard: 91) Facilitate the entry of new members and the transition of exiting members.