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[Solved] Recruiting

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I need your help – a year ago **files (3)** – ## JWI_521_Week_4_lecture_1192.pdf – Recruiting4Readings.jpeg – Discussion4Recruit.jpeg **## JWI_521_Week_4_lecture_1192.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary inf…

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– a year ago

**files (3)**

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– Recruiting4Readings.jpeg
– Discussion4Recruit.jpeg

**## JWI_521_Week_4_lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 1 of 5

JWI 521
Recruit, Develop, Assess, Reward, Retain

Week Four Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 2 of 5

ONBOARDING AND DEVELOPMENT

What it Means

After all the trouble taken to hire the best candidate for a position, onboarding and orientation are
frequently minimal and inadequate. Yet, good onboarding is an effective retention and
engagement tool, whereas poor onboarding can drive out newcomers within months of their hire.
HR can increase retention of new hires by providing resources to support effective onboarding
across the organization.

Professional development is a major asset for managers wishing to reward their top talent and to
prepare them to be future leaders. The opportunity to develop professional and leadership skills is
among the most important of all organizational rewards. HR can help to increase retention of top
talent by implementing a promotions system that rewards strong performance with robust
professional development opportunities.

Why it Matters

• Onboarding is an opportunity to build engagement and capitalize on a good hire
• Retention increases when onboarding and professional development practices are

improved
• Strong professional development supports retention and creates a pipeline for future

leaders

“Talent and development is not only about developing and growing leaders
but also testing the best with complex and challenging stretch assignments.”

Bill Conaty

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 3 of 5

WHAT IS ONBOARDING?

During traditional orientations, a new employee reviews benefits and company policies, and signs reams of
documents. While these procedures may be necessary, employers are increasingly realizing the need for a
more comprehensive onboarding process. New hires need a framework to understand their role, interaction
with their manager and team, and an introduction to the company’s history and culture.

Orientation is an event; onboarding is a process that continues over time. Good onboarding is an effective
retention and engagement tool, but conversely, poor onboarding hurts retention, reduces engagement, and
adds the cost of making more new hires. The most critical period, when new hires are most apt to leave, is
the first three to six months in the job. A 2017 Korn Ferry study found that between 10% and 25% of newly
hired workers were gone within six months.

Onboarding should help new hires adjust to the organization, understand their new job, and know where to
find support. Effective onboarding accelerates “time to performance” – that is, how quickly a new hire
becomes productive. It engages new hires with their immediate team, and connects them with departments
or units beyond their core team, to help them understand the organization’s structure and culture.

Managers should involve their team in the onboarding process, so as to make the new hire’s success a team
responsibility. One person can be designated as the new hire’s sponsor, someone to turn to when they run
into problems. This is good for the sponsor, as an opportunity to demonstrate leadership skills, good for the
new employee, who gets feedback when needed, and good for the manager, since it shares the workload.

PROFESSIONAL DEVELOPMENT: LEARNING BY DOING

Once the onboarding stage is finished, professional development should be a manager’s number one
retention and engagement tool. Countless studies have found that when college seniors and MBA students
are asked what is most important to them as they weigh their post-graduation alternatives, the most frequent
response, even more than high compensation, is the opportunity for professional growth.

Managers who thoughtfully assign people to jobs that are rich in “job content” can substantially increase the
motivation of their team members, while also providing them with abundant opportunities for professional
development. Experience really is the best teacher. As the old Chinese proverb goes:

Tell me and I’ll forget.
Show me and I may remember.
Involve me and I’ll understand.

How should a manager foster professional development for their team members? While formal training has
its place, talented employees are more motivated by the learning that comes through greater responsibility,
challenging new assignments, and promotion. Job content rewards may include recognition, responsibility,

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 4 of 5

autonomy, performance feedback, participation in decision-making, challenging projects, and development
of professional and leadership skills.

Some organizational experiences are so robust that they provide employees with multiple enriching
opportunities at the same time. Examples include participating in new business initiatives, moving from a line
to a staff role, and taking on a position with profit-and-loss responsibilities. Even when an employee’s basic
job remains the same, significant professional growth options can be incorporated into the role. Managers
can achieve this by giving employees stretch assignments, such as introducing a new product, launching a
new initiative, or implementing a new recruitment or performance program.

POPCORN STANDS

As CEO of GE, Jack Welch introduced a retention practice that he labeled popcorn stands. In nearly all
companies, most of the revenue comes from a small percentage of divisions or businesses. This is referred
to as the “80-20 rule”, a maxim of business stating that 80% of profits come from 20% of activities. Naturally,
experienced A players must be assigned to run the business units that generate most of the money. So how
can less experienced, but promising, A players at junior levels learn how to manage such business units?

They can hone their skills while working in less profitable units. In these popcorn stand settings, high
potential employees can develop new skillsets, experiment with new strategies and business models, and
perfect their leadership styles. If they fail, their failure causes little damage to the company. If they succeed,
they can move to another popcorn stand with a different kind of leadership challenge. Eventually, they will be
ready for promotion to a role in a more profitable unit with higher stakes for the company.

FLATTENING THE ORGANIZATION

A particularly powerful way to increase people’s autonomy and participation in decision-making, without
changing their basic job, is to reduce the number of levels in the organizational chart. Jack Welch used this
approach of “flattening the organization” when he was GE’s CEO, with a workforce of more than 300,000
employees. He was frustrated at slow response times experienced by customers, due to the many
organizational layers that separated senior executives from actual customers. So, he directed that, going
forward, there should be no more than five layers of seniority between him and junior workers at GE.

To implement this directive, managers had to reorganize their departments. As a result, many managers
now had 25 to 30 people reporting to them. The prevailing wisdom of the time stated that the optimal number
of reports should not exceed ten people, lest managers be stretched beyond their ability to direct and
control. When warned about this potential issue, Welch replied, “The overstretched executive is the best
executive, because he doesn’t have time to meddle.” His point was that the best managers give their
employees more autonomy and the authority to make their own decisions.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 5 of 5

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes for
the week:

• Explain the importance of effective orientation and onboarding

Think about your own experience with orientation and onboarding as a new hire at your current
workplace. Did HR and your manager provide you with the tools to understand the company’s
history and culture, learn about your new role, and interact with your new team? If not, how could
they add such elements to the onboarding process? How can HR work with managers to make the
necessary changes to build a strong onboarding program?

• Discuss current trends in workplace learning and development

Ideas about workplace learning and development have changed dramatically over the past few
years. There is far less focus on formal training and courses in corporate “universities.” Today,
Jack’s ideas about the value of stretch assignments in developing future managers and leaders are
widely accepted. Does your organization foster a management style focused on hands-on
professional growth? If not, how can HR help to introduce new ideas about professional
development?

• Explore models of leadership development and management training

What are the best models for leadership development and management training? Consider your
own company’s professional development practices. Do managers know how to assess their
employees effectively? Do they provide their employees with appropriate challenges through “job
content” and organizational experiences? Do they give the high performers on their team stretch
assignments and leadership experiences? If not, how could HR provide resources to help improve
the approach to management training and leadership development across the organization?

**Recruiting4Readings.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recruiting4readings-jpeg)

**Discussion4Recruit.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion4recruit-jpeg)

**Discussion4Recruit.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion4recruit-jpeg)

**## JWI_521_Week_4_lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 1 of 5

JWI 521
Recruit, Develop, Assess, Reward, Retain

Week Four Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 2 of 5

ONBOARDING AND DEVELOPMENT

What it Means

After all the trouble taken to hire the best candidate for a position, onboarding and orientation are
frequently minimal and inadequate. Yet, good onboarding is an effective retention and
engagement tool, whereas poor onboarding can drive out newcomers within months of their hire.
HR can increase retention of new hires by providing resources to support effective onboarding
across the organization.

Professional development is a major asset for managers wishing to reward their top talent and to
prepare them to be future leaders. The opportunity to develop professional and leadership skills is
among the most important of all organizational rewards. HR can help to increase retention of top
talent by implementing a promotions system that rewards strong performance with robust
professional development opportunities.

Why it Matters

• Onboarding is an opportunity to build engagement and capitalize on a good hire
• Retention increases when onboarding and professional development practices are

improved
• Strong professional development supports retention and creates a pipeline for future

leaders

“Talent and development is not only about developing and growing leaders
but also testing the best with complex and challenging stretch assignments.”

Bill Conaty

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 3 of 5

WHAT IS ONBOARDING?

During traditional orientations, a new employee reviews benefits and company policies, and signs reams of
documents. While these procedures may be necessary, employers are increasingly realizing the need for a
more comprehensive onboarding process. New hires need a framework to understand their role, interaction
with their manager and team, and an introduction to the company’s history and culture.

Orientation is an event; onboarding is a process that continues over time. Good onboarding is an effective
retention and engagement tool, but conversely, poor onboarding hurts retention, reduces engagement, and
adds the cost of making more new hires. The most critical period, when new hires are most apt to leave, is
the first three to six months in the job. A 2017 Korn Ferry study found that between 10% and 25% of newly
hired workers were gone within six months.

Onboarding should help new hires adjust to the organization, understand their new job, and know where to
find support. Effective onboarding accelerates “time to performance” – that is, how quickly a new hire
becomes productive. It engages new hires with their immediate team, and connects them with departments
or units beyond their core team, to help them understand the organization’s structure and culture.

Managers should involve their team in the onboarding process, so as to make the new hire’s success a team
responsibility. One person can be designated as the new hire’s sponsor, someone to turn to when they run
into problems. This is good for the sponsor, as an opportunity to demonstrate leadership skills, good for the
new employee, who gets feedback when needed, and good for the manager, since it shares the workload.

PROFESSIONAL DEVELOPMENT: LEARNING BY DOING

Once the onboarding stage is finished, professional development should be a manager’s number one
retention and engagement tool. Countless studies have found that when college seniors and MBA students
are asked what is most important to them as they weigh their post-graduation alternatives, the most frequent
response, even more than high compensation, is the opportunity for professional growth.

Managers who thoughtfully assign people to jobs that are rich in “job content” can substantially increase the
motivation of their team members, while also providing them with abundant opportunities for professional
development. Experience really is the best teacher. As the old Chinese proverb goes:

Tell me and I’ll forget.
Show me and I may remember.
Involve me and I’ll understand.

How should a manager foster professional development for their team members? While formal training has
its place, talented employees are more motivated by the learning that comes through greater responsibility,
challenging new assignments, and promotion. Job content rewards may include recognition, responsibility,

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 4 of 5

autonomy, performance feedback, participation in decision-making, challenging projects, and development
of professional and leadership skills.

Some organizational experiences are so robust that they provide employees with multiple enriching
opportunities at the same time. Examples include participating in new business initiatives, moving from a line
to a staff role, and taking on a position with profit-and-loss responsibilities. Even when an employee’s basic
job remains the same, significant professional growth options can be incorporated into the role. Managers
can achieve this by giving employees stretch assignments, such as introducing a new product, launching a
new initiative, or implementing a new recruitment or performance program.

POPCORN STANDS

As CEO of GE, Jack Welch introduced a retention practice that he labeled popcorn stands. In nearly all
companies, most of the revenue comes from a small percentage of divisions or businesses. This is referred
to as the “80-20 rule”, a maxim of business stating that 80% of profits come from 20% of activities. Naturally,
experienced A players must be assigned to run the business units that generate most of the money. So how
can less experienced, but promising, A players at junior levels learn how to manage such business units?

They can hone their skills while working in less profitable units. In these popcorn stand settings, high
potential employees can develop new skillsets, experiment with new strategies and business models, and
perfect their leadership styles. If they fail, their failure causes little damage to the company. If they succeed,
they can move to another popcorn stand with a different kind of leadership challenge. Eventually, they will be
ready for promotion to a role in a more profitable unit with higher stakes for the company.

FLATTENING THE ORGANIZATION

A particularly powerful way to increase people’s autonomy and participation in decision-making, without
changing their basic job, is to reduce the number of levels in the organizational chart. Jack Welch used this
approach of “flattening the organization” when he was GE’s CEO, with a workforce of more than 300,000
employees. He was frustrated at slow response times experienced by customers, due to the many
organizational layers that separated senior executives from actual customers. So, he directed that, going
forward, there should be no more than five layers of seniority between him and junior workers at GE.

To implement this directive, managers had to reorganize their departments. As a result, many managers
now had 25 to 30 people reporting to them. The prevailing wisdom of the time stated that the optimal number
of reports should not exceed ten people, lest managers be stretched beyond their ability to direct and
control. When warned about this potential issue, Welch replied, “The overstretched executive is the best
executive, because he doesn’t have time to meddle.” His point was that the best managers give their
employees more autonomy and the authority to make their own decisions.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 5 of 5

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes for
the week:

• Explain the importance of effective orientation and onboarding

Think about your own experience with orientation and onboarding as a new hire at your current
workplace. Did HR and your manager provide you with the tools to understand the company’s
history and culture, learn about your new role, and interact with your new team? If not, how could
they add such elements to the onboarding process? How can HR work with managers to make the
necessary changes to build a strong onboarding program?

• Discuss current trends in workplace learning and development

Ideas about workplace learning and development have changed dramatically over the past few
years. There is far less focus on formal training and courses in corporate “universities.” Today,
Jack’s ideas about the value of stretch assignments in developing future managers and leaders are
widely accepted. Does your organization foster a management style focused on hands-on
professional growth? If not, how can HR help to introduce new ideas about professional
development?

• Explore models of leadership development and management training

What are the best models for leadership development and management training? Consider your
own company’s professional development practices. Do managers know how to assess their
employees effectively? Do they provide their employees with appropriate challenges through “job
content” and organizational experiences? Do they give the high performers on their team stretch
assignments and leadership experiences? If not, how could HR provide resources to help improve
the approach to management training and leadership development across the organization?

**Recruiting4Readings.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recruiting4readings-jpeg)

**Discussion4Recruit.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion4recruit-jpeg)

**## JWI_521_Week_4_lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 1 of 5

JWI 521
Recruit, Develop, Assess, Reward, Retain

Week Four Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 2 of 5

ONBOARDING AND DEVELOPMENT

What it Means

After all the trouble taken to hire the best candidate for a position, onboarding and orientation are
frequently minimal and inadequate. Yet, good onboarding is an effective retention and
engagement tool, whereas poor onboarding can drive out newcomers within months of their hire.
HR can increase retention of new hires by providing resources to support effective onboarding
across the organization.

Professional development is a major asset for managers wishing to reward their top talent and to
prepare them to be future leaders. The opportunity to develop professional and leadership skills is
among the most important of all organizational rewards. HR can help to increase retention of top
talent by implementing a promotions system that rewards strong performance with robust
professional development opportunities.

Why it Matters

• Onboarding is an opportunity to build engagement and capitalize on a good hire
• Retention increases when onboarding and professional development practices are

improved
• Strong professional development supports retention and creates a pipeline for future

leaders

“Talent and development is not only about developing and growing leaders
but also testing the best with complex and challenging stretch assignments.”

Bill Conaty

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 3 of 5

WHAT IS ONBOARDING?

During traditional orientations, a new employee reviews benefits and company policies, and signs reams of
documents. While these procedures may be necessary, employers are increasingly realizing the need for a
more comprehensive onboarding process. New hires need a framework to understand their role, interaction
with their manager and team, and an introduction to the company’s history and culture.

Orientation is an event; onboarding is a process that continues over time. Good onboarding is an effective
retention and engagement tool, but conversely, poor onboarding hurts retention, reduces engagement, and
adds the cost of making more new hires. The most critical period, when new hires are most apt to leave, is
the first three to six months in the job. A 2017 Korn Ferry study found that between 10% and 25% of newly
hired workers were gone within six months.

Onboarding should help new hires adjust to the organization, understand their new job, and know where to
find support. Effective onboarding accelerates “time to performance” – that is, how quickly a new hire
becomes productive. It engages new hires with their immediate team, and connects them with departments
or units beyond their core team, to help them understand the organization’s structure and culture.

Managers should involve their team in the onboarding process, so as to make the new hire’s success a team
responsibility. One person can be designated as the new hire’s sponsor, someone to turn to when they run
into problems. This is good for the sponsor, as an opportunity to demonstrate leadership skills, good for the
new employee, who gets feedback when needed, and good for the manager, since it shares the workload.

PROFESSIONAL DEVELOPMENT: LEARNING BY DOING

Once the onboarding stage is finished, professional development should be a manager’s number one
retention and engagement tool. Countless studies have found that when college seniors and MBA students
are asked what is most important to them as they weigh their post-graduation alternatives, the most frequent
response, even more than high compensation, is the opportunity for professional growth.

Managers who thoughtfully assign people to jobs that are rich in “job content” can substantially increase the
motivation of their team members, while also providing them with abundant opportunities for professional
development. Experience really is the best teacher. As the old Chinese proverb goes:

Tell me and I’ll forget.
Show me and I may remember.
Involve me and I’ll understand.

How should a manager foster professional development for their team members? While formal training has
its place, talented employees are more motivated by the learning that comes through greater responsibility,
challenging new assignments, and promotion. Job content rewards may include recognition, responsibility,

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 4 of 5

autonomy, performance feedback, participation in decision-making, challenging projects, and development
of professional and leadership skills.

Some organizational experiences are so robust that they provide employees with multiple enriching
opportunities at the same time. Examples include participating in new business initiatives, moving from a line
to a staff role, and taking on a position with profit-and-loss responsibilities. Even when an employee’s basic
job remains the same, significant professional growth options can be incorporated into the role. Managers
can achieve this by giving employees stretch assignments, such as introducing a new product, launching a
new initiative, or implementing a new recruitment or performance program.

POPCORN STANDS

As CEO of GE, Jack Welch introduced a retention practice that he labeled popcorn stands. In nearly all
companies, most of the revenue comes from a small percentage of divisions or businesses. This is referred
to as the “80-20 rule”, a maxim of business stating that 80% of profits come from 20% of activities. Naturally,
experienced A players must be assigned to run the business units that generate most of the money. So how
can less experienced, but promising, A players at junior levels learn how to manage such business units?

They can hone their skills while working in less profitable units. In these popcorn stand settings, high
potential employees can develop new skillsets, experiment with new strategies and business models, and
perfect their leadership styles. If they fail, their failure causes little damage to the company. If they succeed,
they can move to another popcorn stand with a different kind of leadership challenge. Eventually, they will be
ready for promotion to a role in a more profitable unit with higher stakes for the company.

FLATTENING THE ORGANIZATION

A particularly powerful way to increase people’s autonomy and participation in decision-making, without
changing their basic job, is to reduce the number of levels in the organizational chart. Jack Welch used this
approach of “flattening the organization” when he was GE’s CEO, with a workforce of more than 300,000
employees. He was frustrated at slow response times experienced by customers, due to the many
organizational layers that separated senior executives from actual customers. So, he directed that, going
forward, there should be no more than five layers of seniority between him and junior workers at GE.

To implement this directive, managers had to reorganize their departments. As a result, many managers
now had 25 to 30 people reporting to them. The prevailing wisdom of the time stated that the optimal number
of reports should not exceed ten people, lest managers be stretched beyond their ability to direct and
control. When warned about this potential issue, Welch replied, “The overstretched executive is the best
executive, because he doesn’t have time to meddle.” His point was that the best managers give their
employees more autonomy and the authority to make their own decisions.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 4 Lecture Notes (1192) Page 5 of 5

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes for
the week:

• Explain the importance of effective orientation and onboarding

Think about your own experience with orientation and onboarding as a new hire at your current
workplace. Did HR and your manager provide you with the tools to understand the company’s
history and culture, learn about your new role, and interact with your new team? If not, how could
they add such elements to the onboarding process? How can HR work with managers to make the
necessary changes to build a strong onboarding program?

• Discuss current trends in workplace learning and development

Ideas about workplace learning and development have changed dramatically over the past few
years. There is far less focus on formal training and courses in corporate “universities.” Today,
Jack’s ideas about the value of stretch assignments in developing future managers and leaders are
widely accepted. Does your organization foster a management style focused on hands-on
professional growth? If not, how can HR help to introduce new ideas about professional
development?

• Explore models of leadership development and management training

What are the best models for leadership development and management training? Consider your
own company’s professional development practices. Do managers know how to assess their
employees effectively? Do they provide their employees with appropriate challenges through “job
content” and organizational experiences? Do they give the high performers on their team stretch
assignments and leadership experiences? If not, how could HR provide resources to help improve
the approach to management training and leadership development across the organization?

**Recruiting4Readings.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recruiting4readings-jpeg)

**Discussion4Recruit.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion4recruit-jpeg)

November 5, 2026
[Solved] growth chart

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## growthchart.docx **## growthchart.docx** GROWTH CHART ANALYSIS ![](https://www.sweetstudy.com/questions/growth-chart-20902231) As a pediatric nurse practitioner, it is essential that you analyze the growth chart and explain the findings to parents so that you can prov…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## growthchart.docx

**## growthchart.docx**

GROWTH CHART ANALYSIS

![](https://www.sweetstudy.com/questions/growth-chart-20902231)

As a pediatric nurse practitioner, it is essential that you analyze the growth chart and explain the findings to parents so that you can provide guidance in the form of a healthcare plan.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161182/modules/items/6416155)

**Important video —-** https://www.youtube.com/watch?v=A0hpzAsBS_U

TO PREPARE

· Review this week’s readings and resources along with Week 8.

· Research and review online pediatric growth charts.

THE ASSIGNMENT: 2–3 MINUTE VIDEO

A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs.

BY DAY 7 OF WEEK 9

Use Kaltura to create a 2–3-minute video where you, as the pediatric nurse practitioner, explain the child’s growth chart to the parent. Use the appropriate growth chart (you can share your screen to refer to the chart) to explain the child’s height-for-age and weight-for-age percentiles as well as his BMI, including his percentile. Determine the diagnosis and explain to the parent whether the child is underweight, normal weight, overweight, or obese. Share a treatment plan and suggestions for future steps for the parent.

At the beginning of the video, show your ID and introduce/identify yourself by showing your face. Create a video posing as if you are speaking to the parent. You can print the growth chart or use screen sharing to go over it with the parent. Make sure that you record your face using the “camera” recording option in Kaltura.

SUBMISSION INFORMATION

To submit your video response entry:

1. Click on
**Start Assignment** near the top of the page.

2. Next, click
**Text Entry** and then click the
**Embed Kaltura Media** button.

3. Select your recorded video under My Media.

4. Check the box for the End-User License Agreement and select
**Submit Assignment** for review.

**NRNP_6541_Week9_Assignment_Rubric**

NRNP_6541_Week9_Assignment_Rubric

**Criteria**

**Ratings**

**Pts**

This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video.

**10 to >5.0 pts**

**Excellent**

**5 to >0.0 pts**

**Good**

**0 pts**

**Fair**

**0 pts**

**Poor**

10 pts

This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes stature-for-age percentiles

**5 to >0.0 pts**

**Good**

Does not include stature-for-age percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes weight-for-age percentiles

**5 to >2.0 pts**

**Good**

Does not include weight-for-age percentiles

**2 to >0.0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes BMI percentiles

**15 to >5.0 pts**

**Excellent**

Includes BMI percentiles

**5 to >0.0 pts**

**Good**

Does not include BMI percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese.

**13 to >11.0 pts**

**Good**

Adequately explains whether the child is underweight, normal weight, overweight, or obese.

**11 to >10.0 pts**

**Fair**

Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese.

15 pts

This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains diagnoses and suggestions for future steps for the parent.

**13 to >11.0 pts**

**Good**

Adequately explains diagnoses and suggestions for future steps for the parent.

**11 to >10.0 pts**

**Fair**

Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent.

15 pts

This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor.

**15 to >13.0 pts**

**Excellent**

Consistently uses a professional and friendly demeanor while maintaining eye contact.

**13 to >11.0 pts**

**Good**

Adequately uses a professional and friendly demeanor while maintaining eye contact.

**11 to >10.0 pts**

**Fair**

Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video.

**10 to >0 pts**

**Poor**

Does not use a professional and friendly demeanor.

15 pts

Total Points: 100

Rubric

**NRNP_6541_Week9_Assignment_Rubric**

| | | | |
| — | — | — | — |
| NRNP_6541_Week9_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video. | | | | | |
| — | — | — | — |
| **10 to >5.0 pts**<br>**Excellent** | **5 to >0.0 pts**<br>**Good** | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 10 pts |
| This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes stature-for-age percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include stature-for-age percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes weight-for-age percentiles | **5 to >2.0 pts**<br>**Good**<br>Does not include weight-for-age percentiles | **2 to >0.0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes BMI percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes BMI percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include BMI percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains whether the child is underweight, normal weight, overweight, or obese. | **11 to >10.0 pts**<br>**Fair**<br>Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese. | | 15 pts |
| This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains diagnoses and suggestions for future steps for the parent. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains diagnoses and suggestions for future steps for the parent. | **11 to >10.0 pts**<br>**Fair**<br>Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent. | | 15 pts |
| This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Consistently uses a professional and friendly demeanor while maintaining eye contact. | **13 to >11.0 pts**<br>**Good**<br>Adequately uses a professional and friendly demeanor while maintaining eye contact. | **11 to >10.0 pts**<br>**Fair**<br>Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video. | **10 to >0 pts**<br>**Poor**<br>Does not use a professional and friendly demeanor. | | 15 pts |
| Total Points: 100 |

## image1.jpeg

**## growthchart.docx**

GROWTH CHART ANALYSIS

![](https://www.sweetstudy.com/questions/growth-chart-20902231)

As a pediatric nurse practitioner, it is essential that you analyze the growth chart and explain the findings to parents so that you can provide guidance in the form of a healthcare plan.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161182/modules/items/6416155)

**Important video —-** https://www.youtube.com/watch?v=A0hpzAsBS_U

TO PREPARE

· Review this week’s readings and resources along with Week 8.

· Research and review online pediatric growth charts.

THE ASSIGNMENT: 2–3 MINUTE VIDEO

A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs.

BY DAY 7 OF WEEK 9

Use Kaltura to create a 2–3-minute video where you, as the pediatric nurse practitioner, explain the child’s growth chart to the parent. Use the appropriate growth chart (you can share your screen to refer to the chart) to explain the child’s height-for-age and weight-for-age percentiles as well as his BMI, including his percentile. Determine the diagnosis and explain to the parent whether the child is underweight, normal weight, overweight, or obese. Share a treatment plan and suggestions for future steps for the parent.

At the beginning of the video, show your ID and introduce/identify yourself by showing your face. Create a video posing as if you are speaking to the parent. You can print the growth chart or use screen sharing to go over it with the parent. Make sure that you record your face using the “camera” recording option in Kaltura.

SUBMISSION INFORMATION

To submit your video response entry:

1. Click on
**Start Assignment** near the top of the page.

2. Next, click
**Text Entry** and then click the
**Embed Kaltura Media** button.

3. Select your recorded video under My Media.

4. Check the box for the End-User License Agreement and select
**Submit Assignment** for review.

**NRNP_6541_Week9_Assignment_Rubric**

NRNP_6541_Week9_Assignment_Rubric

**Criteria**

**Ratings**

**Pts**

This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video.

**10 to >5.0 pts**

**Excellent**

**5 to >0.0 pts**

**Good**

**0 pts**

**Fair**

**0 pts**

**Poor**

10 pts

This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes stature-for-age percentiles

**5 to >0.0 pts**

**Good**

Does not include stature-for-age percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes weight-for-age percentiles

**5 to >2.0 pts**

**Good**

Does not include weight-for-age percentiles

**2 to >0.0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes BMI percentiles

**15 to >5.0 pts**

**Excellent**

Includes BMI percentiles

**5 to >0.0 pts**

**Good**

Does not include BMI percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese.

**13 to >11.0 pts**

**Good**

Adequately explains whether the child is underweight, normal weight, overweight, or obese.

**11 to >10.0 pts**

**Fair**

Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese.

15 pts

This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains diagnoses and suggestions for future steps for the parent.

**13 to >11.0 pts**

**Good**

Adequately explains diagnoses and suggestions for future steps for the parent.

**11 to >10.0 pts**

**Fair**

Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent.

15 pts

This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor.

**15 to >13.0 pts**

**Excellent**

Consistently uses a professional and friendly demeanor while maintaining eye contact.

**13 to >11.0 pts**

**Good**

Adequately uses a professional and friendly demeanor while maintaining eye contact.

**11 to >10.0 pts**

**Fair**

Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video.

**10 to >0 pts**

**Poor**

Does not use a professional and friendly demeanor.

15 pts

Total Points: 100

Rubric

**NRNP_6541_Week9_Assignment_Rubric**

| | | | |
| — | — | — | — |
| NRNP_6541_Week9_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video. | | | | | |
| — | — | — | — |
| **10 to >5.0 pts**<br>**Excellent** | **5 to >0.0 pts**<br>**Good** | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 10 pts |
| This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes stature-for-age percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include stature-for-age percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes weight-for-age percentiles | **5 to >2.0 pts**<br>**Good**<br>Does not include weight-for-age percentiles | **2 to >0.0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes BMI percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes BMI percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include BMI percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains whether the child is underweight, normal weight, overweight, or obese. | **11 to >10.0 pts**<br>**Fair**<br>Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese. | | 15 pts |
| This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains diagnoses and suggestions for future steps for the parent. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains diagnoses and suggestions for future steps for the parent. | **11 to >10.0 pts**<br>**Fair**<br>Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent. | | 15 pts |
| This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Consistently uses a professional and friendly demeanor while maintaining eye contact. | **13 to >11.0 pts**<br>**Good**<br>Adequately uses a professional and friendly demeanor while maintaining eye contact. | **11 to >10.0 pts**<br>**Fair**<br>Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video. | **10 to >0 pts**<br>**Poor**<br>Does not use a professional and friendly demeanor. | | 15 pts |
| Total Points: 100 |

## image1.jpeg

November 5, 2026
[Solved] Discussion Post

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November 5, 2026
[Solved] M7: Discussion

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Why might theatre be important to groups who have traditionally been discriminated against? What power does theatre have that might be attractive to groups trying to increase a sense of unity and support in a community? REMEMBER THIS IS ONLY A DISCUSSION QUESTION 🙂 – a year ago

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Why might theatre be important to groups who have traditionally been discriminated against? What power does theatre have that might be attractive to groups trying to increase a sense of unity and support in a community?

REMEMBER THIS IS ONLY A DISCUSSION QUESTION 🙂

– a year ago

November 5, 2026
[Solved] Performance Review

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You are required to view and critique **one** live performance. Please use a live recording of a performance you find online and include the link used in your assignment. Performance reviews should be 1-2 pages. Use the module entitled "Chapter 11 for Performance Reviews" as a guide for what element…

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You are required to view and critique **one** live performance. Please use a live recording of a performance you find online and include the link used in your assignment.

Performance reviews should be 1-2 pages. Use the module entitled "Chapter 11 for Performance Reviews" as a guide for what elements to critique. (Linked below)

– [\
\
chpt11.pptx](https://www.sweetstudy.com/files/chpt11-pptx "chpt11.pptx")
– [\
\
ch11.doc](https://www.sweetstudy.com/files/ch11-doc "ch11.doc")

– a year ago

November 5, 2026
[Solved] Psychology week 7 assignment

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– EXTRACTION->PRINCIPAL AXIS FACTORING – EXTRACTION->SCREE PLOT – ROTATION->VARIMAX **Factor Analysis in Jamovi** 1. Go to **"Factor"** → **"Principal Component Analysis"**. 2. Move your items (variables) into the analysis box. 3. Check **Scree plot**. 4. Under **Rotation**, select **Varimax**. 5. N…

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– EXTRACTION->PRINCIPAL AXIS FACTORING
– EXTRACTION->SCREE PLOT
– ROTATION->VARIMAX

**Factor Analysis in Jamovi**

1. Go to **"Factor"** → **"Principal Component Analysis"**.
2. Move your items (variables) into the analysis box.
3. Check **Scree plot**.
4. Under **Rotation**, select **Varimax**.
5. Number of Components->Based on eigenvalue
6. HIDE LOADINGS BELOW->1
7. In the **Loadings** table, look for items with loadings **above .5** on a factor — these are your strong items.

_Describe the results of the exploratory factor analysis:_

1. How many factors were extracted
2. List the factors in a table
3. Can you subjectively make sense of how the items loaded on each factor (what does each factor mean?)
4. After examining the data, how many factors you would retain in your final solution? Explain your reasoning for including or excluding each factor.
5. Try your best at writing up the results section

Click " **Week 7 Assignment: Item Analysis Assignment**" above to begin your assignment. **The assignment is due by end of the day on Sunday.**

– [\
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en-Week7.txt](https://www.sweetstudy.com/files/en-week7-txt "en-Week7.txt")
– [\
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– [\
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– [\
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– [\
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WEEKFIVEASSIGNMENTPSYCHOMETRICSMACLURE.docx](https://www.sweetstudy.com/files/weekfiveassignmentpsychometricsmaclure-docx-10276139 "WEEKFIVEASSIGNMENTPSYCHOMETRICSMACLURE.docx")

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November 5, 2026
[Solved] W7 t2

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[>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) – a year ago **files (1)** – ## W7t2.docx **## W7t2.docx** DUE 04/27 APA format 4 paragraphs with scholarly sources Why are malpractice claims a major concern for health-care providers? How should malpractice …

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[>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

– a year ago

**files (1)**

– ## W7t2.docx

**## W7t2.docx**

DUE 04/27

APA format 4 paragraphs with scholarly sources

Why are malpractice claims a major concern for health-care providers? How should malpractice claims be accounted for?

**## W7t2.docx**

DUE 04/27

APA format 4 paragraphs with scholarly sources

Why are malpractice claims a major concern for health-care providers? How should malpractice claims be accounted for?

November 5, 2026
[Solved] Gettysburg address

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– a year ago **files (2)** – ## assignment.pdf – ## Feedbacktocorrectmytermpaper.pdf **## assignment.pdf** 4/26/25, 06:0820250425_165955.jpg Page 1 of 1https://mail.google.com/mail/u/0/ **## Feedbacktocorrectmytermpaper.pdf** 1 Gettysburg Address by Abraham Lincoln Byrd Darryl HPU Course HIST 6602 …

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– a year ago

**files (2)**

– ## assignment.pdf

– ## Feedbacktocorrectmytermpaper.pdf

**## assignment.pdf**

4/26/25, 06:0820250425_165955.jpg

Page 1 of 1https://mail.google.com/mail/u/0/

**## Feedbacktocorrectmytermpaper.pdf**

1

Gettysburg Address by Abraham Lincoln

Byrd Darryl

HPU

Course HIST 6602

11 Feb 2025

2

Daryl, the requirement requires you to append the document so I can examine the document you
looked at. The whole point of the assignment is to verify the precise document you examined and
establish its provenance an authenticity.

The chosen primary source is from the National Constitution Center, of the sources from

Abraham Lincoln Presidential Library and Museum. But the website does not present a full

version of the GA. The Gettysburg Address is one of the most important speeches in the history

of the USA because it was delivered on November 19, 1863, by the then-president of the USA,

Abraham Lincoln. It contained some of Lincoln's vision for the country during the Civil War and

after?. The speech signifies unity and equality for a nation in the dedication of freedom. Several

versions of this speech exist, each of which reflects language differences while still retaining the

quality of the original speech (National Constitution Center, 2018). Therefore, this paper will

study the provenance of the five major versions of the Gettysburg Address as enumerated by

Official, Hay, Everett, Bancroft, and Bliss by viewing "who," "what," "why," "when," "where,"

and "utility" of each document. OK – but without seeing the five examples yourself (they are not

listed on the website you are using), this is a meaningless endeavor. You are not evaluating a

primary source – you are simply regurgitating someone else’s (secondary) evaluation of the

differences between the copies. Without seeing them yourself, you cannot possibly know that

this description is accurate. Which is the entire purpose of the exercise. We try to know and

relate all these aspects to the historical context of these versions and their usefulness at large as

primary sources in historical research. To make this work for the assignment, is to find and

append the five copies and verify for yourself the differences for yourself.

Who

Abraham Lincoln served as the 16th President of America to pen The Gettysburg

Address. When the Soldiers' National Cemetery in Gettysburg staged its dedication event after

the Gettysburg conflict Lincoln appeared to deliver an elegant speech. The speech thanks the

3

dead soldiers while confirming that the Union supports a democratic government founded for

and by the people.

Various individuals transcribed multiple versions of the speech, which complicates its

historical origin. John Nicolay wrote down Lincoln's speech as his private secretary immediately

after it finished, and he produced The Official Version (National Constitution Center, 2018). The

transcription undertaken by Nicolay became the primary authoritative source for publishing this

speech after Lincoln delivered it. So find this copy and append it and verify for yourself the

differences between it and later versions (and most importantly discuss WHY you think the

differences exist.) The Hay Version has dual significance as an important early transcription

since it was created by John Hay, who worked with Nicolay. How is it different? When was it

copied? (you need to look at this version to verify its differences)

Several other drafts emerged from joint Lincoln-compiler and publisher work during his

lifetime. A version of the Gettysburg Address named after Edward Everett, who spoke at the

same event in Gettysburg, exists because of his notable speech there. Everett delivered a very

lengthy speech compared to Lincoln's address at Gettysburg, which was recorded during the

commemorative proceedings (National Constitution Center, 2018). So why is it named after

Everett? Did he transcribe the original? When? Where? The historian George Bancroft served as

the transcriber for Bancroft’s Version when did this happen? Why?, although Lincoln personally

approved Bliss’s Version as the official edition, why ?making it the most formal signed copy of

the speech. Who is Bliss? How did he come to transcribe the address?

These published versions demonstrate that Lincoln's speech evolved under the influence

of different individuals who completed the transcriptions resulting in variations between

accuracy and formal presentation. (OK, but since you have not looked at these versions, you

4

cannot know this for certain can you?) Since Nicolay and Hay worked near Lincoln at the time

of his speech, their transcriptions prove they were immediately authentic documents (National

Constitution Center, 2018). You mean they are considered to be the most accurate of the

versions?The later publications from Bancroft and Bliss when were these published? How did

they get published? tended to present official and refined versions that aligned with the interest

in creating permanent statements after Lincoln's death. So how were they different? What

statements did they desire to make? How can you know this?

What

As a political speech, The Gettysburg Address serves two goals, which are to

commemorate soldiers (whose? Ll?) at Gettysburg and reestablish the American dedication to

democratic principles. The Official Version, which Nicolay transcribed, stands as the most

authentic version of Lincoln's speech because it includes the famous phrase about people

governing themselves (National Constitutional Center, 2018). What makes it the official version?

Who decided that? When? Why? When did Nicolay transcribe it? The Hay Version, together

with the Everett Version, show minor differences in wording, although they maintain Lincoln's

fundamental thought process. OK – so the whole point of the exercise is to look at those ‘minor

differences’, identify them and explain them.

The Bancroft Version provides a polished rendition what does this mean? yet the Bliss

Version stands as the most popular version which appears in official publications. Why? The

documents found their way to memorials and archives because they represented Lincoln's dream

for nation unification symbolically. Again you are just copying what you read at the NCC. Since

you have not apparently looked at any of the five copies in their entirety, then you simply cannot

5

know that anything the NCC says is accurate – which is the entire point of the exercise! Nor

have you engaged with he differences between the copies.

Why

The Gettysburg Address served mainly to sanctify the cemetery while paying tribute to

the soldiers who perished during the Battle of Gettysburg. The speech by Lincoln functioned as a

brief but forceful statement showing both the ethical import and the governmental significance of

the Civil War. He aimed to show the nation what its fundamental principles were especially

equality for everyone.

After Lincoln gave his speech the subsequent versions were published to ensure his

words would survive. Multiple versions of the text were made and published as various

publications sought to record Lincoln's original statements during the ceremony or distribute his

words beyond the crowd and record political support or archival documentation (National

Constitutional Center, 2018). The Hay Version and Everett Version appeared shortly after the

event for speech memorialization purposes but the final versions emerged to create official

formal expressions for ceremonial and archival purposes. So we have not established the

chronological order of the iterations so the when remains unclear.

When

On November 19th of 1863, Lincoln delivered the Gettysburg Address at Gettysburg's

Soldiers' National Cemetery. The delivery took place during the American Civil War when

conflicting political views split the American people while lasting only a short time. Lincoln

strove to pay tribute to those who died while using his speech as a call to action for both Union

preservation and protection of liberty. The date is well known. The when that matters is WHEN

were each of the 5 iterations created/disseminated.

6

The different versions of the text were published at various times. Nicolay and Hay

recorded the Official Version of the address soon after Lincoln's speech, while the transcriptions

happened within weeks and days of the delivery. We need to know precisely – this is critically

important. The writers transcribed the Everett Version before it went into print right after the

ceremony. Bancroft released the most refined version in 1863 after its initial publication

(National Constitutional Center, 2018). After Lincoln approved the Bliss Version at the

beginning of 1864, it secured its place as the official version before it went to print in 1864. The

principal factors of Civil War chronology, along with public requirements for a unifying national

statement, determined how Lincoln's speech was recorded and distributed at that time. Again you

are simply regurgitating what the NCC says.

Where

The Gettysburg Address originated from Gettysburg, Pennsylvania, which contained the

grounds where one of the deadliest battles of the Civil War took place. The speech took place

outside at the Soldiers' National Cemetery on the ground, where many thousands suffered death

during battle. The place held great symbolism to Lincoln because he intended to bless the land in

which many Union soldiers sacrificed their lives.

Multiple versions of the speech were transcribed before they received their first print in

separate publishing sites. According to historical records, the production of The Official Version

and Hay Version took place in Washington, D.C., due to their connection with political settings.

The Bliss Version gained the most widespread reproduction after it emerged from the White

House thus indicating its official nature (National Constitutional Center, 2018). The geographic

environment where different versions originated or were published directly influenced their

reception. Washington, DC, served as the political headquarters, and Gettysburg functioned as

7

the spiritual center of the war initiative. But did where they were published influence the

differences that emerged between the versions? That is the key.

Utility

Less than twelve months after the Battle of Gettysburg President Lincoln wrote the

Gettysburg Address that focused on national unity together with equality and purpose while the

nation faced Civil War. Through this statement, Lincoln outlines his national goals, which value

both the United States' unity and individual freedoms. Several different recensions ? of the

document create doubts regarding its reliability (National Constitutional Center, 2018). And the

purpose of the exercise is for you to examine this concern about reliability and answer it. Which

is the most authentic version and why? The Bliss Version stands as the most authentic version

among the three – on what basis do you make this assessment? (You cannot, all you are doing is

parroting the NCC website. but the Everett and Hay Versions present recordings and adaptations

performed by different individuals. The original versions maintain low levels of subjective

influence?, yet institutional elements in the publication phase could influence the content?. How?

– again this is the critical analysis you need to do. A careful analysis of Lincoln's Gettysburg

Address requires researchers to handle various versions with caution due to the way they were

recorded and published during different stages of transmission. So which is the most

unadulterated and why?

Conclusion

Among the most important historical speeches in American history stands the Gettysburg

Address, which demonstrates the political, intellectual, and social climate of the Civil War period

through its different versions. Multiple versions of the speech provide us with valuable

information about the address's influence while explaining its formation of American public

8

opinion. The multiple versions present different word choices, but they showcase Lincoln’s

dedication to freedom and equality, which establishes them as essential historical documents

explaining both wartime conditions and the continuing relevance of the Gettysburg Address

.

References

National Constitutional Center. (2018). Read six different versions of the Gettysburg Address –

National Constitution Center. National Constitution Center – Constitutioncenter.org.

https://constitutioncenter.org/blog/read-six-different-versions-of-the-gettysburg-address

B- 12/15

Darryl,

You have not adreswed the assignment’s requirements properly. You have not looked at a full

copy of the GA nor directly at any of the other iterations. All you have done is to copy what the

NCC has to say. Without looking at the original primary sources yourself, you cannot know

whether what is says is true or not. Nor have you really attempted to identify the most authentic

copies by looking at the wording and its differences between the copies. No attempt ahs been

made to explain the differences between the copies. So you have not effectively established the

provenance of this source. It very explicitly calls for you to examine the primary source itsef

(and not just a snippet). Please read the requirements of assignments carefully and ask if you are

confused. This is your second attempt and you still have not fully grasped its requirements.

Copying what the NCC has to say is not what the assignment requires. It requires you to engage

closely with the original source and establish it provenance.

**## Feedbacktocorrectmytermpaper.pdf**

1

Gettysburg Address by Abraham Lincoln

Byrd Darryl

HPU

Course HIST 6602

11 Feb 2025

2

Daryl, the requirement requires you to append the document so I can examine the document you
looked at. The whole point of the assignment is to verify the precise document you examined and
establish its provenance an authenticity.

The chosen primary source is from the National Constitution Center, of the sources from

Abraham Lincoln Presidential Library and Museum. But the website does not present a full

version of the GA. The Gettysburg Address is one of the most important speeches in the history

of the USA because it was delivered on November 19, 1863, by the then-president of the USA,

Abraham Lincoln. It contained some of Lincoln's vision for the country during the Civil War and

after?. The speech signifies unity and equality for a nation in the dedication of freedom. Several

versions of this speech exist, each of which reflects language differences while still retaining the

quality of the original speech (National Constitution Center, 2018). Therefore, this paper will

study the provenance of the five major versions of the Gettysburg Address as enumerated by

Official, Hay, Everett, Bancroft, and Bliss by viewing "who," "what," "why," "when," "where,"

and "utility" of each document. OK – but without seeing the five examples yourself (they are not

listed on the website you are using), this is a meaningless endeavor. You are not evaluating a

primary source – you are simply regurgitating someone else’s (secondary) evaluation of the

differences between the copies. Without seeing them yourself, you cannot possibly know that

this description is accurate. Which is the entire purpose of the exercise. We try to know and

relate all these aspects to the historical context of these versions and their usefulness at large as

primary sources in historical research. To make this work for the assignment, is to find and

append the five copies and verify for yourself the differences for yourself.

Who

Abraham Lincoln served as the 16th President of America to pen The Gettysburg

Address. When the Soldiers' National Cemetery in Gettysburg staged its dedication event after

the Gettysburg conflict Lincoln appeared to deliver an elegant speech. The speech thanks the

3

dead soldiers while confirming that the Union supports a democratic government founded for

and by the people.

Various individuals transcribed multiple versions of the speech, which complicates its

historical origin. John Nicolay wrote down Lincoln's speech as his private secretary immediately

after it finished, and he produced The Official Version (National Constitution Center, 2018). The

transcription undertaken by Nicolay became the primary authoritative source for publishing this

speech after Lincoln delivered it. So find this copy and append it and verify for yourself the

differences between it and later versions (and most importantly discuss WHY you think the

differences exist.) The Hay Version has dual significance as an important early transcription

since it was created by John Hay, who worked with Nicolay. How is it different? When was it

copied? (you need to look at this version to verify its differences)

Several other drafts emerged from joint Lincoln-compiler and publisher work during his

lifetime. A version of the Gettysburg Address named after Edward Everett, who spoke at the

same event in Gettysburg, exists because of his notable speech there. Everett delivered a very

lengthy speech compared to Lincoln's address at Gettysburg, which was recorded during the

commemorative proceedings (National Constitution Center, 2018). So why is it named after

Everett? Did he transcribe the original? When? Where? The historian George Bancroft served as

the transcriber for Bancroft’s Version when did this happen? Why?, although Lincoln personally

approved Bliss’s Version as the official edition, why ?making it the most formal signed copy of

the speech. Who is Bliss? How did he come to transcribe the address?

These published versions demonstrate that Lincoln's speech evolved under the influence

of different individuals who completed the transcriptions resulting in variations between

accuracy and formal presentation. (OK, but since you have not looked at these versions, you

4

cannot know this for certain can you?) Since Nicolay and Hay worked near Lincoln at the time

of his speech, their transcriptions prove they were immediately authentic documents (National

Constitution Center, 2018). You mean they are considered to be the most accurate of the

versions?The later publications from Bancroft and Bliss when were these published? How did

they get published? tended to present official and refined versions that aligned with the interest

in creating permanent statements after Lincoln's death. So how were they different? What

statements did they desire to make? How can you know this?

What

As a political speech, The Gettysburg Address serves two goals, which are to

commemorate soldiers (whose? Ll?) at Gettysburg and reestablish the American dedication to

democratic principles. The Official Version, which Nicolay transcribed, stands as the most

authentic version of Lincoln's speech because it includes the famous phrase about people

governing themselves (National Constitutional Center, 2018). What makes it the official version?

Who decided that? When? Why? When did Nicolay transcribe it? The Hay Version, together

with the Everett Version, show minor differences in wording, although they maintain Lincoln's

fundamental thought process. OK – so the whole point of the exercise is to look at those ‘minor

differences’, identify them and explain them.

The Bancroft Version provides a polished rendition what does this mean? yet the Bliss

Version stands as the most popular version which appears in official publications. Why? The

documents found their way to memorials and archives because they represented Lincoln's dream

for nation unification symbolically. Again you are just copying what you read at the NCC. Since

you have not apparently looked at any of the five copies in their entirety, then you simply cannot

5

know that anything the NCC says is accurate – which is the entire point of the exercise! Nor

have you engaged with he differences between the copies.

Why

The Gettysburg Address served mainly to sanctify the cemetery while paying tribute to

the soldiers who perished during the Battle of Gettysburg. The speech by Lincoln functioned as a

brief but forceful statement showing both the ethical import and the governmental significance of

the Civil War. He aimed to show the nation what its fundamental principles were especially

equality for everyone.

After Lincoln gave his speech the subsequent versions were published to ensure his

words would survive. Multiple versions of the text were made and published as various

publications sought to record Lincoln's original statements during the ceremony or distribute his

words beyond the crowd and record political support or archival documentation (National

Constitutional Center, 2018). The Hay Version and Everett Version appeared shortly after the

event for speech memorialization purposes but the final versions emerged to create official

formal expressions for ceremonial and archival purposes. So we have not established the

chronological order of the iterations so the when remains unclear.

When

On November 19th of 1863, Lincoln delivered the Gettysburg Address at Gettysburg's

Soldiers' National Cemetery. The delivery took place during the American Civil War when

conflicting political views split the American people while lasting only a short time. Lincoln

strove to pay tribute to those who died while using his speech as a call to action for both Union

preservation and protection of liberty. The date is well known. The when that matters is WHEN

were each of the 5 iterations created/disseminated.

6

The different versions of the text were published at various times. Nicolay and Hay

recorded the Official Version of the address soon after Lincoln's speech, while the transcriptions

happened within weeks and days of the delivery. We need to know precisely – this is critically

important. The writers transcribed the Everett Version before it went into print right after the

ceremony. Bancroft released the most refined version in 1863 after its initial publication

(National Constitutional Center, 2018). After Lincoln approved the Bliss Version at the

beginning of 1864, it secured its place as the official version before it went to print in 1864. The

principal factors of Civil War chronology, along with public requirements for a unifying national

statement, determined how Lincoln's speech was recorded and distributed at that time. Again you

are simply regurgitating what the NCC says.

Where

The Gettysburg Address originated from Gettysburg, Pennsylvania, which contained the

grounds where one of the deadliest battles of the Civil War took place. The speech took place

outside at the Soldiers' National Cemetery on the ground, where many thousands suffered death

during battle. The place held great symbolism to Lincoln because he intended to bless the land in

which many Union soldiers sacrificed their lives.

Multiple versions of the speech were transcribed before they received their first print in

separate publishing sites. According to historical records, the production of The Official Version

and Hay Version took place in Washington, D.C., due to their connection with political settings.

The Bliss Version gained the most widespread reproduction after it emerged from the White

House thus indicating its official nature (National Constitutional Center, 2018). The geographic

environment where different versions originated or were published directly influenced their

reception. Washington, DC, served as the political headquarters, and Gettysburg functioned as

7

the spiritual center of the war initiative. But did where they were published influence the

differences that emerged between the versions? That is the key.

Utility

Less than twelve months after the Battle of Gettysburg President Lincoln wrote the

Gettysburg Address that focused on national unity together with equality and purpose while the

nation faced Civil War. Through this statement, Lincoln outlines his national goals, which value

both the United States' unity and individual freedoms. Several different recensions ? of the

document create doubts regarding its reliability (National Constitutional Center, 2018). And the

purpose of the exercise is for you to examine this concern about reliability and answer it. Which

is the most authentic version and why? The Bliss Version stands as the most authentic version

among the three – on what basis do you make this assessment? (You cannot, all you are doing is

parroting the NCC website. but the Everett and Hay Versions present recordings and adaptations

performed by different individuals. The original versions maintain low levels of subjective

influence?, yet institutional elements in the publication phase could influence the content?. How?

– again this is the critical analysis you need to do. A careful analysis of Lincoln's Gettysburg

Address requires researchers to handle various versions with caution due to the way they were

recorded and published during different stages of transmission. So which is the most

unadulterated and why?

Conclusion

Among the most important historical speeches in American history stands the Gettysburg

Address, which demonstrates the political, intellectual, and social climate of the Civil War period

through its different versions. Multiple versions of the speech provide us with valuable

information about the address's influence while explaining its formation of American public

8

opinion. The multiple versions present different word choices, but they showcase Lincoln’s

dedication to freedom and equality, which establishes them as essential historical documents

explaining both wartime conditions and the continuing relevance of the Gettysburg Address

.

References

National Constitutional Center. (2018). Read six different versions of the Gettysburg Address –

National Constitution Center. National Constitution Center – Constitutioncenter.org.

https://constitutioncenter.org/blog/read-six-different-versions-of-the-gettysburg-address

B- 12/15

Darryl,

You have not adreswed the assignment’s requirements properly. You have not looked at a full

copy of the GA nor directly at any of the other iterations. All you have done is to copy what the

NCC has to say. Without looking at the original primary sources yourself, you cannot know

whether what is says is true or not. Nor have you really attempted to identify the most authentic

copies by looking at the wording and its differences between the copies. No attempt ahs been

made to explain the differences between the copies. So you have not effectively established the

provenance of this source. It very explicitly calls for you to examine the primary source itsef

(and not just a snippet). Please read the requirements of assignments carefully and ask if you are

confused. This is your second attempt and you still have not fully grasped its requirements.

Copying what the NCC has to say is not what the assignment requires. It requires you to engage

closely with the original source and establish it provenance.

**## assignment.pdf**

4/26/25, 06:0820250425_165955.jpg

Page 1 of 1https://mail.google.com/mail/u/0/

**## Feedbacktocorrectmytermpaper.pdf**

1

Gettysburg Address by Abraham Lincoln

Byrd Darryl

HPU

Course HIST 6602

11 Feb 2025

2

Daryl, the requirement requires you to append the document so I can examine the document you
looked at. The whole point of the assignment is to verify the precise document you examined and
establish its provenance an authenticity.

The chosen primary source is from the National Constitution Center, of the sources from

Abraham Lincoln Presidential Library and Museum. But the website does not present a full

version of the GA. The Gettysburg Address is one of the most important speeches in the history

of the USA because it was delivered on November 19, 1863, by the then-president of the USA,

Abraham Lincoln. It contained some of Lincoln's vision for the country during the Civil War and

after?. The speech signifies unity and equality for a nation in the dedication of freedom. Several

versions of this speech exist, each of which reflects language differences while still retaining the

quality of the original speech (National Constitution Center, 2018). Therefore, this paper will

study the provenance of the five major versions of the Gettysburg Address as enumerated by

Official, Hay, Everett, Bancroft, and Bliss by viewing "who," "what," "why," "when," "where,"

and "utility" of each document. OK – but without seeing the five examples yourself (they are not

listed on the website you are using), this is a meaningless endeavor. You are not evaluating a

primary source – you are simply regurgitating someone else’s (secondary) evaluation of the

differences between the copies. Without seeing them yourself, you cannot possibly know that

this description is accurate. Which is the entire purpose of the exercise. We try to know and

relate all these aspects to the historical context of these versions and their usefulness at large as

primary sources in historical research. To make this work for the assignment, is to find and

append the five copies and verify for yourself the differences for yourself.

Who

Abraham Lincoln served as the 16th President of America to pen The Gettysburg

Address. When the Soldiers' National Cemetery in Gettysburg staged its dedication event after

the Gettysburg conflict Lincoln appeared to deliver an elegant speech. The speech thanks the

3

dead soldiers while confirming that the Union supports a democratic government founded for

and by the people.

Various individuals transcribed multiple versions of the speech, which complicates its

historical origin. John Nicolay wrote down Lincoln's speech as his private secretary immediately

after it finished, and he produced The Official Version (National Constitution Center, 2018). The

transcription undertaken by Nicolay became the primary authoritative source for publishing this

speech after Lincoln delivered it. So find this copy and append it and verify for yourself the

differences between it and later versions (and most importantly discuss WHY you think the

differences exist.) The Hay Version has dual significance as an important early transcription

since it was created by John Hay, who worked with Nicolay. How is it different? When was it

copied? (you need to look at this version to verify its differences)

Several other drafts emerged from joint Lincoln-compiler and publisher work during his

lifetime. A version of the Gettysburg Address named after Edward Everett, who spoke at the

same event in Gettysburg, exists because of his notable speech there. Everett delivered a very

lengthy speech compared to Lincoln's address at Gettysburg, which was recorded during the

commemorative proceedings (National Constitution Center, 2018). So why is it named after

Everett? Did he transcribe the original? When? Where? The historian George Bancroft served as

the transcriber for Bancroft’s Version when did this happen? Why?, although Lincoln personally

approved Bliss’s Version as the official edition, why ?making it the most formal signed copy of

the speech. Who is Bliss? How did he come to transcribe the address?

These published versions demonstrate that Lincoln's speech evolved under the influence

of different individuals who completed the transcriptions resulting in variations between

accuracy and formal presentation. (OK, but since you have not looked at these versions, you

4

cannot know this for certain can you?) Since Nicolay and Hay worked near Lincoln at the time

of his speech, their transcriptions prove they were immediately authentic documents (National

Constitution Center, 2018). You mean they are considered to be the most accurate of the

versions?The later publications from Bancroft and Bliss when were these published? How did

they get published? tended to present official and refined versions that aligned with the interest

in creating permanent statements after Lincoln's death. So how were they different? What

statements did they desire to make? How can you know this?

What

As a political speech, The Gettysburg Address serves two goals, which are to

commemorate soldiers (whose? Ll?) at Gettysburg and reestablish the American dedication to

democratic principles. The Official Version, which Nicolay transcribed, stands as the most

authentic version of Lincoln's speech because it includes the famous phrase about people

governing themselves (National Constitutional Center, 2018). What makes it the official version?

Who decided that? When? Why? When did Nicolay transcribe it? The Hay Version, together

with the Everett Version, show minor differences in wording, although they maintain Lincoln's

fundamental thought process. OK – so the whole point of the exercise is to look at those ‘minor

differences’, identify them and explain them.

The Bancroft Version provides a polished rendition what does this mean? yet the Bliss

Version stands as the most popular version which appears in official publications. Why? The

documents found their way to memorials and archives because they represented Lincoln's dream

for nation unification symbolically. Again you are just copying what you read at the NCC. Since

you have not apparently looked at any of the five copies in their entirety, then you simply cannot

5

know that anything the NCC says is accurate – which is the entire point of the exercise! Nor

have you engaged with he differences between the copies.

Why

The Gettysburg Address served mainly to sanctify the cemetery while paying tribute to

the soldiers who perished during the Battle of Gettysburg. The speech by Lincoln functioned as a

brief but forceful statement showing both the ethical import and the governmental significance of

the Civil War. He aimed to show the nation what its fundamental principles were especially

equality for everyone.

After Lincoln gave his speech the subsequent versions were published to ensure his

words would survive. Multiple versions of the text were made and published as various

publications sought to record Lincoln's original statements during the ceremony or distribute his

words beyond the crowd and record political support or archival documentation (National

Constitutional Center, 2018). The Hay Version and Everett Version appeared shortly after the

event for speech memorialization purposes but the final versions emerged to create official

formal expressions for ceremonial and archival purposes. So we have not established the

chronological order of the iterations so the when remains unclear.

When

On November 19th of 1863, Lincoln delivered the Gettysburg Address at Gettysburg's

Soldiers' National Cemetery. The delivery took place during the American Civil War when

conflicting political views split the American people while lasting only a short time. Lincoln

strove to pay tribute to those who died while using his speech as a call to action for both Union

preservation and protection of liberty. The date is well known. The when that matters is WHEN

were each of the 5 iterations created/disseminated.

6

The different versions of the text were published at various times. Nicolay and Hay

recorded the Official Version of the address soon after Lincoln's speech, while the transcriptions

happened within weeks and days of the delivery. We need to know precisely – this is critically

important. The writers transcribed the Everett Version before it went into print right after the

ceremony. Bancroft released the most refined version in 1863 after its initial publication

(National Constitutional Center, 2018). After Lincoln approved the Bliss Version at the

beginning of 1864, it secured its place as the official version before it went to print in 1864. The

principal factors of Civil War chronology, along with public requirements for a unifying national

statement, determined how Lincoln's speech was recorded and distributed at that time. Again you

are simply regurgitating what the NCC says.

Where

The Gettysburg Address originated from Gettysburg, Pennsylvania, which contained the

grounds where one of the deadliest battles of the Civil War took place. The speech took place

outside at the Soldiers' National Cemetery on the ground, where many thousands suffered death

during battle. The place held great symbolism to Lincoln because he intended to bless the land in

which many Union soldiers sacrificed their lives.

Multiple versions of the speech were transcribed before they received their first print in

separate publishing sites. According to historical records, the production of The Official Version

and Hay Version took place in Washington, D.C., due to their connection with political settings.

The Bliss Version gained the most widespread reproduction after it emerged from the White

House thus indicating its official nature (National Constitutional Center, 2018). The geographic

environment where different versions originated or were published directly influenced their

reception. Washington, DC, served as the political headquarters, and Gettysburg functioned as

7

the spiritual center of the war initiative. But did where they were published influence the

differences that emerged between the versions? That is the key.

Utility

Less than twelve months after the Battle of Gettysburg President Lincoln wrote the

Gettysburg Address that focused on national unity together with equality and purpose while the

nation faced Civil War. Through this statement, Lincoln outlines his national goals, which value

both the United States' unity and individual freedoms. Several different recensions ? of the

document create doubts regarding its reliability (National Constitutional Center, 2018). And the

purpose of the exercise is for you to examine this concern about reliability and answer it. Which

is the most authentic version and why? The Bliss Version stands as the most authentic version

among the three – on what basis do you make this assessment? (You cannot, all you are doing is

parroting the NCC website. but the Everett and Hay Versions present recordings and adaptations

performed by different individuals. The original versions maintain low levels of subjective

influence?, yet institutional elements in the publication phase could influence the content?. How?

– again this is the critical analysis you need to do. A careful analysis of Lincoln's Gettysburg

Address requires researchers to handle various versions with caution due to the way they were

recorded and published during different stages of transmission. So which is the most

unadulterated and why?

Conclusion

Among the most important historical speeches in American history stands the Gettysburg

Address, which demonstrates the political, intellectual, and social climate of the Civil War period

through its different versions. Multiple versions of the speech provide us with valuable

information about the address's influence while explaining its formation of American public

8

opinion. The multiple versions present different word choices, but they showcase Lincoln’s

dedication to freedom and equality, which establishes them as essential historical documents

explaining both wartime conditions and the continuing relevance of the Gettysburg Address

.

References

National Constitutional Center. (2018). Read six different versions of the Gettysburg Address –

National Constitution Center. National Constitution Center – Constitutioncenter.org.

https://constitutioncenter.org/blog/read-six-different-versions-of-the-gettysburg-address

B- 12/15

Darryl,

You have not adreswed the assignment’s requirements properly. You have not looked at a full

copy of the GA nor directly at any of the other iterations. All you have done is to copy what the

NCC has to say. Without looking at the original primary sources yourself, you cannot know

whether what is says is true or not. Nor have you really attempted to identify the most authentic

copies by looking at the wording and its differences between the copies. No attempt ahs been

made to explain the differences between the copies. So you have not effectively established the

provenance of this source. It very explicitly calls for you to examine the primary source itsef

(and not just a snippet). Please read the requirements of assignments carefully and ask if you are

confused. This is your second attempt and you still have not fully grasped its requirements.

Copying what the NCC has to say is not what the assignment requires. It requires you to engage

closely with the original source and establish it provenance.

**## assignment.pdf**

4/26/25, 06:0820250425_165955.jpg

Page 1 of 1https://mail.google.com/mail/u/0/

**## Feedbacktocorrectmytermpaper.pdf**

1

Gettysburg Address by Abraham Lincoln

Byrd Darryl

HPU

Course HIST 6602

11 Feb 2025

2

Daryl, the requirement requires you to append the document so I can examine the document you
looked at. The whole point of the assignment is to verify the precise document you examined and
establish its provenance an authenticity.

The chosen primary source is from the National Constitution Center, of the sources from

Abraham Lincoln Presidential Library and Museum. But the website does not present a full

version of the GA. The Gettysburg Address is one of the most important speeches in the history

of the USA because it was delivered on November 19, 1863, by the then-president of the USA,

Abraham Lincoln. It contained some of Lincoln's vision for the country during the Civil War and

after?. The speech signifies unity and equality for a nation in the dedication of freedom. Several

versions of this speech exist, each of which reflects language differences while still retaining the

quality of the original speech (National Constitution Center, 2018). Therefore, this paper will

study the provenance of the five major versions of the Gettysburg Address as enumerated by

Official, Hay, Everett, Bancroft, and Bliss by viewing "who," "what," "why," "when," "where,"

and "utility" of each document. OK – but without seeing the five examples yourself (they are not

listed on the website you are using), this is a meaningless endeavor. You are not evaluating a

primary source – you are simply regurgitating someone else’s (secondary) evaluation of the

differences between the copies. Without seeing them yourself, you cannot possibly know that

this description is accurate. Which is the entire purpose of the exercise. We try to know and

relate all these aspects to the historical context of these versions and their usefulness at large as

primary sources in historical research. To make this work for the assignment, is to find and

append the five copies and verify for yourself the differences for yourself.

Who

Abraham Lincoln served as the 16th President of America to pen The Gettysburg

Address. When the Soldiers' National Cemetery in Gettysburg staged its dedication event after

the Gettysburg conflict Lincoln appeared to deliver an elegant speech. The speech thanks the

3

dead soldiers while confirming that the Union supports a democratic government founded for

and by the people.

Various individuals transcribed multiple versions of the speech, which complicates its

historical origin. John Nicolay wrote down Lincoln's speech as his private secretary immediately

after it finished, and he produced The Official Version (National Constitution Center, 2018). The

transcription undertaken by Nicolay became the primary authoritative source for publishing this

speech after Lincoln delivered it. So find this copy and append it and verify for yourself the

differences between it and later versions (and most importantly discuss WHY you think the

differences exist.) The Hay Version has dual significance as an important early transcription

since it was created by John Hay, who worked with Nicolay. How is it different? When was it

copied? (you need to look at this version to verify its differences)

Several other drafts emerged from joint Lincoln-compiler and publisher work during his

lifetime. A version of the Gettysburg Address named after Edward Everett, who spoke at the

same event in Gettysburg, exists because of his notable speech there. Everett delivered a very

lengthy speech compared to Lincoln's address at Gettysburg, which was recorded during the

commemorative proceedings (National Constitution Center, 2018). So why is it named after

Everett? Did he transcribe the original? When? Where? The historian George Bancroft served as

the transcriber for Bancroft’s Version when did this happen? Why?, although Lincoln personally

approved Bliss’s Version as the official edition, why ?making it the most formal signed copy of

the speech. Who is Bliss? How did he come to transcribe the address?

These published versions demonstrate that Lincoln's speech evolved under the influence

of different individuals who completed the transcriptions resulting in variations between

accuracy and formal presentation. (OK, but since you have not looked at these versions, you

4

cannot know this for certain can you?) Since Nicolay and Hay worked near Lincoln at the time

of his speech, their transcriptions prove they were immediately authentic documents (National

Constitution Center, 2018). You mean they are considered to be the most accurate of the

versions?The later publications from Bancroft and Bliss when were these published? How did

they get published? tended to present official and refined versions that aligned with the interest

in creating permanent statements after Lincoln's death. So how were they different? What

statements did they desire to make? How can you know this?

What

As a political speech, The Gettysburg Address serves two goals, which are to

commemorate soldiers (whose? Ll?) at Gettysburg and reestablish the American dedication to

democratic principles. The Official Version, which Nicolay transcribed, stands as the most

authentic version of Lincoln's speech because it includes the famous phrase about people

governing themselves (National Constitutional Center, 2018). What makes it the official version?

Who decided that? When? Why? When did Nicolay transcribe it? The Hay Version, together

with the Everett Version, show minor differences in wording, although they maintain Lincoln's

fundamental thought process. OK – so the whole point of the exercise is to look at those ‘minor

differences’, identify them and explain them.

The Bancroft Version provides a polished rendition what does this mean? yet the Bliss

Version stands as the most popular version which appears in official publications. Why? The

documents found their way to memorials and archives because they represented Lincoln's dream

for nation unification symbolically. Again you are just copying what you read at the NCC. Since

you have not apparently looked at any of the five copies in their entirety, then you simply cannot

5

know that anything the NCC says is accurate – which is the entire point of the exercise! Nor

have you engaged with he differences between the copies.

Why

The Gettysburg Address served mainly to sanctify the cemetery while paying tribute to

the soldiers who perished during the Battle of Gettysburg. The speech by Lincoln functioned as a

brief but forceful statement showing both the ethical import and the governmental significance of

the Civil War. He aimed to show the nation what its fundamental principles were especially

equality for everyone.

After Lincoln gave his speech the subsequent versions were published to ensure his

words would survive. Multiple versions of the text were made and published as various

publications sought to record Lincoln's original statements during the ceremony or distribute his

words beyond the crowd and record political support or archival documentation (National

Constitutional Center, 2018). The Hay Version and Everett Version appeared shortly after the

event for speech memorialization purposes but the final versions emerged to create official

formal expressions for ceremonial and archival purposes. So we have not established the

chronological order of the iterations so the when remains unclear.

When

On November 19th of 1863, Lincoln delivered the Gettysburg Address at Gettysburg's

Soldiers' National Cemetery. The delivery took place during the American Civil War when

conflicting political views split the American people while lasting only a short time. Lincoln

strove to pay tribute to those who died while using his speech as a call to action for both Union

preservation and protection of liberty. The date is well known. The when that matters is WHEN

were each of the 5 iterations created/disseminated.

6

The different versions of the text were published at various times. Nicolay and Hay

recorded the Official Version of the address soon after Lincoln's speech, while the transcriptions

happened within weeks and days of the delivery. We need to know precisely – this is critically

important. The writers transcribed the Everett Version before it went into print right after the

ceremony. Bancroft released the most refined version in 1863 after its initial publication

(National Constitutional Center, 2018). After Lincoln approved the Bliss Version at the

beginning of 1864, it secured its place as the official version before it went to print in 1864. The

principal factors of Civil War chronology, along with public requirements for a unifying national

statement, determined how Lincoln's speech was recorded and distributed at that time. Again you

are simply regurgitating what the NCC says.

Where

The Gettysburg Address originated from Gettysburg, Pennsylvania, which contained the

grounds where one of the deadliest battles of the Civil War took place. The speech took place

outside at the Soldiers' National Cemetery on the ground, where many thousands suffered death

during battle. The place held great symbolism to Lincoln because he intended to bless the land in

which many Union soldiers sacrificed their lives.

Multiple versions of the speech were transcribed before they received their first print in

separate publishing sites. According to historical records, the production of The Official Version

and Hay Version took place in Washington, D.C., due to their connection with political settings.

The Bliss Version gained the most widespread reproduction after it emerged from the White

House thus indicating its official nature (National Constitutional Center, 2018). The geographic

environment where different versions originated or were published directly influenced their

reception. Washington, DC, served as the political headquarters, and Gettysburg functioned as

7

the spiritual center of the war initiative. But did where they were published influence the

differences that emerged between the versions? That is the key.

Utility

Less than twelve months after the Battle of Gettysburg President Lincoln wrote the

Gettysburg Address that focused on national unity together with equality and purpose while the

nation faced Civil War. Through this statement, Lincoln outlines his national goals, which value

both the United States' unity and individual freedoms. Several different recensions ? of the

document create doubts regarding its reliability (National Constitutional Center, 2018). And the

purpose of the exercise is for you to examine this concern about reliability and answer it. Which

is the most authentic version and why? The Bliss Version stands as the most authentic version

among the three – on what basis do you make this assessment? (You cannot, all you are doing is

parroting the NCC website. but the Everett and Hay Versions present recordings and adaptations

performed by different individuals. The original versions maintain low levels of subjective

influence?, yet institutional elements in the publication phase could influence the content?. How?

– again this is the critical analysis you need to do. A careful analysis of Lincoln's Gettysburg

Address requires researchers to handle various versions with caution due to the way they were

recorded and published during different stages of transmission. So which is the most

unadulterated and why?

Conclusion

Among the most important historical speeches in American history stands the Gettysburg

Address, which demonstrates the political, intellectual, and social climate of the Civil War period

through its different versions. Multiple versions of the speech provide us with valuable

information about the address's influence while explaining its formation of American public

8

opinion. The multiple versions present different word choices, but they showcase Lincoln’s

dedication to freedom and equality, which establishes them as essential historical documents

explaining both wartime conditions and the continuing relevance of the Gettysburg Address

.

References

National Constitutional Center. (2018). Read six different versions of the Gettysburg Address –

National Constitution Center. National Constitution Center – Constitutioncenter.org.

https://constitutioncenter.org/blog/read-six-different-versions-of-the-gettysburg-address

B- 12/15

Darryl,

You have not adreswed the assignment’s requirements properly. You have not looked at a full

copy of the GA nor directly at any of the other iterations. All you have done is to copy what the

NCC has to say. Without looking at the original primary sources yourself, you cannot know

whether what is says is true or not. Nor have you really attempted to identify the most authentic

copies by looking at the wording and its differences between the copies. No attempt ahs been

made to explain the differences between the copies. So you have not effectively established the

provenance of this source. It very explicitly calls for you to examine the primary source itsef

(and not just a snippet). Please read the requirements of assignments carefully and ask if you are

confused. This is your second attempt and you still have not fully grasped its requirements.

Copying what the NCC has to say is not what the assignment requires. It requires you to engage

closely with the original source and establish it provenance.

November 5, 2026
[Solved] wellness

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APA with two references – a year ago **files (1)** – ## WELLNESSTOBUY.docx **## WELLNESSTOBUY.docx** **WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS** This activity will focus on: Emotional, Social, Occupational and Environmental Wellness **Case Study**: Amina Ahmed, an experienced nurse, recogniz…

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Assignment Prompt & Instructions

APA with two references

– a year ago

**files (1)**

– ## WELLNESSTOBUY.docx

**## WELLNESSTOBUY.docx**

**WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS**

This activity will focus on: Emotional, Social, Occupational and Environmental Wellness

**Case Study**: Amina Ahmed, an experienced nurse, recognizes the importance of understanding Medicare coverage guidelines for the hospital's financial success. She understands that modern nursing requires extensive knowledge of healthcare reimbursement and economic factors to ensure high-quality client care. However, Amina is concerned as the hospital's patient satisfaction scores have recently dropped by 20% in several areas, including her in-patient telemetry unit.

**Answer the following Questions:**

1. Explain how a decline in patient satisfaction scores can challenge Amina’s social and emotional wellness?

2. What strategies could Amina use to address the wellness challenges identified in Question 1?

3. Occupational wellness involves finding personal satisfaction and enrichment in one's work while maintaining a healthy work-life balance. How can a unit not meeting HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) scores or facing budget constraints adversely impact Amina’s occupational wellness?

4. What strategies could Amina utilize to enhance her occupational wellness? Explain how these strategies would be beneficial.

5. What strategies could Amina implement to improve the wellness of the unit she works on? Explain how these strategies would be beneficial.

**## WELLNESSTOBUY.docx**

**WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS**

This activity will focus on: Emotional, Social, Occupational and Environmental Wellness

**Case Study**: Amina Ahmed, an experienced nurse, recognizes the importance of understanding Medicare coverage guidelines for the hospital's financial success. She understands that modern nursing requires extensive knowledge of healthcare reimbursement and economic factors to ensure high-quality client care. However, Amina is concerned as the hospital's patient satisfaction scores have recently dropped by 20% in several areas, including her in-patient telemetry unit.

**Answer the following Questions:**

1. Explain how a decline in patient satisfaction scores can challenge Amina’s social and emotional wellness?

2. What strategies could Amina use to address the wellness challenges identified in Question 1?

3. Occupational wellness involves finding personal satisfaction and enrichment in one's work while maintaining a healthy work-life balance. How can a unit not meeting HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) scores or facing budget constraints adversely impact Amina’s occupational wellness?

4. What strategies could Amina utilize to enhance her occupational wellness? Explain how these strategies would be beneficial.

5. What strategies could Amina implement to improve the wellness of the unit she works on? Explain how these strategies would be beneficial.

November 5, 2026
[Solved] 2-2

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Executive Solution Overview

– a year ago **files (1)** – ## -2.docx **## -2.docx** ssay #2: Explain how the business concept of branding applies to terrorist groups, their membership, operations, targets, and funding. Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must …

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## -2.docx

**## -2.docx**

ssay #2: Explain how the business concept of branding applies to terrorist groups, their membership, operations, targets, and funding.

Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must include page numbers. e.g. (Smith, 154). The content is to be typed, double-spaced, font 12. The assignment must have appropriate footnotes or endnotes in Chicago (preferred), APA, or MLA style documentation. A bibliography is optional. Ensure your PDF version correctly displays your footnotes or endnotes after converting to PDF. The cover page, endnotes, and bibliography (if used) do not count in the word count. The naming convention for the PDF file is lastnamePSCI6661essay#.pdf (the last name being the student's last name and Essay # being, e.g., Essay#1, Essay#2, etc.) All submissions must include the student's name, course number, and title on the cover page.

Guidelines for Grading Your Essays: The highest grades will go to appropriately structured essays that accomplish the following: 1) substantively answers the question (60% of the grade); 2) correctly uses concepts and terminology from the class (20% of the grade); 3) is grammatically correct and error-free (10% of the grade). Following these submission directions precisely is worth 10% of the grade.

**## -2.docx**

ssay #2: Explain how the business concept of branding applies to terrorist groups, their membership, operations, targets, and funding.

Each essay is to be about 2000 words. Footnotes or end notes are required; Author-Date In-text Citations must include page numbers. e.g. (Smith, 154). The content is to be typed, double-spaced, font 12. The assignment must have appropriate footnotes or endnotes in Chicago (preferred), APA, or MLA style documentation. A bibliography is optional. Ensure your PDF version correctly displays your footnotes or endnotes after converting to PDF. The cover page, endnotes, and bibliography (if used) do not count in the word count. The naming convention for the PDF file is lastnamePSCI6661essay#.pdf (the last name being the student's last name and Essay # being, e.g., Essay#1, Essay#2, etc.) All submissions must include the student's name, course number, and title on the cover page.

Guidelines for Grading Your Essays: The highest grades will go to appropriately structured essays that accomplish the following: 1) substantively answers the question (60% of the grade); 2) correctly uses concepts and terminology from the class (20% of the grade); 3) is grammatically correct and error-free (10% of the grade). Following these submission directions precisely is worth 10% of the grade.

November 5, 2026