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  • [Solved] WK 9 DIS EPID

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    – 2 years ago **files (3)** – ## WK9DIS.EPIDEradicationofSmallpox.docx – SmallPox.pdf – COVID19.pdf **## WK9DIS.EPIDEradicationofSmallpox.docx** Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19 ![A syringe being needled into a vial AI-generated content may be incorrect.]…

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    – 2 years ago

    **files (3)**

    – ## WK9DIS.EPIDEradicationofSmallpox.docx

    – SmallPox.pdf
    – COVID19.pdf

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    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/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    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/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    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/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

  • [Solved] Protection for businesses

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    NO AI!! 1. In _United States v. Hall_, 47 F.3d 1091 (11th Cir. 1995), the Eleventh Circuit Court of Appeals discussed the difference between a business and an individual’s reasonable expectation of privacy in the area around their home or business (called the curtilage). In the case, a government a…

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    Assignment Prompt & Instructions

    NO AI!!

    1.  In _United States v. Hall_, 47 F.3d 1091 (11th Cir. 1995), the Eleventh Circuit Court of Appeals discussed the difference between a business and an individual’s reasonable expectation of privacy in the area around their home or business (called the curtilage). In the case, a government agent seized a bag of shredded documents from a dumpster located on the property of Bet-Air, Inc. Hall filed a motion to suppress the evidence on the grounds that the search and seizure was a violation of the Fourth Amendment. Review _United States v. Hall_ (1995) and discuss the following:

    – What was the Court of Appeal’s decision?
    – Was the search and seizure a violation of the Fourth Amendment? Why or why not?
    – Would the result have been different if the dumpster was on private property rather than on commercial property?
    – Suppose you were an executive at Bet-Air. What recommendations would you make to help Bet-Air assert an expectation of privacy in the dumpster?

    Your initial response should be a minimum of 200 words. 2 SCHOLARLY RESOURCES

    2.  Jones was the attorney for the Town of Smithville. He filed a defamation lawsuit against a newspaper that served the Smithville area and against the writer of that newspaper’s Town Crier column. Jones based his case on statements that appeared in the column. The writer of the column referred to Jones as a “political hatchet man” and as “one of the biggest powers behind the throne in local government.” The writer also asserted that “Jones pulls the strings” and raised the question whether Jones was “leading Smithville to destruction.” What arguments should the defendants make in an effort to avoid defamation liability? Should Jones win his case?

    Your initial response should be a minimum of 200 words. 2 SCHOLARLY RESOURCES

    – 2 years ago

  • [Solved] week 7-nur512

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse. **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources – 2 years ago

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    Assignment Prompt & Instructions

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.

    **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

    – 2 years ago

  • [Solved] Project: Successful Strategies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This week, read the **More Meetings and Cost Estimate Negotiations** and **Problems Executing the Project** section of the case study provided in **W1 Project Instructions**. Also review all discussion questions provided at the end of the case study document. Based on the assigned sections (and all …

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    This week, read the **More Meetings and Cost Estimate Negotiations** and **Problems Executing the Project** section of the case study provided in **W1 Project Instructions**. Also review all discussion questions provided at the end of the case study document.

    Based on the assigned sections (and all previous assigned sections of the case study), address the following topics:

    – **Overcoming Resource Disadvantage**
    – What tactics can a financially disadvantaged negotiator use to be       treated on par with large organizations when their assets and resources       are not as large?

    – How might Infosys have used such tactics in the case study?
    – **Using Resource Application**
    – How can an effective negotiator use resource application in terms       of written material, appropriate gifts, time expectations, and political       or economic considerations such as innovation and risk to “even the       playing field”?

    – How might Infosys have used such resource application?
    – **Strategies for Negotiation Stages**
    – Negotiation can often be divided into four stages including       preparation, information exchange, bargaining, and closure. Defend action       steps Infosys should have taken in each stage of the negotiation case       study.
    – **Non-Winner Perceptions**
    – In a negotiation, it is a good strategy to establish that _no       one is a loser_ in a negotiated outcome.

    – Assess the future consequences that might arise when someone leaves       the negotiation table feeling that he or she is a _non-winner._

    – Assess how the _no one is a loser_ perspective does or does       not impact the case study.
    – **Final Recommendations**
    – Justify at least five recommendations for       creating positive outcomes in the case. In essence, when taking all your       work in the case study to date into consideration, what are the five best       practices or action steps you would suggest if you were asked to consult       with the parties in the case study?

    **Important hint**: You might find it helpful to begin each section of the paper by discussing the key themes and cues you observe. Then, do research on those key themes to both broaden and deepen your evaluation of the case and your understanding of the important issues. In the final product, about half your written evaluation of each topic should be research. About half should be application to the case study.

    Recommendation for the level one headings for the body of your paper:

    **Overcoming Resource Disadvantage**

    **Using Resource Application**

    **Successful Strategies for Each Negotiation Stage**

    **Implications for Creating Non-Winner Perceptions**

    **Submission Details:**

    – Submit your evaluation in a **six- to eight**-page      Microsoft Word document, using APA style.
    – Each Covered Heading must contain      3+ credible cited sources and a conclusion summarizing talking points.

    – **Due by 4/21/25 at 11:30pm CST**

    **Requirements:**

    1. **Make certain to include in text citations from your course** **text in addition to your outside leadership resources within your main post** **. This adds credibility to your argument.**

    **[Textbooks]:**

    Brett, J. M. (2014). [Negotiating Globally](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51900&srcou=11561), (3rd ed.). San Francisco, CA: Jossey-Bass. ISBN: 9781118602614

    **and**

    Lewicki, R. J., Saunders, D. M. and Barry, B. (2014). [Negotiation: Readings, Exercises, and Cases](https://myclasses.southuniversity.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=124624&type=lti&rcode=southu-51902&srcou=11561). New York, NY: McGraw-Hill. ISBN: 9780077862428

    2. _No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years._

    **3.** **No AI support, score must be 0% and less than < 10% score on Turnitin**

    – [\
    \
    Wk5Project-Project-SuccessfulStrategiesAssignmentDetails.docx](https://www.sweetstudy.com/files/wk5project-project-successfulstrategiesassignmentdetails-docx-10270143 "Wk5Project-Project-SuccessfulStrategiesAssignmentDetails.docx")
    – [\
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    Wk5FinalProjectAssignmentTips.docx](https://www.sweetstudy.com/files/wk5finalprojectassignmenttips-docx-10270145 "Wk5FinalProjectAssignmentTips.docx")
    – [\
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    Wk5-Day7ProjectAssignmentResponsesandFormatting.docx](https://www.sweetstudy.com/files/wk5-day7projectassignmentresponsesandformatting-docx-10270147 "Wk5-Day7ProjectAssignmentResponsesandFormatting.docx")
    – [\
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    Wk5Project-UseofCreditableSources.docx](https://www.sweetstudy.com/files/wk5project-useofcreditablesources-docx-10270149 "Wk5Project-UseofCreditableSources.docx")
    – [\
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    SUO_LEA6185_Final_Project_Case_Study-Wk5.pdf](https://www.sweetstudy.com/files/suo-lea6185-final-project-case-study-wk5-pdf-10270151 "SUO_LEA6185_Final_Project_Case_Study-Wk5.pdf")
    – [\
    \
    Wk5Project-GradingRubricDetails.docx](https://www.sweetstudy.com/files/wk5project-gradingrubricdetails-docx "Wk5Project-GradingRubricDetails.docx")
    – [\
    \
    RelationshipBuilding11.docx](https://www.sweetstudy.com/files/relationshipbuilding11-docx "RelationshipBuilding11.docx")
    – [\
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    Week3CulturalRapport1.docx](https://www.sweetstudy.com/files/week3culturalrapport1-docx "Week3CulturalRapport1.docx")
    – [\
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    DiversityandConflictResolution1.docx](https://www.sweetstudy.com/files/diversityandconflictresolution1-docx "DiversityandConflictResolution1.docx")
    – [\
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    ProjectCulturalDifferences1.docx](https://www.sweetstudy.com/files/projectculturaldifferences1-docx "ProjectCulturalDifferences1.docx")

    – 2 years ago

  • [Solved] Week 7 – Leadership Skills Application

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **Top-Flight and Amtech** Top-Flight Electronics and Amtech Electronics both manufacture integrated circuits and other electronic parts as subcontractors for large manufacturers. Both Top-Flight and Amtech are…

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

    **Top-Flight and Amtech** Top-Flight Electronics and Amtech Electronics both manufacture integrated circuits and other electronic parts as subcontractors for large manufacturers. Both Top-Flight and Amtech are located in Ohio and often bid on contracts as competitors. As subcontractors, both firms benefited from the electronics boom of the 1990s, and both looked forward to growth and expansion. Top-Flight has annual sales of about $100 million and employs 950 people. Amtech has annual sales of $80 million and employs about 800 people. Top-Flight typically reports greater net profits than Amtech.The president of Top-Flight, John Tyler, believed that Top-Flight was the far superior company. Tyler credited his firm’s greater effectiveness to his managers’ ability to run a “tight ship.” Top-Flight had detailed organization charts and job descriptions. Tyler believed that everyone should have clear responsibilities and narrowly defined jobs, which generates efficient performance and high company profits. Employees were generally satisfied with their jobs at Top-Flight, although some managers wished for more empowerment opportunities.Amtech’s president, Jim Rawls, did not believe in organization charts. He believed organization charts just put artificial barriers between specialists who should be working together. He encouraged people to communicate face to face rather than with written memos. The head of mechanical engineering said, “Jim spends too much time making sure everyone understands what we’re doing and listening to suggestions.” Rawls was concerned with employee satisfaction and wanted everyone to feel part of the organization. Employees were often rotated among departments so they would be familiar with activities throughout the company. Although Amtech wasn’t as profitable as Top-Flight, they were able to bring new products on line more quickly, work bugs out of new designs more accurately, and achieve higher quality because of superb employee commitment and collaboration.It is the end of May, and John Tyler, president of Top-Flight, has just announced the acquisition of Amtech Electronics. Both management teams are proud of their cultures and have unflattering opinions of the other’s. Each company’s customers are rather loyal, and their technologies are compatible, so Tyler believes a combined company will be even more effective, particularly in a time of rapid change in both technology and products.The Amtech managers resisted the idea of an acquisition, but the Top-Flight president is determined to unify the two companies quickly, increase the new firm’s marketing position, and revitalize product lines—all by year end. **Questions**

    1. Using the competing values model in Exhibit 14.3, what type of culture (adaptability, achievement, involvement, consistency) would you say is dominant at Top-Flight? At Amtech? What is your evidence?
    2. Which type of culture do you think is most appropriate for the newly merged company? Why?
    3. If you were John Tyler, would you leave Amtech as an independent division or apply Top-Flight’s culture to it? What techniques would you use to shape the culture of the entire company?

    **Requirements:**

    – There is no minimum or maximum required number of pages. Your analysis will be considered complete, if it addresses each of the 3 components outlined above.
    – Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. A minimum of 3 – 5 sources (excluding the course textbook) from scholarly articles or business periodicals is required.
    – Include your best critical thinking and analysis to arrive at your justification.
    – Approach the assignment from the perspective of the senior executive leadership of the company.

    **Submission:** Upload/attach your completed paper to this assignment by the due date. Please see the Course Syllabus for the actual due date.

    – 2 years ago

  • [Solved] Project Part miensahnii

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  • [Solved] week 7-advaned patho

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    **Integumentary Function:** K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is gener…

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    **Integumentary Function:**

    K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.

    **Case Study Questions**

    1. Name the most common triggers for psoriasis and explain the different clinical types.
    2. There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
    3. Included in question 2
    4. A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
    5. What others manifestation could present a patient with Psoriasis?

    **Sensory Function:**

    C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.

    **Case Study Questions**

    1. Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
    2. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
    3. Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

    **Submission Instructions:**

    – You must complete both case studies.
    – Your initial post should be at least **500 words per case study**, formatted and cited in current APA style with support from at least 2 academic sources.

    – 2 years ago

  • [Solved] week 6 poster

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  • [Solved] Week 3 Bio 1300

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    Select **two** of the unit student learning outcome (USLO) prompts below to respond to in this week's reflection. – USLO 3.1 Identify the structure and function of the heart. – USLO 3.2 Differentiate the pulmonary and systemic circuits. – USLO 3.3 Identify the events in an action potential that are …

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    Select **two** of the unit student learning outcome (USLO) prompts below to respond to in this week's reflection.

    – USLO 3.1 Identify the structure and function of the heart.
    – USLO 3.2 Differentiate the pulmonary and systemic circuits.
    – USLO 3.3 Identify the events in an action potential that are generated in cardiac contractile cells.
    – USLO 3.4 Outline the conduction pathway through the heart.
    – USLO 3.5 Identify the electrical events recorded in an EKG.
    – USLO 3.6 Explain the events of the cardiac cycle.
    – USLO 3.7 Differentiate the factors that influence cardiac output.
    – USLO 3.8 Differentiate four homeostatic imbalances of the heart and explain what is occurring from a physiological perspective.

    – 2 years ago

  • [Solved] vid work

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    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) pages instead – 2 years ago

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    pages instead

    – 2 years ago