Tag: Model Answer

[Solved] Ethics, Values and Professionalism in Policing

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## **Culminating Project** The desire of this course and related assignments is for the student to gain a deeper understanding of the critical role ethics plays in policing. If successful, the student will be better equipped with practical strategies to uphold integrity, accountability, and public t…

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Assignment Prompt & Instructions

## **Culminating Project**

The desire of this course and related assignments is for the student to gain a deeper understanding of the critical role ethics plays in policing. If successful, the student will be better equipped with practical strategies to uphold integrity, accountability, and public trust in their law enforcement careers.

1. Part 1: A written 5 page APA ethical action plan, detailing strategies for promoting ethics and accountability within participants' police organizations.
2. Part 2: A five (5) minute professional video presentation of the action plan to the class, which are your departmental employees.

Plagiarism report and Turnitin

– 2 years ago

November 5, 2026
[Solved] PBR

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Practical Book Review – 2 years ago

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Practical Book Review

– 2 years ago

November 5, 2026
[Solved] ESSG

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READ THE ATTACHMENT!! – 2 years ago **files (1)** – ## Report.docx **## Report.docx** **PAGES 12** **IDENTIFICATION:** The patient is a 19-year-old, single, white female college freshman living on campus referred by her college counselor for evaluation and treatment of depression. Additional informa…

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READ THE ATTACHMENT!!

– 2 years ago

**files (1)**

– ## Report.docx

**## Report.docx**

**PAGES 12**

**IDENTIFICATION:** The patient is a 19-year-old, single, white female college freshman living on campus referred by her college counselor for evaluation and treatment of depression. Additional information about the patient’s history was obtained from the patient’s mother via phone with the patient’s consent.

**CHIEF COMPLAINT:**“I’m not sure how to handle things.”

**HISTORY OF CHIEF COMPLAINT:** The patient reports feeling depressed and anxious. She said she started feeling this way in high school. She hears a voice in the back of her head, which is “getting nasty.” The voice tells her to “give up on life.” She says the voice is triggered by stress. The patient reports low self-worth. Beck Depression Inventory (BDI) was administered and her score was 25 which indicates “moderately depressed.”

**PAST PSYCHIATRIC HISTORY:** The patient reported that she was diagnosed with Asperger syndrome as a child. She states, “I have a weird time expressing my emotions.” Had remedial classes in elementary and middle school. She thought the voices started in elementary school, but she did not report them. Was on lisdexamfetamine in middle school. She reports social isolation, stating, “I didn’t hang out with anyone.” Reports a suicide attempt by trying to hang herself at age 13, but never told anyone. During high school, she saw a counselor after she told her parents she wanted to kill herself. Her pediatrician started her on fluoxetine to treat depression, but she stopped it after 2 months because it increased the voices. She continued to feel depressed and anxious. No further suicide attempts, but continued to have mood-congruent voices that spoke to her in a derogatory manner and would tell her to kill herself. The voices became worse with stress. She identified a history of past obsessions with fear that she might harm herself, violent and horrific images, excessive concerns about contamination with animal contact, somatic obsessions with her appearance, checking that nothing terrible did or will happen, checking that she did not make mistakes, obsessions with the need to know or remember, fear of losing things, and lucky/unlucky numbers. No psychiatric hospitalizations.

**MEDICAL HISTORY:** Reports fatigue, however, all recent labs for routine screening were negative. History of mononucleosis in high school. No operations or chronic medical conditions.

**HISTORY OF DRUG OR ALCOHOL ABUSE:** Denied.

**FAMILY HISTORY:** The patient was raised with two brothers with whom she does not get along. The mother has a history of depression. The mother reports that the younger brother has “pervasive developmental disorder” (autism spectrum disorder, according to DSM-5).

**PERSONAL HISTORY**

**Perinatal:** (Information obtained from the mother.) The patient was a full-term vaginal birth.

**Childhood:** Started walking at 13 months. Speech identified as “echolalia” when she was young. Before age 3 years would only say “mommy–daddy” but not separate the two words and did not recognize her own name. She would set up crayons in perfect rows. If a door was open, she had to shut it. The parents called county children’s services to evaluate her at 32 months and she was screened for developmental disorders. She was diagnosed at 34 months with autism, moderate. Received Applied Behavioral Analysis full-day treatment. Attended a private specialized school from age 3 to 5, which the mother thought was excellent. Went to full-day kindergarten where she was assigned her own behavioral assistant. Unfortunately, the next year she did not have an assistant in the classroom. After the mother obtained legal representation, the school provided an Individualized Education Program and the patient received excellent behavioral and educational support. Patient had difficulty developing peer relationships. Patient states she “didn’t fit in.” Sat at the boys table at lunch because they played video games and she could relate to that. Everyone thought she was “weird.” Was bullied. Older brother tried to protect her.

**Adolescence:** In middle school, she received partial supportive services in the classroom. Then in high school she was partially mainstreamed into regular education. She maintained a good academic record with a grade point average of 2.9 throughout high school.

**Adulthood:** Counselor in high school recommended attending a small college. Enrolled as a freshman and she is currently living in a dorm with a roommate. Has one friend at college. Connected with a boyfriend online and is sexually active. Is happy to be at college, but struggles academically. Embarrassed to go to tutors. Decided to see a counselor for depression and anxiety and then was referred by the counselor for this psychiatric evaluation.

**TRAUMA/ABUSE HISTORY:** history of being bullied.

**MENTAL STATUS EXAMINATION**

**Appearance:** Posture is slouched. Slumped in the chair. Wearing mismatched close that look ill fitting. Hair is scraggly and long.

**Behavior and psychomotor activity:** Cooperative. No abnormal movements.

| | |
| — | — |
| **Consciousness** | Normal. Alert. |
| **Orientation** | Oriented to person, place and time. |
| **Memory** | Not formally assessed but is grossly intact. |

| | |
| — | — |
| **Concentration and attention** | Not formally assessed seem satisfactory. Does not appear easily distracted or preoccupied with internal or external stimuli. However, she reports that she is struggling academically. Feels it is hard to manage her time and all the demands. |
| **Abstract thought** | Adequate. |
| **Speech and language** | Normal rate and volume. Clear. Spontaneous. |
| **Perceptions** | Auditory hallucinations described as “nasty” and telling her to harm herself. Not apparent during the interview. |
| **Thought processes** | Organized and logical. |
| **Thought content** | The patient has significant obsessive thoughts. When administered the Yale–Brown Obsessive Compulsive Scale (Y-BOCS), she reported obsessions related to aggressive impulses toward herself, and contamination, as well as lucky/unlucky numbers and somatic obsessions. She reported compulsions regarding the need to confess, the need to tap or rub objects, and rituals involving blinking and staring. |
| **Suicidality or homicidality** | The patient has significant obsessive thoughts. When administered the Yale–Brown Obsessive Compulsive Scale (Y-BOCS), she reported obsessions related to aggressive impulses toward herself, and contamination, as well as lucky/unlucky numbers and somatic obsessions. She reported compulsions regarding the need to confess, the need to tap or rub objects, and rituals involving blinking and staring. |
| **Mood** | “Depressed”. |
| **Affect** | Appears depressed. |
| **Impulse control** | Good. |
| **Judgment** | Fair. |
| **Insight** | Fair. |
| **Reliability** | Good. |

Post directly into the discussion board. Do not add as an attachment.

Formulating the Diagnosis

· Which diagnosis (or diagnoses) should be considered? (Provide at least 2 Dx.)

· What is the rationale for each diagnosis?

· Describe the diagnostic criteria and how criteria is fulfilled.

· What test or tools should be considered to help identify the correct diagnosis?

· What differential diagnoses should be considered?

Formulating the Treatment Strategy/ Plan of Care

· What treatment would you prescribe and what is the rationale?

. Pharmacology

. Diagnostic Tests

. Referrals

. Psychoeducation

· What standard guidelines would you use to treat or assess this client?

Provide references to support your answers. (minimum of 3)

**## Report.docx**

**PAGES 12**

**IDENTIFICATION:** The patient is a 19-year-old, single, white female college freshman living on campus referred by her college counselor for evaluation and treatment of depression. Additional information about the patient’s history was obtained from the patient’s mother via phone with the patient’s consent.

**CHIEF COMPLAINT:**“I’m not sure how to handle things.”

**HISTORY OF CHIEF COMPLAINT:** The patient reports feeling depressed and anxious. She said she started feeling this way in high school. She hears a voice in the back of her head, which is “getting nasty.” The voice tells her to “give up on life.” She says the voice is triggered by stress. The patient reports low self-worth. Beck Depression Inventory (BDI) was administered and her score was 25 which indicates “moderately depressed.”

**PAST PSYCHIATRIC HISTORY:** The patient reported that she was diagnosed with Asperger syndrome as a child. She states, “I have a weird time expressing my emotions.” Had remedial classes in elementary and middle school. She thought the voices started in elementary school, but she did not report them. Was on lisdexamfetamine in middle school. She reports social isolation, stating, “I didn’t hang out with anyone.” Reports a suicide attempt by trying to hang herself at age 13, but never told anyone. During high school, she saw a counselor after she told her parents she wanted to kill herself. Her pediatrician started her on fluoxetine to treat depression, but she stopped it after 2 months because it increased the voices. She continued to feel depressed and anxious. No further suicide attempts, but continued to have mood-congruent voices that spoke to her in a derogatory manner and would tell her to kill herself. The voices became worse with stress. She identified a history of past obsessions with fear that she might harm herself, violent and horrific images, excessive concerns about contamination with animal contact, somatic obsessions with her appearance, checking that nothing terrible did or will happen, checking that she did not make mistakes, obsessions with the need to know or remember, fear of losing things, and lucky/unlucky numbers. No psychiatric hospitalizations.

**MEDICAL HISTORY:** Reports fatigue, however, all recent labs for routine screening were negative. History of mononucleosis in high school. No operations or chronic medical conditions.

**HISTORY OF DRUG OR ALCOHOL ABUSE:** Denied.

**FAMILY HISTORY:** The patient was raised with two brothers with whom she does not get along. The mother has a history of depression. The mother reports that the younger brother has “pervasive developmental disorder” (autism spectrum disorder, according to DSM-5).

**PERSONAL HISTORY**

**Perinatal:** (Information obtained from the mother.) The patient was a full-term vaginal birth.

**Childhood:** Started walking at 13 months. Speech identified as “echolalia” when she was young. Before age 3 years would only say “mommy–daddy” but not separate the two words and did not recognize her own name. She would set up crayons in perfect rows. If a door was open, she had to shut it. The parents called county children’s services to evaluate her at 32 months and she was screened for developmental disorders. She was diagnosed at 34 months with autism, moderate. Received Applied Behavioral Analysis full-day treatment. Attended a private specialized school from age 3 to 5, which the mother thought was excellent. Went to full-day kindergarten where she was assigned her own behavioral assistant. Unfortunately, the next year she did not have an assistant in the classroom. After the mother obtained legal representation, the school provided an Individualized Education Program and the patient received excellent behavioral and educational support. Patient had difficulty developing peer relationships. Patient states she “didn’t fit in.” Sat at the boys table at lunch because they played video games and she could relate to that. Everyone thought she was “weird.” Was bullied. Older brother tried to protect her.

**Adolescence:** In middle school, she received partial supportive services in the classroom. Then in high school she was partially mainstreamed into regular education. She maintained a good academic record with a grade point average of 2.9 throughout high school.

**Adulthood:** Counselor in high school recommended attending a small college. Enrolled as a freshman and she is currently living in a dorm with a roommate. Has one friend at college. Connected with a boyfriend online and is sexually active. Is happy to be at college, but struggles academically. Embarrassed to go to tutors. Decided to see a counselor for depression and anxiety and then was referred by the counselor for this psychiatric evaluation.

**TRAUMA/ABUSE HISTORY:** history of being bullied.

**MENTAL STATUS EXAMINATION**

**Appearance:** Posture is slouched. Slumped in the chair. Wearing mismatched close that look ill fitting. Hair is scraggly and long.

**Behavior and psychomotor activity:** Cooperative. No abnormal movements.

| | |
| — | — |
| **Consciousness** | Normal. Alert. |
| **Orientation** | Oriented to person, place and time. |
| **Memory** | Not formally assessed but is grossly intact. |

| | |
| — | — |
| **Concentration and attention** | Not formally assessed seem satisfactory. Does not appear easily distracted or preoccupied with internal or external stimuli. However, she reports that she is struggling academically. Feels it is hard to manage her time and all the demands. |
| **Abstract thought** | Adequate. |
| **Speech and language** | Normal rate and volume. Clear. Spontaneous. |
| **Perceptions** | Auditory hallucinations described as “nasty” and telling her to harm herself. Not apparent during the interview. |
| **Thought processes** | Organized and logical. |
| **Thought content** | The patient has significant obsessive thoughts. When administered the Yale–Brown Obsessive Compulsive Scale (Y-BOCS), she reported obsessions related to aggressive impulses toward herself, and contamination, as well as lucky/unlucky numbers and somatic obsessions. She reported compulsions regarding the need to confess, the need to tap or rub objects, and rituals involving blinking and staring. |
| **Suicidality or homicidality** | The patient has significant obsessive thoughts. When administered the Yale–Brown Obsessive Compulsive Scale (Y-BOCS), she reported obsessions related to aggressive impulses toward herself, and contamination, as well as lucky/unlucky numbers and somatic obsessions. She reported compulsions regarding the need to confess, the need to tap or rub objects, and rituals involving blinking and staring. |
| **Mood** | “Depressed”. |
| **Affect** | Appears depressed. |
| **Impulse control** | Good. |
| **Judgment** | Fair. |
| **Insight** | Fair. |
| **Reliability** | Good. |

Post directly into the discussion board. Do not add as an attachment.

Formulating the Diagnosis

· Which diagnosis (or diagnoses) should be considered? (Provide at least 2 Dx.)

· What is the rationale for each diagnosis?

· Describe the diagnostic criteria and how criteria is fulfilled.

· What test or tools should be considered to help identify the correct diagnosis?

· What differential diagnoses should be considered?

Formulating the Treatment Strategy/ Plan of Care

· What treatment would you prescribe and what is the rationale?

. Pharmacology

. Diagnostic Tests

. Referrals

. Psychoeducation

· What standard guidelines would you use to treat or assess this client?

Provide references to support your answers. (minimum of 3)

November 5, 2026
[Solved] Pathophysiology Adventure Part 2 response KP

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**Post-Traumatic Stress Disorder (PTSD)** Post Traumatic Stress Disorder (PTSD) is a severe mental health condition that is caused by experiencing a traumatic event. The effect on individuals varies from individual to individual across the lifespan, causing disruption of cognitive, emotional, and ph…

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Assignment Prompt & Instructions

**Post-Traumatic Stress Disorder (PTSD)**

Post Traumatic Stress Disorder (PTSD) is a severe mental health condition that is caused by experiencing a traumatic event. The effect on individuals varies from individual to individual across the lifespan, causing disruption of cognitive, emotional, and physical well-being. The pathophysiology, manifestations, diagnosis, lifespan considerations, and case study analysis of PTSD are covered in this reflective activity. Studying these aspects ultimately helped inform me of how PTSD affects people and the importance of a quick diagnosis and intervention.

**Understanding the Pathophysiology of PTSD**

PTSD is a neurobiological change that arises in the setting of trauma and results in changes in the hypothalamic-pituitary-adrenal (HPA) axis, autonomic nervous system, and limbic structures such as the amygdala, hippocampus, and prefrontal cortex. The amygdala becomes hyperactive, and fear responses are heightened, while there is hippocampal dysfunction that prevents memory processing (Raise-Abdullahi et al., 2023). Persistent stress response mainly results from excessive cortisol release caused by chronic dysregulation of the HPA axis. Knowing this pathophysiology helps explain the biological underpinnings of PTSD since it suggests the necessity of biological interventions that include targeting both psychological and physiological factors.

**Manifestations and Diagnosis of PTSD**

Psychological and physiological symptoms associated with PTSD are grouped into four clusters: intrusive thoughts, avoidance, negative alterations of cognition and mood, and hyperarousal. Examples of feelings from which individuals might suffer would include flashbacks, nightmares, emotional detachment, irritability, and heightened startle (jump) responses. Diagnosis is based on the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria adapted by the Clinician-Administered PTSD Scale, Fifth Edition (CAPS-5) and PTSD Checklist (PCL-5) (Wojujutari et al., 2024). Further validations for the biological basis of PTSD are found in its structural and functional abnormalities that are seen in the brains of subjects with PTSD, as seen in neuroimaging studies. Initiating proper treatment and improving patient outcomes requires a proper diagnosis.

**Lifespan Considerations in PTSD**

PTSD has different expressions depending on the age and the life situation. Symptoms in children may include behavioral regression, nightmares, and inability to speak about the distress. In adolescents, risk-taking, aggression, and the use of substances as coping mechanisms (Du et al., 2022). Those with PTSD and expecting have much higher rates of poor health outcomes for both mother and child, such as preterm birth and postpartum depression. Cognitive decline in older adults may worsen their symptoms and social withdrawal and predispose them to comorbid conditions, most frequently depression. Healthcare providers can tailor interventions depending on developmental and physiological differences with these recognitions.

**Case Study Analysis**

The case study of Jacob Smith, a 38-year-old combat veteran with PTSD. All of his symptoms are consistent with PTSD diagnostic criteria, including nightmares, hypervigilance, emotional detachment, and avoidance behavior. The presence of comorbid substance abuse is consistent with his history of alcohol use to cope. Diagnostic findings of a high PCL-5 score of 56 with MRI evidence of amygdala hyperactivity meet the criteria of PTSD. Cognitive behavioral therapy (CBT), Eye Movement Desensitization and Reprocessing (EMDR), and selective serotonin reuptake inhibitors (SSRIs) are known to follow as treatment recommendations (Du et al, 2022). The lesson for this case study is that a personalized treatment plan needs to consider the patient's background and severity of symptoms.

**Implications for Clinical Practice**

The knowledge of PTSD helps the clinician in assessing, diagnosing, and strategizing on the treatment of patients. All the talks revolve around recognizing early warning signs so that treatment can be given before long-term complications arrive. However, substantial symptom relief can be obtained through evidence-based treatments, including CBT and pharmacotherapy, requiring an interdisciplinary approach (Han et al., 2021). They also must dispel stigma and dissuade people from not seeking help due to fears of judgment from healthcare providers. Practitioners can provide positive patient outcomes and healthy recovery by integrating research findings.

**The Role of Trauma-Informed Care**

Trauma-informed care is a crucial aspect of PTSD management, which recognizes the effect of trauma on individuals and how these have psychological implications for the clients. Safety, trust, peer support, collaboration, empowerment, and cultural competence are emphasized in this approach. When trauma-informed principles are integrated into practice, this provides an environment that is healing and further away from traumatization for their clients. An example of this can be to ensure a calm, clinical setting and to offer patient-centered interventions that will significantly increase engagement and treatment adherence.

**The Future of PTSD Treatment**

The best part about PTSD is that emerging treatments for this illness are evolving. Ketamine-assisted therapy has been found to help reduce symptoms in cases of treatment resistance. Another innovative, virtual reality exposure therapy (VRET) is another intervention that helps patients face and process traumatic memories safely. Also, neurofeedback therapy, which teaches recovering brain patterns, has been thought to reduce PTSD symptoms (Raise-Abdullahi et al., 2023). These advancements demonstrate, not surprisingly, that research and innovations should continue to evolve regarding how patients and patient outcomes are treated.

**Personal Insights and Professional Growth**

The reflections in this discussion deepened my consciousness regarding PTSD's far-reaching impact and the requirement for holistic care. Because the disorder is so complicated, pharmacological, psychological, and social support efforts must be made as a totality. Studies of PTSD support the continued need for early intervention, education of the patient, and taking advantage of interdisciplinary collaboration in the field of mental health. This understanding can be incorporated into future practice by healthcare professionals and will contribute to improved patient well-being and resilience.

**Conclusion**

In conclusion, PTSD is a severe condition with negative effects on both mind and body. Treatment of this condition should be individually comprehensive because its pathophysiology, multiple manifestations, and diagnostic complexities demand this approach. With age-specific considerations and case study analysis, the importance of age-specific interventions is also lived. Knowledge about clinical competence and gaining knowledge about PTSD increases the capacity for patient support and advocacy. In the future, it will be crucial to integrate evidence-based interventions and a supportive healthcare environment in order to effectively address PTSD.

**References**

Du, J., Diao, H., Zhou, X., Zhang, C., Chen, Y., Gao, Y., & Wang, Y. (2022). Post-traumatic stress disorder: a psychiatric disorder requiring urgent attention. _Medical review_, _2_(3), 219-243. [https://doi.org/10.1515/mr-2022-0012Links to an external site.](https://doi.org/10.1515/mr-2022-0012)

Han, H. R., Miller, H. N., Nkimbeng, M., Budhathoki, C., Mikhael, T., Rivers, E., … & Wilson, P. (2021). Trauma informed interventions: A systematic review. _PloS one_, _16_(6), e0252747. [https://doi.org/10.1371/journal.pone.0252747Links to an external site.](https://doi.org/10.1371/journal.pone.0252747)

Raise-Abdullahi, P., Meamar, M., Vafaei, A. A., Alizadeh, M., Dadkhah, M., Shafia, S., … & Rashidy-Pour, A. (2023). Hypothalamus and post-traumatic stress disorder: a review. _Brain sciences_, _13_(7), 1010. [https://doi.org/10.3390/brainsci13071010Links to an external site.](https://doi.org/10.3390/brainsci13071010)

Wojujutari, A. K., Idemudia, E. S., & Ugwu, L. E. (2024). The assessment of reliability generalisation of clinician-administered PTSD scale for DSM-5 (CAPS-5): a meta-analysis. _Frontiers in Psychology_, _15_, 1354229. [https://doi.org/10.3389/fpsyg.2024.1354229Links to an external site.](https://doi.org/10.3389/fpsyg.2024.1354229)

– 2 years ago

November 5, 2026
[Solved] oral 568

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[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) – 2 years ago **files (5)** – ## ReflectiveAnalysis3template.docx – ## OGL568WK3REFLECTIVEREADING.docx – ## Module3learningmaterials.docx – Why_men_still_get_more_promotions_than_w.pdf – Career_Benefits…

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Assignment Prompt & Instructions

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

– 2 years ago

**files (5)**

– ## ReflectiveAnalysis3template.docx

– ## OGL568WK3REFLECTIVEREADING.docx

– ## Module3learningmaterials.docx

– Why_men_still_get_more_promotions_than_w.pdf
– Career_Benefits_Associated_Wit.pdf

**## ReflectiveAnalysis3template.docx**

Reflective Analysis

Module 3: Mentors, Advocates and Advisors

Reflection

Indent and start your reflection. Write approximately 2 pages, but no less.

Reaction

Answer the following questions in paragraph form making connections between the film, the content of the module and the topic of the week. Include the questions in this portion of your paper.

1. Reflecting on Carla Harris's talk and the 'Men Get More Promotions Than Women' article, how might your own experiences or observations in the workplace reflect
**or challenge** the concept of sponsorship? How can you actively cultivate sponsor relationships to advance your career while also supporting other women in your professional network?"

2. How might your own identity and experiences shape the mentoring relationships you seek or provide? How can you leverage both similarities and differences to create more effective and inclusive mentoring partnerships?

3. How might you integrate different forms of professional guidance (mentoring, coaching, sponsorship) at various stages of your career?

4. What questions or areas of curiosity remain for you after completing this module?

Annotated Bibliography

Following APA guidelines, create a reference for the article you have chosen and list it here using a hanging format. Example:

Rudman, L. A. (1998). Self-promotion as a risk factor for women: The costs and benefits of counter stereotypical impression management.
_Journal of Personality and Social Psychology, 74_,629-645.

Indent and write a summary of the major points of the article and include a summary of the article's major points and connect the article to your learning this week. 3 Articles required.

**## OGL568WK3REFLECTIVEREADING.docx**

Module 3: Practicing Reflective Analysis (OGL 568)

Instructions

Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

**FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered. (You are required to use material from the Module to support your thoughts. At this point, your citations should be many.)

**AND THEN:**  React to the materials from the module by responding to the following prompts:

1. Reflecting on Carla Harris's talk and the 'Men Get More Promotions Than Women' article, how might your own experiences or observations in the workplace reflect
**or challenge** the concept of sponsorship? How can you actively cultivate sponsor relationships to advance your career while also supporting other women in your professional network?"

2. How might your own identity and experiences shape the mentoring relationships you seek or provide? How can you leverage both similarities and differences to create more effective and inclusive mentoring partnerships?

3. How might you integrate different forms of professional guidance (mentoring, coaching, sponsorship) at various stages of your career?

4. What questions or areas of curiosity remain for you after completing this module?

**FINALLY:** Annotate your reading to demonstrate your understanding of the journal articles.
**Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here). Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

SAMPLE APA ANNOTATION

Ehrenreich, B. (2001).
_Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

For information on formatting APA citations, see our
[APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

Use the template provided here and then upload your completed paper. This paper is worth 20 points.

[Reflective Analysis 3.docx](https://asu.instructure.com/courses/207506/files/104933900?wrap=1)

Rubric

**## Module3learningmaterials.docx**

Module 3: Learning Materials

**Readings**

**_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

Anything in the
**_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module). You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take/make notes as you go along.

In addition to the introductory readings and content provided in
**_Module 0_**, please read the following articles, and view the videos, and/or presentations (as applicable) listed below.   Then proceed through the Module content in the order presented.

**Articles or Other Readings:**

·
**Career Benefits Associated with Mentoring**

· Allen, Tammy D et al. “Career Benefits Associated with Mentoring for Protégeé: a Meta-Analysis.” Journal of applied psychology 89.1 (2004): 127–. Print.

[Career_Benefits_Associated_Wit.pdf](https://asu.instructure.com/courses/207506/files/98629977/download?wrap=1)

·
**Men Get More Promotions Than Women**

· Ibarra, Herminia & Carter, Nancy & Silva, Christine. (2010). Why men still get more promotions than women. Harvard business review. 88. 80-5, 126.

[Why_men_still_get_more_promotions_than_w.pdf](https://asu.instructure.com/courses/207506/files/98629980/download?wrap=1)

·
**Gender Difference in Mentoring**

·

· O’Brien, Kimberly E et al. “A Meta-Analytic Investigation of Gender Differences in Mentoring.” Journal of management 36.2 (2008): 537–554. Web.

[A Meta-Analytic Investigation of Gender Differences in Mentoring.pdf](https://asu.instructure.com/courses/207506/files/98629982/download?wrap=1)

**Active Reading – Importance and Tips:** What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading. Please read it "actively!"

[_Click_\
_**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1) [Download Click HERE for Active Reading Tips](https://asu.instructure.com/courses/53705/files/16361791/download?download_frd=1)

**Videos**

Watch the following:

**Mentors, Advocates and Advisors.**

The workplace is often presented as a meritocracy, where you can succeed by putting your head down and working hard. Wall Street veteran
[Carla HarrisLinks to an external site.](https://www.leadingauthorities.com/speakers/carla-harris)  learned early in her career that this a myth. The key to actually getting ahead? Get a sponsor: a person who will speak on your behalf in the top-level, closed-door meetings you're not invited to (yet). Learn how to identify and develop a productive sponsor relationship in this candid, powerful talk.

[https://www.youtube.com/watch?v=gpE_W50OTUc](https://www.youtube.com/watch?v=gpE_W50OTUc)

[https://www.youtube.com/watch?v=pUp2HylR1ls&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ](https://www.youtube.com/watch?v=pUp2HylR1ls&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ)

**Why_men_still_get_more_promotions_than_w.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/why-men-still-get-more-promotions-than-w-pdf-10250497)

**Career_Benefits_Associated_Wit.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/career-benefits-associated-wit-pdf-10250499)

**Career_Benefits_Associated_Wit.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/career-benefits-associated-wit-pdf-10250499)

**## ReflectiveAnalysis3template.docx**

Reflective Analysis

Module 3: Mentors, Advocates and Advisors

Reflection

Indent and start your reflection. Write approximately 2 pages, but no less.

Reaction

Answer the following questions in paragraph form making connections between the film, the content of the module and the topic of the week. Include the questions in this portion of your paper.

1. Reflecting on Carla Harris's talk and the 'Men Get More Promotions Than Women' article, how might your own experiences or observations in the workplace reflect
**or challenge** the concept of sponsorship? How can you actively cultivate sponsor relationships to advance your career while also supporting other women in your professional network?"

2. How might your own identity and experiences shape the mentoring relationships you seek or provide? How can you leverage both similarities and differences to create more effective and inclusive mentoring partnerships?

3. How might you integrate different forms of professional guidance (mentoring, coaching, sponsorship) at various stages of your career?

4. What questions or areas of curiosity remain for you after completing this module?

Annotated Bibliography

Following APA guidelines, create a reference for the article you have chosen and list it here using a hanging format. Example:

Rudman, L. A. (1998). Self-promotion as a risk factor for women: The costs and benefits of counter stereotypical impression management.
_Journal of Personality and Social Psychology, 74_,629-645.

Indent and write a summary of the major points of the article and include a summary of the article's major points and connect the article to your learning this week. 3 Articles required.

**## OGL568WK3REFLECTIVEREADING.docx**

Module 3: Practicing Reflective Analysis (OGL 568)

Instructions

Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

**FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered. (You are required to use material from the Module to support your thoughts. At this point, your citations should be many.)

**AND THEN:**  React to the materials from the module by responding to the following prompts:

1. Reflecting on Carla Harris's talk and the 'Men Get More Promotions Than Women' article, how might your own experiences or observations in the workplace reflect
**or challenge** the concept of sponsorship? How can you actively cultivate sponsor relationships to advance your career while also supporting other women in your professional network?"

2. How might your own identity and experiences shape the mentoring relationships you seek or provide? How can you leverage both similarities and differences to create more effective and inclusive mentoring partnerships?

3. How might you integrate different forms of professional guidance (mentoring, coaching, sponsorship) at various stages of your career?

4. What questions or areas of curiosity remain for you after completing this module?

**FINALLY:** Annotate your reading to demonstrate your understanding of the journal articles.
**Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here). Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

SAMPLE APA ANNOTATION

Ehrenreich, B. (2001).
_Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

For information on formatting APA citations, see our
[APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

Use the template provided here and then upload your completed paper. This paper is worth 20 points.

[Reflective Analysis 3.docx](https://asu.instructure.com/courses/207506/files/104933900?wrap=1)

Rubric

**## Module3learningmaterials.docx**

Module 3: Learning Materials

**Readings**

**_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

Anything in the
**_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module). You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take/make notes as you go along.

In addition to the introductory readings and content provided in
**_Module 0_**, please read the following articles, and view the videos, and/or presentations (as applicable) listed below.   Then proceed through the Module content in the order presented.

**Articles or Other Readings:**

·
**Career Benefits Associated with Mentoring**

· Allen, Tammy D et al. “Career Benefits Associated with Mentoring for Protégeé: a Meta-Analysis.” Journal of applied psychology 89.1 (2004): 127–. Print.

[Career_Benefits_Associated_Wit.pdf](https://asu.instructure.com/courses/207506/files/98629977/download?wrap=1)

·
**Men Get More Promotions Than Women**

· Ibarra, Herminia & Carter, Nancy & Silva, Christine. (2010). Why men still get more promotions than women. Harvard business review. 88. 80-5, 126.

[Why_men_still_get_more_promotions_than_w.pdf](https://asu.instructure.com/courses/207506/files/98629980/download?wrap=1)

·
**Gender Difference in Mentoring**

·

· O’Brien, Kimberly E et al. “A Meta-Analytic Investigation of Gender Differences in Mentoring.” Journal of management 36.2 (2008): 537–554. Web.

[A Meta-Analytic Investigation of Gender Differences in Mentoring.pdf](https://asu.instructure.com/courses/207506/files/98629982/download?wrap=1)

**Active Reading – Importance and Tips:** What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading. Please read it "actively!"

[_Click_\
_**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1) [Download Click HERE for Active Reading Tips](https://asu.instructure.com/courses/53705/files/16361791/download?download_frd=1)

**Videos**

Watch the following:

**Mentors, Advocates and Advisors.**

The workplace is often presented as a meritocracy, where you can succeed by putting your head down and working hard. Wall Street veteran
[Carla HarrisLinks to an external site.](https://www.leadingauthorities.com/speakers/carla-harris)  learned early in her career that this a myth. The key to actually getting ahead? Get a sponsor: a person who will speak on your behalf in the top-level, closed-door meetings you're not invited to (yet). Learn how to identify and develop a productive sponsor relationship in this candid, powerful talk.

[https://www.youtube.com/watch?v=gpE_W50OTUc](https://www.youtube.com/watch?v=gpE_W50OTUc)

[https://www.youtube.com/watch?v=pUp2HylR1ls&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ](https://www.youtube.com/watch?v=pUp2HylR1ls&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ)

**Why_men_still_get_more_promotions_than_w.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/why-men-still-get-more-promotions-than-w-pdf-10250497)

**Career_Benefits_Associated_Wit.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/career-benefits-associated-wit-pdf-10250499)

**## ReflectiveAnalysis3template.docx**

Reflective Analysis

Module 3: Mentors, Advocates and Advisors

Reflection

Indent and start your reflection. Write approximately 2 pages, but no less.

Reaction

Answer the following questions in paragraph form making connections between the film, the content of the module and the topic of the week. Include the questions in this portion of your paper.

1. Reflecting on Carla Harris's talk and the 'Men Get More Promotions Than Women' article, how might your own experiences or observations in the workplace reflect
**or challenge** the concept of sponsorship? How can you actively cultivate sponsor relationships to advance your career while also supporting other women in your professional network?"

2. How might your own identity and experiences shape the mentoring relationships you seek or provide? How can you leverage both similarities and differences to create more effective and inclusive mentoring partnerships?

3. How might you integrate different forms of professional guidance (mentoring, coaching, sponsorship) at various stages of your career?

4. What questions or areas of curiosity remain for you after completing this module?

Annotated Bibliography

Following APA guidelines, create a reference for the article you have chosen and list it here using a hanging format. Example:

Rudman, L. A. (1998). Self-promotion as a risk factor for women: The costs and benefits of counter stereotypical impression management.
_Journal of Personality and Social Psychology, 74_,629-645.

Indent and write a summary of the major points of the article and include a summary of the article's major points and connect the article to your learning this week. 3 Articles required.

**## OGL568WK3REFLECTIVEREADING.docx**

Module 3: Practicing Reflective Analysis (OGL 568)

Instructions

Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

**FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered. (You are required to use material from the Module to support your thoughts. At this point, your citations should be many.)

**AND THEN:**  React to the materials from the module by responding to the following prompts:

1. Reflecting on Carla Harris's talk and the 'Men Get More Promotions Than Women' article, how might your own experiences or observations in the workplace reflect
**or challenge** the concept of sponsorship? How can you actively cultivate sponsor relationships to advance your career while also supporting other women in your professional network?"

2. How might your own identity and experiences shape the mentoring relationships you seek or provide? How can you leverage both similarities and differences to create more effective and inclusive mentoring partnerships?

3. How might you integrate different forms of professional guidance (mentoring, coaching, sponsorship) at various stages of your career?

4. What questions or areas of curiosity remain for you after completing this module?

**FINALLY:** Annotate your reading to demonstrate your understanding of the journal articles.
**Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here). Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

SAMPLE APA ANNOTATION

Ehrenreich, B. (2001).
_Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

For information on formatting APA citations, see our
[APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

Use the template provided here and then upload your completed paper. This paper is worth 20 points.

[Reflective Analysis 3.docx](https://asu.instructure.com/courses/207506/files/104933900?wrap=1)

Rubric

**## Module3learningmaterials.docx**

Module 3: Learning Materials

**Readings**

**_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

Anything in the
**_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module). You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take/make notes as you go along.

In addition to the introductory readings and content provided in
**_Module 0_**, please read the following articles, and view the videos, and/or presentations (as applicable) listed below.   Then proceed through the Module content in the order presented.

**Articles or Other Readings:**

·
**Career Benefits Associated with Mentoring**

· Allen, Tammy D et al. “Career Benefits Associated with Mentoring for Protégeé: a Meta-Analysis.” Journal of applied psychology 89.1 (2004): 127–. Print.

[Career_Benefits_Associated_Wit.pdf](https://asu.instructure.com/courses/207506/files/98629977/download?wrap=1)

·
**Men Get More Promotions Than Women**

· Ibarra, Herminia & Carter, Nancy & Silva, Christine. (2010). Why men still get more promotions than women. Harvard business review. 88. 80-5, 126.

[Why_men_still_get_more_promotions_than_w.pdf](https://asu.instructure.com/courses/207506/files/98629980/download?wrap=1)

·
**Gender Difference in Mentoring**

·

· O’Brien, Kimberly E et al. “A Meta-Analytic Investigation of Gender Differences in Mentoring.” Journal of management 36.2 (2008): 537–554. Web.

[A Meta-Analytic Investigation of Gender Differences in Mentoring.pdf](https://asu.instructure.com/courses/207506/files/98629982/download?wrap=1)

**Active Reading – Importance and Tips:** What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading. Please read it "actively!"

[_Click_\
_**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1) [Download Click HERE for Active Reading Tips](https://asu.instructure.com/courses/53705/files/16361791/download?download_frd=1)

**Videos**

Watch the following:

**Mentors, Advocates and Advisors.**

The workplace is often presented as a meritocracy, where you can succeed by putting your head down and working hard. Wall Street veteran
[Carla HarrisLinks to an external site.](https://www.leadingauthorities.com/speakers/carla-harris)  learned early in her career that this a myth. The key to actually getting ahead? Get a sponsor: a person who will speak on your behalf in the top-level, closed-door meetings you're not invited to (yet). Learn how to identify and develop a productive sponsor relationship in this candid, powerful talk.

[https://www.youtube.com/watch?v=gpE_W50OTUc](https://www.youtube.com/watch?v=gpE_W50OTUc)

[https://www.youtube.com/watch?v=pUp2HylR1ls&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ](https://www.youtube.com/watch?v=pUp2HylR1ls&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ)

**Why_men_still_get_more_promotions_than_w.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/why-men-still-get-more-promotions-than-w-pdf-10250497)

**Career_Benefits_Associated_Wit.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/career-benefits-associated-wit-pdf-10250499)

November 5, 2026
[Solved] ogl 530

✓ Verified Academic Solution Available

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– 2 years ago **files (7)** – ## ResourcesModule3.docx – ## Module3ogl530readingresponse.docx – Cabantousetal.-1.pdf – VarietiesofDiscourse.pdf – FlemingandBanerjee-2016-WhenperformativityfailsImplicationsforCritic-1-1.pdf – BlommaertBulcaen-1-1.pdf – AlvessonSpicer-1-1.pdf **## ResourcesModule3.doc…

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Assignment Prompt & Instructions

– 2 years ago

**files (7)**

– ## ResourcesModule3.docx

– ## Module3ogl530readingresponse.docx

– Cabantousetal.-1.pdf
– VarietiesofDiscourse.pdf
– FlemingandBanerjee-2016-WhenperformativityfailsImplicationsforCritic-1-1.pdf
– BlommaertBulcaen-1-1.pdf
– AlvessonSpicer-1-1.pdf

**## ResourcesModule3.docx**

Resources Module 3

[https://www.youtube.com/watch?v=cYtu9HMNIFc](https://www.youtube.com/watch?v=cYtu9HMNIFc)

Required Readings

· Wilson, S. (2016).
_Thinking differently about leadership: A critical history of leadership studies_. Northampton, MA: Edward Elgar Publishing.  Chapters 5 & 6

·
[Alvesson & Kärreman](https://asu.instructure.com/courses/217388/files/102471076?wrap=1)

(2000). Varieties of discourse: On the study of organizations through discourse analysis.
_Human Relations_,
_53_, 1125-1149.

·
[Alvesson & Spicer](https://asu.instructure.com/courses/217388/files/102471075/download?wrap=1)

(2012). Critical leadership studies: The case for critical performativity.
_Human Relations_,
_65_, 367-390.

·
**[NOTE: ALL GROUPS (RESPECTIVELY) WILL COLLABORATE TO ANNOTATE THIS READING. BEFORE BEGINNING THIS READING, PLEASE REVIEW THE ASSIGNMENT]**

Recommended Readings

·
[Cabantous et al.](https://asu.instructure.com/courses/217388/files/102470991/download?wrap=1)

Reading. Critical essay: Reconsidering critical performativity.

·
[Fleming & Banerjee](https://asu.instructure.com/courses/217388/files/102471078/download?wrap=1)

Reading. When performativity fails: Implications for critical management studies.

·
[Blommaert & Bulcaen](https://asu.instructure.com/courses/217388/files/102470990/download?wrap=1)

Reading. Critical discourse analysis.

Multimedia

**## Module3ogl530readingresponse.docx**

Module 3: Reading Response

·
**Due** Sunday by 11:59pm

In addition to completing a collaborative annotation, each student will complete an individual reading response. This response is intended to be “semi-formal” in nature. On one hand, it should be polished, clearly written, and should include in-text citations that demonstrate you have carefully read the assigned reading. On the other hand, the reading response is not intended for you to provide me with a summary of the assigned reading.

The purpose of the reading response is to allow you to wrestle with the course material and ask questions about your understanding, your interpretation, and your disagreements with it. I also want the reflections to be a useful tool you can refer to in constructing your final paper, so each response will ask you to think about the key ideas from the assigned reading that you might later use in your final paper.

I want to be clear that this assignment is not my way of testing whether you walked away with the “correct” understanding of a reading, but it is instead a way of me gauging your process of understanding.
**Reading responses are therefore graded for completion, but not for “accuracy” though I will provide feedback as part of our ongoing dialogue.**

Your response should be no fewer than 600 words (but can be longer), distributed in the following three sections.
**Please make sure to include the following subheadings that clearly define each of the parts of your reflection, so I know which part is which**.

·
**Summary (200+ words).** First, summarize the main themes of the readings. I am not asking you here to spend time reproducing each article individually, but to give an integrated summary of the main ideas. So, for example, if we are engaging different authors’ perspectives on the process of eminent critique you would focus on providing an overall vision of eminent critique informed by everyone we read, rather than arranging your summary by author.

·
**Critical analysis (200+ words).** Second, I want to you provide a critical analysis of the readings. This is where you are going to carefully consider what was beneficial, useful, and helpful in the readings, and what concerns or differences of opinion you might have. Please do NOT speak in vague terms but stay very close to the text. This means, for example, you should provide quotes or paraphrase authors with citations that show you understood what they said. Two things to remember: authors are neither all good nor all bad. A careful reader will find some value and some problems in just about everyone. Second, you don’t have to respond to everything in the text. Just select aspects of the reading that stood out to you.

·
**Reflection (200+ words).** In this final section I want to you to think about how what you read might be useful for your final paper. Remember that the final paper for the class will ask you to select a “problem of practice” (something from your personal leadership context), to provide a critical analysis of the problem using insights from our readings, and to develop a potential solution to the problem from a critical lens. In this final reflection, you should start to identify how what you learned might be useful for this final paper. This space should be used, in other words, for you to start to reflect on what ideas in our readings might be of value to your final paper and why those things are important.

**Cabantousetal.-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cabantousetal-1-pdf)

**VarietiesofDiscourse.pdf**

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

**FlemingandBanerjee-2016-WhenperformativityfailsImplicationsforCritic-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/flemingandbanerjee-2016-whenperformativityfailsimplicationsforcritic-1-1-pdf)

**BlommaertBulcaen-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/blommaertbulcaen-1-1-pdf)

**AlvessonSpicer-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alvessonspicer-1-1-pdf)

**AlvessonSpicer-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alvessonspicer-1-1-pdf)

**## ResourcesModule3.docx**

Resources Module 3

[https://www.youtube.com/watch?v=cYtu9HMNIFc](https://www.youtube.com/watch?v=cYtu9HMNIFc)

Required Readings

· Wilson, S. (2016).
_Thinking differently about leadership: A critical history of leadership studies_. Northampton, MA: Edward Elgar Publishing.  Chapters 5 & 6

·
[Alvesson & Kärreman](https://asu.instructure.com/courses/217388/files/102471076?wrap=1)

(2000). Varieties of discourse: On the study of organizations through discourse analysis.
_Human Relations_,
_53_, 1125-1149.

·
[Alvesson & Spicer](https://asu.instructure.com/courses/217388/files/102471075/download?wrap=1)

(2012). Critical leadership studies: The case for critical performativity.
_Human Relations_,
_65_, 367-390.

·
**[NOTE: ALL GROUPS (RESPECTIVELY) WILL COLLABORATE TO ANNOTATE THIS READING. BEFORE BEGINNING THIS READING, PLEASE REVIEW THE ASSIGNMENT]**

Recommended Readings

·
[Cabantous et al.](https://asu.instructure.com/courses/217388/files/102470991/download?wrap=1)

Reading. Critical essay: Reconsidering critical performativity.

·
[Fleming & Banerjee](https://asu.instructure.com/courses/217388/files/102471078/download?wrap=1)

Reading. When performativity fails: Implications for critical management studies.

·
[Blommaert & Bulcaen](https://asu.instructure.com/courses/217388/files/102470990/download?wrap=1)

Reading. Critical discourse analysis.

Multimedia

**## Module3ogl530readingresponse.docx**

Module 3: Reading Response

·
**Due** Sunday by 11:59pm

In addition to completing a collaborative annotation, each student will complete an individual reading response. This response is intended to be “semi-formal” in nature. On one hand, it should be polished, clearly written, and should include in-text citations that demonstrate you have carefully read the assigned reading. On the other hand, the reading response is not intended for you to provide me with a summary of the assigned reading.

The purpose of the reading response is to allow you to wrestle with the course material and ask questions about your understanding, your interpretation, and your disagreements with it. I also want the reflections to be a useful tool you can refer to in constructing your final paper, so each response will ask you to think about the key ideas from the assigned reading that you might later use in your final paper.

I want to be clear that this assignment is not my way of testing whether you walked away with the “correct” understanding of a reading, but it is instead a way of me gauging your process of understanding.
**Reading responses are therefore graded for completion, but not for “accuracy” though I will provide feedback as part of our ongoing dialogue.**

Your response should be no fewer than 600 words (but can be longer), distributed in the following three sections.
**Please make sure to include the following subheadings that clearly define each of the parts of your reflection, so I know which part is which**.

·
**Summary (200+ words).** First, summarize the main themes of the readings. I am not asking you here to spend time reproducing each article individually, but to give an integrated summary of the main ideas. So, for example, if we are engaging different authors’ perspectives on the process of eminent critique you would focus on providing an overall vision of eminent critique informed by everyone we read, rather than arranging your summary by author.

·
**Critical analysis (200+ words).** Second, I want to you provide a critical analysis of the readings. This is where you are going to carefully consider what was beneficial, useful, and helpful in the readings, and what concerns or differences of opinion you might have. Please do NOT speak in vague terms but stay very close to the text. This means, for example, you should provide quotes or paraphrase authors with citations that show you understood what they said. Two things to remember: authors are neither all good nor all bad. A careful reader will find some value and some problems in just about everyone. Second, you don’t have to respond to everything in the text. Just select aspects of the reading that stood out to you.

·
**Reflection (200+ words).** In this final section I want to you to think about how what you read might be useful for your final paper. Remember that the final paper for the class will ask you to select a “problem of practice” (something from your personal leadership context), to provide a critical analysis of the problem using insights from our readings, and to develop a potential solution to the problem from a critical lens. In this final reflection, you should start to identify how what you learned might be useful for this final paper. This space should be used, in other words, for you to start to reflect on what ideas in our readings might be of value to your final paper and why those things are important.

**Cabantousetal.-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cabantousetal-1-pdf)

**VarietiesofDiscourse.pdf**

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

**FlemingandBanerjee-2016-WhenperformativityfailsImplicationsforCritic-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/flemingandbanerjee-2016-whenperformativityfailsimplicationsforcritic-1-1-pdf)

**BlommaertBulcaen-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/blommaertbulcaen-1-1-pdf)

**AlvessonSpicer-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alvessonspicer-1-1-pdf)

**## ResourcesModule3.docx**

Resources Module 3

[https://www.youtube.com/watch?v=cYtu9HMNIFc](https://www.youtube.com/watch?v=cYtu9HMNIFc)

Required Readings

· Wilson, S. (2016).
_Thinking differently about leadership: A critical history of leadership studies_. Northampton, MA: Edward Elgar Publishing.  Chapters 5 & 6

·
[Alvesson & Kärreman](https://asu.instructure.com/courses/217388/files/102471076?wrap=1)

(2000). Varieties of discourse: On the study of organizations through discourse analysis.
_Human Relations_,
_53_, 1125-1149.

·
[Alvesson & Spicer](https://asu.instructure.com/courses/217388/files/102471075/download?wrap=1)

(2012). Critical leadership studies: The case for critical performativity.
_Human Relations_,
_65_, 367-390.

·
**[NOTE: ALL GROUPS (RESPECTIVELY) WILL COLLABORATE TO ANNOTATE THIS READING. BEFORE BEGINNING THIS READING, PLEASE REVIEW THE ASSIGNMENT]**

Recommended Readings

·
[Cabantous et al.](https://asu.instructure.com/courses/217388/files/102470991/download?wrap=1)

Reading. Critical essay: Reconsidering critical performativity.

·
[Fleming & Banerjee](https://asu.instructure.com/courses/217388/files/102471078/download?wrap=1)

Reading. When performativity fails: Implications for critical management studies.

·
[Blommaert & Bulcaen](https://asu.instructure.com/courses/217388/files/102470990/download?wrap=1)

Reading. Critical discourse analysis.

Multimedia

**## Module3ogl530readingresponse.docx**

Module 3: Reading Response

·
**Due** Sunday by 11:59pm

In addition to completing a collaborative annotation, each student will complete an individual reading response. This response is intended to be “semi-formal” in nature. On one hand, it should be polished, clearly written, and should include in-text citations that demonstrate you have carefully read the assigned reading. On the other hand, the reading response is not intended for you to provide me with a summary of the assigned reading.

The purpose of the reading response is to allow you to wrestle with the course material and ask questions about your understanding, your interpretation, and your disagreements with it. I also want the reflections to be a useful tool you can refer to in constructing your final paper, so each response will ask you to think about the key ideas from the assigned reading that you might later use in your final paper.

I want to be clear that this assignment is not my way of testing whether you walked away with the “correct” understanding of a reading, but it is instead a way of me gauging your process of understanding.
**Reading responses are therefore graded for completion, but not for “accuracy” though I will provide feedback as part of our ongoing dialogue.**

Your response should be no fewer than 600 words (but can be longer), distributed in the following three sections.
**Please make sure to include the following subheadings that clearly define each of the parts of your reflection, so I know which part is which**.

·
**Summary (200+ words).** First, summarize the main themes of the readings. I am not asking you here to spend time reproducing each article individually, but to give an integrated summary of the main ideas. So, for example, if we are engaging different authors’ perspectives on the process of eminent critique you would focus on providing an overall vision of eminent critique informed by everyone we read, rather than arranging your summary by author.

·
**Critical analysis (200+ words).** Second, I want to you provide a critical analysis of the readings. This is where you are going to carefully consider what was beneficial, useful, and helpful in the readings, and what concerns or differences of opinion you might have. Please do NOT speak in vague terms but stay very close to the text. This means, for example, you should provide quotes or paraphrase authors with citations that show you understood what they said. Two things to remember: authors are neither all good nor all bad. A careful reader will find some value and some problems in just about everyone. Second, you don’t have to respond to everything in the text. Just select aspects of the reading that stood out to you.

·
**Reflection (200+ words).** In this final section I want to you to think about how what you read might be useful for your final paper. Remember that the final paper for the class will ask you to select a “problem of practice” (something from your personal leadership context), to provide a critical analysis of the problem using insights from our readings, and to develop a potential solution to the problem from a critical lens. In this final reflection, you should start to identify how what you learned might be useful for this final paper. This space should be used, in other words, for you to start to reflect on what ideas in our readings might be of value to your final paper and why those things are important.

**Cabantousetal.-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/cabantousetal-1-pdf)

**VarietiesofDiscourse.pdf**

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

**FlemingandBanerjee-2016-WhenperformativityfailsImplicationsforCritic-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/flemingandbanerjee-2016-whenperformativityfailsimplicationsforcritic-1-1-pdf)

**BlommaertBulcaen-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/blommaertbulcaen-1-1-pdf)

**AlvessonSpicer-1-1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alvessonspicer-1-1-pdf)

November 5, 2026
[Solved] NUR 600 W 3

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Executive Solution Overview

– 2 years ago **files (1)** – ## nur600wk3assign.docx **## nur600wk3assign.docx** DRUG: ALPRAZOLAM · Drug pharmacology, pharmacokinetics · Brand name · Generic name · Dosing · Indications for use · Side effects · Contraindications · Pregnancy class · You must also perform a cost analysis of the drug…

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– 2 years ago

**files (1)**

– ## nur600wk3assign.docx

**## nur600wk3assign.docx**

DRUG: ALPRAZOLAM

· Drug pharmacology, pharmacokinetics

· Brand name

· Generic name

· Dosing

· Indications for use

· Side effects

· Contraindications

· Pregnancy class

· You must also perform a cost analysis of the drug.

· Provide a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug.

· Describe the appropriate patient education.

· What is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation?

· Incorporate a minimum of 4 current (published within last five years) scholarly journal articles within your work.

· PowerPoint presentation with 10-15 slides, excluding the title slide and the reference slide.

· The presentation is clear and concise, and students will lose points for improper grammar, punctuation, and misspelling.

![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-600-w-3)

## image1.png

**## nur600wk3assign.docx**

DRUG: ALPRAZOLAM

· Drug pharmacology, pharmacokinetics

· Brand name

· Generic name

· Dosing

· Indications for use

· Side effects

· Contraindications

· Pregnancy class

· You must also perform a cost analysis of the drug.

· Provide a patient case study on a patient in which you would utilize the drug you have selected and include at least two peer-reviewed evidence-based studies related to the drug.

· Describe the appropriate patient education.

· What is your role as a Nurse Practitioner for prescribing this medication to this patient on your case study presentation?

· Incorporate a minimum of 4 current (published within last five years) scholarly journal articles within your work.

· PowerPoint presentation with 10-15 slides, excluding the title slide and the reference slide.

· The presentation is clear and concise, and students will lose points for improper grammar, punctuation, and misspelling.

![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-600-w-3)

## image1.png

November 5, 2026
[Solved] NU 502

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering NU 502.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Study in Healthcare Adm 3

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Executive Solution Overview

Create a 6–8 slide PowerPoint presentation in response to a situation presented in a scenario. Outline the goals of a project to address diversity issues and describe the desired characteristics of team members who will work on the project. Explain your own role and collaboration process. – 2 years …

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Assignment Prompt & Instructions

Create a 6–8 slide PowerPoint presentation in response to a situation presented in a scenario. Outline the goals of a project to address diversity issues and describe the desired characteristics of team members who will work on the project. Explain your own role and collaboration process.

– 2 years ago

November 5, 2026
[Solved] Study In Healthcare Adm 2

✓ Verified Academic Solution Available

Executive Solution Overview

Write 3–4 pages of content for an e-mail response to a healthcare supervisor. Identify qualities of a successful leader and use a selected leadership model to explain your role as a project leader. – 2 years ago

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Assignment Prompt & Instructions

Write 3–4 pages of content for an e-mail response to a healthcare supervisor. Identify qualities of a successful leader and use a selected leadership model to explain your role as a project leader.

– 2 years ago

November 5, 2026