407 Training and Development in Small Businesses

1. .Select a small business with which you are familiar. Imagine that you have been called into that business to provide a consultation on training. Create a comprehensive training proposal for the business.Write a 6–8 page paper in which you:
2. 1. Analyze key elements of training and development geared toward improving the performance of the specific small business for which you are consulting.
   2. Predict 3–5 potential challenges that the managers or owners of the business could face in addressing organizational performance.
   3. Justify the effects of detecting organizational gaps in small business, providing examples to explain the rationale.
   4. Propose a competitive training strategy that will improve the position of the business in the market. The strategy should include, at a minimum, an agenda of training activities, rationale for instructional strategies used, and the return on investment (ROI) that will be gained from the strategy you have developed.
   5. Go to Basic Search: Strayer University Online Library to find at least three quality academic resources in this assignment. Note:Wikipedia and similar websites do not qualify as academic resources
   6. Format your assignment according to the following formatting requirements:
      • This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
      • Typed, double-spaced, using Times New Roman font, 12 points, with one-inch margins on all sides.
      • Include a cover page containing the title of the assignment, your name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
      • Include a reference page. Citations and references must follow SWS format. The reference page is not included in the required page length.

      409-Compensation Strategies, Best Practices, and Challenges Presentation

   7. For this assignment, assume you are a compensation analyst in a large financial services company. You have been in your role for almost a year. At your weekly one-on-one with your boss, she tells you that the human resources representatives at the company are fielding a number of questions from employees and applicants about compensation. The human resource representatives’ knowledge of compensation is not deep.She asks that you prepare and deliver a 10- to 15-minute PowerPoint presentation (10–15 slides) at an upcoming departmental meeting that provides basic information about what is going on in the compensation field today. Specifically she wants you to address compensation strategies that companies employ, note three of their best compensation practices, and examine three compensation challenges today’s companies are facing.Develop and deliver a 10–15 minute audio PowerPoint presentation (10 to 15 slides) in which you:
   8. 1. Analyze the compensation strategies companies use to attract and retain talent.
      2. Determine three best compensation practices used by companies.
         • Be sure to provide your rationale for selecting these best practices as opposed to others.
      3. Examine three compensation-related challenges companies face.
         • Be sure to provide your rationale for selecting these compensation challenges as opposed to others.
      4. Explain what discretionary benefits are and how companies use them to benefit the company and its stakeholders.
      5. Examine how laws, labor unions, and market factors impact companies’ compensation strategies and practices.
      6. Deliver a succinct, engaging, and informative presentation on compensation strategies, best practices, and challenges.
         • Note: Be sure to include additional detail about what you will say as you deliver your presentation on the notes pages in PowerPoint.
         • Consult Use Kaltura [PDF] for help in recording your presentation and uploading it to the assignment area.
      7. Integrate at least three quality resources using in-text citations and a reference page in your assignment.
         • Note: Wikipedia and similar websites do not qualify as quality resources.
      8. Format your assignment according to the following formatting requirements:
         • This course requires the use of Strayer Writing Standards (SWS). For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course.
         • Use a readable size font (24 pt or above) on your slides. For your slide notes, the preferred method is to use Times New Roman font (size 12).
         • Include a title slide containing the assignment title, your name, your professor’s name, the course title, and the date. The title slide is not included in the required number of slides.
         • Include a source list slide. Citations and references must follow SWS format. The source list slide is not included in the required number of slides.

      Note: Last week’s assignment preparation activity provides resources on how to:

      • Avoid plagiarism.
      • Integrate resources into your presentation.
      • Adhere to the Strayer Writing Standards.
      • Develop and deliver a succinct, engaging, and informative presentation.

      The specific course learning outcome associated with this assignment is:

      • Research current compensation strategies, best compensation practices and compensation challenges facing companies.

      ************PLEASE FOLLOW DIRECTIONS***************************

Unit 4 Assignment – Migration Paths

Submit Assignment

• Due Sunday by 11:59pm
• Points 40
• Submitting a text entry box, a website url, a media recording, or a file upload

Instructions

Figures 6.2, 6.3, 6.4, 6.5, 6.6 and 6.7 in the Amatayakul textbook all show the migration path towards an EHR using different formats, e.g. picture, building block, step diagram, flow chart, etc. Assess the migration path formats and evaluate the similarities and differences.

• Develop an EHR migration path of a type of your choice for a small, 49-bed, rural hospital. The hospital has no skilled nursing homes, nor is it associated with any physician clinics.
• Develop a summary of your evaluation and reasoning for the chosen format.
• Your file should be in Microsoft Word, Microsoft PowerPoint, Microsoft Excel, or Adobe Acrobat format.
• Cite all sources in APA format.
• Submit your EHR migration path and summary for grading.
• Reminder: You must upload your completed document using Browse My Computer. Then, hit the Submit button to successfully complete the assignment submission process. Do not copy and paste text into the text box.

Rubric

Unit 4 Assignment – Migration Paths

Unit 4 Assignment – Migration Paths

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeAnalysis of KnowledgePRICE-P	10.0 pts Level 5 Connects and extends knowledge (facts, theories, etc.) from one’s own academic study/field/discipline. 9.0 pts Level 4 Analyzes knowledge (facts, theories, etc.) from one’s own academic study/field/discipline. 8.0 pts Level 3 Begins to connect knowledge (facts, theories, etc.) from one’s own academic study/field/discipline. 7.0 pts Level 2 Begins to identify knowledge (facts, theories, etc.) from one’s own academic study/field/discipline. 6.0 pts Level 1 There Is some evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/field/discipline. 0.0 pts Level 0 There is little to no evidence that knowledge is identified (facts, theories, etc.) from one’s own academic study/field/discipline.	10.0 pts
This criterion is linked to a Learning OutcomeDefines Content	10.0 pts Level 5 Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors. 9.0 pts Level 4 Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed. 8.0 pts Level 3 Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial. 7.0 pts Level 2 Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors. 6.0 pts Level 1 Demonstrates the ability to explain contextual facts but does not provide a defined statement. 0.0 pts Level 0 There is no evidence of a defined statement.	10.0 pts
This criterion is linked to a Learning OutcomeRelationship to Research	5.0 pts Level 5 Evaluates materials for scholarly significance and relevance within and/or across the various disciplines, evaluating them according to their contributions and consequences. 4.5 pts Level 4 Examines materials for scholarly significance within and/or across the various disciplines to explore contributions in relation to important questions. 4.0 pts Level 3 Uses materials in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions. 3.5 pts Level 2 Engages materials with the intention and expectation of building topical and world knowledge. 3.0 pts Level 1 Approaches materials in the context of assignments with the intention and expectation of finding right answers and learning facts and concepts to display for credit. 0.0 pts Level 0 There is little to no evidence of engagement with outside materials used in a scholarly manner.	5.0 pts
This criterion is linked to a Learning OutcomeConclusion and Related Outcomes	5.0 pts Level 5 Conclusions (consequences and implications) are logical and reflect informed evaluation and the ability to place evidence and perspectives discussed in priority order. 4.5 pts Level 4 Conclusions are logically tied to and reflect student’s informed evaluation in priority order and are clearly identified. 4.0 pts Level 3 Conclusion is logically tied to a range of information and is identified clearly. 3.5 pts Level 2 Conclusion is logically tied to information (because information is chosen to fit the desired conclusion). 3.0 pts Level 1 Conclusion is inconsistently tied to some of the information discussed and oversimplified. 0.0 pts Level 0 Conclusion is either not present, unclear, or does not reflect the information presented.	5.0 pts
This criterion is linked to a Learning OutcomeWriting	5.0 pts Level 5 The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling. 4.5 pts Level 4 The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling, and minor errors do not impair the flow of communication. 4.0 pts Level 3 The paper exhibits an acceptable command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication. 3.5 pts Level 2 The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. 3.0 pts Level 1 The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. 0.0 pts Level 0 The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.	5.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I	5.0 pts Level 5 The required APA elements are all included with correct formatting, including in-text citations and references. 4.5 pts Level 4 The required APA elements are all included with minor formatting errors, including in-text citations and references. 4.0 pts Level 3 The required APA elements are all included with multiple formatting errors, including in-text citations and references. 3.5 pts Level 2 The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references. 3.0 pts Level 1 Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references. 0.0 pts Level 0 There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.	5.0 pts
Total

Unit 4 Assessment – Pop Culture and Race, Ethnicity, Sexual Morality, and Gender

Submit Assignment

• Due Sunday by 11:59pm
• Points 85
• Submitting a text entry box or a file upload

Instructions

Evaluate: Mass Media Impact

Evaluation Title: Pop Culture and Race, Ethnicity, Sexual Morality, and Gender

Bell hooks (nee Gloria Jean Watkins) is a professor and social activist who has written about feminism and popular culture. For this assignment you will watch bell hooks’ views on Cultural Criticism and Transformation in the video and read the accompanying extended transcript (Links to an external site.). (Note: there are several very difficult subjects discussed, and visual examples from movies are used to support these examples; more examples are used to further explore each of these themes throughout the remainder of this video.)

Your essay should include some discussion of the following questions:

1. Do you agree or disagree with hooks’ views? Support your position.
2. Does mass media promote images of equality by leveling racial, ethnic, and gender differences or do they promote inequality through exclusion and exaggeration of difference?
3. Does mass media reinforce the viewpoints of white, male, corporate culture or does mass allow for the authentic expression of racial, ethnic, and sexual identity? Give examples to support your position

Specifications:

Submit an 800-1000 word essay addressing the questions above.

In your essay:

• Be sure to structure your essay with an introduction paragraph that includes a thesis statement, well-organized supporting paragraphs, and a conclusion that reiterates the main points of your argument.
• Your argument should be supported by reputable research cited in APA format both in the body of the paper and in your references section.

Helpful Resources:

• Herzing University’s Tutoring and Writing Center
• Grammar checker and writing help: https://www.grammarly.com/ (Links to an external site.)
• Use the Herzing Library to search for scholarly research sources.

Estimated time to complete: 3 hours

Reference

ChallengingMedia. (2006, October 3). Bell hooks: Cultural Criticism & Transformation [Video file]. Retrieved from

Rubric

Unit 4 Assessment – Pop Culture and Race, Ethnicity, Sexual Morality, and Gender

Unit 4 Assessment – Pop Culture and Race, Ethnicity, Sexual Morality, and Gender

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeTopic	10.0 pts 5 Identifies a creative, focused, and manageable topic clearly addressing important points. 9.0 pts 4 Identifies a manageable topic that addresses important points. 8.0 pts 3 Identifies a focused topic that addresses important points. 7.0 pts 2 Identifies a topic that while doable, is too narrowly focused. 6.0 pts 1 Identifies a topic that is far too general and wide-ranging as to be doable. 0.0 pts 0 Does not clearly identify a topic or identifies a topic that is not relevant to the assignment.	10.0 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views	15.0 pts 5 Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more). 14.0 pts 4 Describes in-depth information from relevant sources representing at least two points of view or research aspects. 12.0 pts 3 Explains information from relevant sources representing at least two points of view or research aspects. 11.0 pts 2 Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(s) are identified. 9.0 pts 1 Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches 0.0 pts 0 Information is irrelevant to the topic. No clear point of view/approaches.	15.0 pts
This criterion is linked to a Learning OutcomeContentHU340-CO1; HU340-CO2	15.0 pts 5 Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors. 14.0 pts 4 Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed 12.0 pts 3 Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial. 11.0 pts 2 Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors. 9.0 pts 1 Demonstrates the ability to explain contextual facts but does not provide a defined statement. 0.0 pts 0 There is no evidence of a defined statement.	15.0 pts
This criterion is linked to a Learning OutcomeAnalysis	15.0 pts 5 Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus. 14.0 pts 4 Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus. 12.0 pts 3 Organizes and describes evidence according to patterns, differences, or similarities related to focus. 11.0 pts 2 Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities. 9.0 pts 1 Describes evidence, but it is not organized and/ or is unrelated to focus. 0.0 pts 0 Lists evidence, but it is not organized and/ or is unrelated to focus.	15.0 pts
This criterion is linked to a Learning OutcomeConclusion	10.0 pts 5 Assembles a conclusion that is a logical interpretation from findings. 9.0 pts 4 Constructs a conclusion that is logical from inquiry findings. 8.0 pts 3 Identifies a conclusion specifically from and responds specifically to the findings. 7.0 pts 2 Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. 6.0 pts 1 States an ambiguous or unsupportable conclusion from findings. 0.0 pts 0 States an illogical conclusion from findings.	10.0 pts
This criterion is linked to a Learning OutcomeLimitations and Implications	5.0 pts 5 Insightfully discusses in detail relevant and supported limitations and implications. 4.0 pts 4 Examines relevant and supported limitations and implications. 3.0 pts 3 Discusses relevant and supported limitations and implications. 2.0 pts 2 Presents relevant and supported limitations and implications. 1.0 pts 1 Presents limitations and implications, but they are unsupported. 0.0 pts 0 Presents limitations and implications, but they are irrelevant.	5.0 pts
This criterion is linked to a Learning OutcomeWriting	10.0 pts 5 The paper exhibits a excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling. 9.0 pts 4 The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication. 8.0 pts 3 The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication. 7.0 pts 2 The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. 6.0 pts 1 The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. 0.0 pts 0 The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.	10.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I	5.0 pts 5 The required APA elements are all included with correct formatting, including in-text citations and references. 4.0 pts 4 The required APA elements are all included with minor formatting errors, including in-text citations and references. 3.0 pts 3 The required APA elements are all included with multiple formatting errors, including in-text citations and references. 2.0 pts 2 The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references. 1.0 pts 1 Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references. 0.0 pts 0 There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.	5.0 pts
Total Points: 85.0

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1)Discussion 4: Somatic and Sleep Disorders

Select one disorder of interest from the DSM-5 covered this week. In your initial posting, discuss the diagnostic criteria, treatment options, and prognosis of the disorder. Use at least two current references other than the DSM-5. After you have posted your initial posting by the third day of the module, respond substantively to at least three peers by the end of the module for a total of 4 post. APA, 3 CITATION, APA, REFERENCES

2) response to loise. PLEASE INCLUSED AT LEAST ONE CITATION ADD SOMTHING NEW TO THE POST, REFERENCE PLEASE

Factitious disorder considered as a serious mental health condition by which individuals involved sometimes fake, or induce a physical or mental illness to receive sympathy and attention (Smith, 2019). These individuals often go to great lengths to deceive others by seeking attention for themselves, they pretend to be sick, manipulate medical condition, even test results and can induce sickness on themselves that might result to harm to a vulnerable person, even their children, family members, or other adults (Smith, 2019).

Diagnostic criteria

Factitious previously referred to as Munchhausen syndrome poses a serious challenge to the clinician in making a diagnosis when presented to the clinic, people with this disorder can be very manipulative making diagnosis difficult (Smith, 2019).

DSM-5 diagnosing criteria specify the following:

Factitious disorder imposed on self:

1. Falsification of physical or psychological signs or symptoms, or induction of injury or disease, associated with identified deception
2. The individual present himself or herself to others as ill, impaired or injured
3. The deceptive behavior is evident even in the absence of obvious external rewards
4. The behavior is not better explained by another mental disorder, such as delusional disorder or another psychotic disorder (American Psychiatric Association, 2013).

Factitious disorder imposed on another:

1. Falsification of physical or psychological signs or symptoms or induction of injury or disease, in another, associated with identified deception
2. The individual present another individual to others as ill, impaired or injured
3. The deceptive behavior is evident even in the absence of obvious external rewards
4. The behavior is not better explained by another mental disorder, such as delusional disorder or another psychotic disorder (American Psychiatric Association, 2013).

Treatment options

Treatment of factitious disorder can be challenging for clinicians since these people tend not to be aware that they have a mental health problem (Smith, 2019). The priority goal is to make sure that the individuals are safe from injury or harm. An effective treatment is Psychotherapy, which might include cognitive behavior, and research has not shown the effectiveness of medication to improve the symptoms of factitious disorders (Carnahan & Jha, 2020). Medication can be introduced according to patient compliance to treat related symptoms as presented by individuals, such as depression and anxiety (Carnahan & Jha, 2020).

Prognosis of disorder

The individual with a factitious disorder, in general, has a poor prognosis of this illness, because the majority of them always are in denial of their behavior and others do not seek treatment. Some of the individuals that seek treatment usually do not complete treatment, they tend to drop out of the therapy, the ones that continue therapy especially with strong family support, evidence shows a favorable outcome to their quality of life (Carnahan & Jha, 2020). The individuals without appropriate treatment might end up with depression and others with a comorbid mood, anxiety, or end up with substance abuse disorder (Carnahan & Jha, 2020).

References

American Psychiatric Association, (2013). Diagnostic and statistical manual of mental disorders (5^th ed.). Arlington, VA.

Carnahan, K. T., Jha, A. (2020). Factitious Disorder. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK557547/

Smith, K. (2019). Factitious Disorder: Symptoms, Causes, and Treatment. Retrieved from https://www.psycom.net/factitious-disorder/

3)REPONSE TO ERNESTINA

3 CITATIONS, APA, REFERENCES

Pica is an eating disorder, which is known as the recurrent, consumption of non-nutritional diet, nonfood substance including dirt, chalk, or paper (Delaney, Eddy, Hartmann, Becker, Murray & Thomas, 2015). The items eating by an individual has minimal nutritional value. For example, the items eating have low-calorie foods and are consumed in excess with the intention of weight management. It is diagnosed in an individual who practices it for a consistent six months. Pica is further described as an intense craving and purposeful consumption of items classified as not food (Chung et al., 2019). Individuals with Pica behavior usually feed on substances such as soil known as geophagy and raw starches termed amylophagy. Pica is identified among vulnerable populations, including pregnant women and children (Chung et al., 2019).

Diagnostic Criteria

An individual is diagnosed based on the following criteria, according to DSM 5 (American Psychiatric Association, 2013).

1. Individuals are consuming nonnutritive and nonfood items for at least a month.

2. The nonnutritive and nonfood items eating serve no purpose in the developmental level of the person.

3. The Pica behavior is not supported by and individual’s culture

4. Pica behavior is severe and will require clinical attention if it involves disorders such as intellectual disability, autism spectrum disorder, schizophrenia, and medical issues such as pregnancy.

Treatment Options

Pica is described as a potentially deadly form of self-injurious behavior and often diagnose in individuals with developmental and intellectual disabilities (Call, Simmons, Mevers, & Alvarez, 2015). Per several studies, a behavioral intervention is an adopted treatment that helps to reduce the pica attitude. Behavioral intervention tends to be successful in about one out of four individuals. Pica is associated with risks such as the likelihood of being exposed to germs, choking, ingesting a harmful or life-threatening object, which will involve surgery or death (Schmidt et al., 2017). Hence, employing critical treatment such as is automatic reinforcement is essential.

Prognosis of the Disorder

Factors such as the environment serve as a risk for pica behavior. For instance, lack of parental guidance and developmental delay is associated with the disorder (American Psychiatric Association, 2013). Therefore, as future PMHNP assessing patients with pica behaviors, the background is essential in detecting the cause and will guide select the appropriate treatment. Pica can lead to a health issue and even death due to complications that occur as a result of eating items that are hazardous to the body.

References

American Psychiatric Association. (2013). American Psychiatric Association. (5th, Ed.) Washington, DC.

Call, N. A., Simmons, C. A., Mevers, J. E., & Alvarez, J. P. (2015). Clinical outcomes of behavioral treatments for pica in children with developmental disabilities. Journal of Autism & Developmental Disorders, 45, 2105–2114. doi:10.1007/s10803-015-2375-z

Chung, E. O., Mattah, B., Hickey, M. D., Salmen, C. R., Milner, E. M., Bukusi, E. A., et al. (2019). Characteristics of pica behavior among mothers around Lake Victoria, Kenya: A Cross-sectional study. International journal of environmental research, 16 (14), 1-12. doi:10.3390/ijerph16142510

Delaney, C. B., Eddy, K. T., Hartmann, A. S., Becker, A. E., Murray, H. B., & Thomas, J. J. (2015). Rumination disorder rd is the recurrent, effortless regurgitation of food, which is subsequently rechewed, re-swallowed, or spit out. The behavior is not due to a medical condition, such as gastroesophageal reflux disorder (GERD), and occurs without nausea or retching. When it presents comorbidly with another mental disorder, rumination behavior must be severe enough to require additional clinical care. A formal DSM-5 diagnosis cannot be a con. The International journal of eating disorders, 48 (2), 238–248. doi:10.1002/eat.22279

Schmidt, J. D., Long, A., Goetzel, A. L., Tung, C., Pizarro, E., Phillips, C., et al. (2017). Decreasing pica attempts by manipulating the environment to support prosocial behavior. Journal of Developmental & Physical Disabilities , 29, :683–697. doi: 10.1007/s10882-017-9548-y