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  • [Solved] Government The U.S. Advisory Commission on Intergovernmental Relations Assignment

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    CASE STUDY READINGS AND INSTRUCTIONS ATTACHED – ## CaseStudyInstructions.docx – ## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf – StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf – Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf – Agr…

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    Assignment Prompt & Instructions

    CASE STUDY READINGS AND INSTRUCTIONS ATTACHED

    – ## CaseStudyInstructions.docx

    – ## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf

    – StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf
    – Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf
    – Agranoff-DeilWrightsOverlapping-2015.pdf
    – Kincaid-BigQuestionsIntergovernmental-2011.pdf

    **## CaseStudyInstructions.docx**

    **Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment**

    **Instructions**

    · Provide a biblically based support for your analysis

    · Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

    · All citations and format must be in current APA format

    · Include 8 – 10 sources, not including your Biblical analysis

    · Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

    Paper must be 8-10 pages

    **Readings**

    [**https://www.jstor.org/stable/41061180?seq=1**](https://www.jstor.org/stable/41061180?seq=1)

    [**https://www.jstor.org/stable/24734653?seq=1**](https://www.jstor.org/stable/24734653?seq=1)

    [**https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x**](https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x)

    [**https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1**](https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1)

    [**file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf**](file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf)

    **## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf**

    Intergovernmental Management 677

    Intergovernmental management is more than just inter-

    governmental relationships involving the federal govern-

    ment. Th ough Professor McGuire agrees that the federal

    government has become more intrusive and opportunistic

    since the mid-20th century — resulting in less cooperative

    intergovernmental relations — he argues that collaborative

    management is much more prevalent than it is depicted

    in Dr. Conlan’s analysis. A bottom-up view suggests that

    local and regional activity can be both opportunistic and

    collaborative, and such a perspective must be considered

    in any discussion of managing federalism.

    T
    he 50th anniversary of the Kestnbaum Com-

    mission provides an opportunity to refl ect on

    the changes in federalism and intergovern-

    mental management that have occurred over the past

    half century. In his foregoing essay, Tim Conlan thor-

    oughly documents the intent of the commission’s

    work, the recommendations that emerged from its

    report to President Eisenhower, and the subsequent

    remaking of American federalism since that time.

    Th ere is little doubt that the intergovernmental man-

    agement of the 1950s is diff erent from the intergov-

    ernmental management of the early 21st century; one

    should not expect otherwise. Th ese changes have been

    captured through countless metaphors that describe

    contemporary federalism, such as the “marble cake”

    ( Grodzins 1960 ), the “picket fence” ( Sanford 1967 ),

    and the “matrix” ( Agranoff 2001 ; Agranoff and

    McGuire 2003a). Some have referred to the existence

    of “coercive federalism” ( Kincaid 1990 ) and “nation-

    centered federalism” ( Beer 1993 ).

    Conlan off ers another descriptive term, opportunistic

    federalism , which he contrasts with the prevailing

    paradigm of the past, cooperative federalism. His

    central point in calling current intergovernmental

    management opportunistic is that, in some cases, juris-

    dictions — namely, the federal government — take ad-

    vantage of other jurisdictions, exploiting opportunities

    to control or co-opt relationships across governments

    rather than pursue shared administrative strategies.

    Th e implication is that managing federalism is less

    cooperative now than it was when the Kestnbaum

    Commission issued its report in June 1955.

    Conlan’s empirical analysis is a fi tting contribution to the

    research on federalism, off ering evidence of change

    rather than a purely philosophical treatise on where

    power lies and where it should rest — but not entirely.

    Th ough he is optimistic in the end, Conlan remains a

    skeptic throughout and is concerned that the state of

    intergovernmental management is dominated by federal

    government activity, which threatens to “propel opportu-

    nistic federalism into the future.” From the top looking

    down, it is not diffi cult to come to that conclusion. Th is

    predominantly negative view of opportunism from the

    top is, however, the primary shortcoming of his analysis.

    Not all intergovernmental management involves the

    federal government. As Agranoff argues, “[T]he recent

    tradition in intergovernmental research must move

    away from an obsession with action in Washington

    and how much or how little power has accrued where”

    (2001, 54). Investigating the extent of cooperation in

    intergovernmental relations requires a focus on

    national – state – local, interstate ( Zimmerman 1996 ),

    and interlocal ( Th urmaier and Wood 2002 ) activities

    across multiple functional areas ( Krueger and McGuire

    2005 ). Th is would involve “a continuing ‘view from

    the states’ and local governments” ( Agranoff 2001, 54 ).

    Within the context of studying American federalism,

    Martha Derthick writes, “Everywhere one looks, the

    answer remains murky and many-sided” (2000, 27).

    As a result, attempts to categorize American federal-

    ism are largely futile because the scope of activities

    across governments and organizations is so ephemeral.

    New policies emerge, reforms are undertaken, elec-

    tions usher in new approaches to federalism, and

    sometimes events dictate entirely new prescriptions

    ( Stever 2005 ). Like federalism, the character of inter-

    governmental management changes over time. Even

    the concept itself is ambiguous, as it is of “recent

    vintage, specialized usage, limited visibility, and un-

    certain maturity” ( Wright and Krane 1998, 1162 ). In

    Michael McGuire
    Indiana University – Bloomington

    Intergovernmental Management: A View from the Bottom

    Michael McGuire is an associate

    professor of public and environmental

    affairs at Indiana University – Bloomington,

    where he teaches courses in public

    management and intergovernmental

    management. He is the coauthor of

    Collaborative Public Management: New
    Strategies for Local Governments (with

    Robert Agranoff, Georgetown University

    Press), which received the 2003 Louis

    Brownlow Book Award of the National

    Academy of Public Administration.

    E-mail: mcguirem@indiana.edu .

    Rethinking the
    Foundations
    of Public
    Administration:
    A Senior–Junior
    Exchange

    678 Public Administration Review • September | October 2006

    some cases, opportunism is an accurate descriptor for

    intergovernmental management. In other cases, how-

    ever, it is not. And this is the point that unsettles any

    meaningful endeavor to label federalism: It depends.

    It depends on the policy area, the policy instruments

    employed, and even the skills of the administrator.

    Th e central question may not be the degree to which

    intergovernmental relationships are cooperative but

    rather how collaborative they are. Th is distinction is

    not a minor one. Collaboration is “a concept that

    describes the process of facilitat-

    ing and operating in multiorga-

    nizational arrangements for

    solving problems that cannot be

    achieved, or achieved easily, by

    single organizations” (Agranoff

    and McGuire 2003b, 4). Col-

    laboration should not be con-

    fused with cooperation.

    Although a great deal of collabo-

    ration is cooperative — meaning working jointly with

    others — collaborative management sometimes entails

    the engagement of one or more organizations in a

    purposive and offi cial partnership or contractual ar-

    rangement, and it sometimes amounts merely to

    assisting others in a particular eff ort (4). Collaborative

    intergovernmental management is a “routine, regular,

    and, in many cases, requisite activity” in jurisdictions

    of all sizes (153). Collaboration assumes that govern-

    ments are interdependent and that they need each

    other to successfully carry out particular policy mak-

    ing and administrative functions. It also allows for the

    fact that relations may be uneven and that varying

    levels of power may exist within the collaboration.

    Opportunism and collaboration are not mutually

    exclusive, and even in the face of local and state op-

    portunism, elements of cooperative federalism still

    exist. Indeed, evidence suggests they coexist in many

    programs, especially when viewing federalism from

    the bottom, which provides the best vantage point for

    assessing the extent to which both opportunism and

    collaboration are important features of intergovern-

    mental management.

    Th ere are diff erent models of managing federalism. A

    top-down model exists in the area of regulatory pro-

    grams, and it “is predicated on the growth of national

    programming and tipping the balance within the

    federal system toward executive control,” such that the

    federal government manages its programs through

    state and local governments ( Agranoff and McGuire

    2001, 672 ). Th is type of intergovernmental manage-

    ment clearly fi ts Conlan’s concern with opportunism

    and co-optation. Th e top-down model is collaborative

    only to the extent that the federal government (and

    state governments) require compliant actors at the

    lower levels of government.

    A model of intergovernmental management that is

    consistent with Conlan’s opportunism and his concern

    with state and local governments adapting programs “to

    serve strictly parochial ends” is a jurisdiction-based

    model (Agranoff and McGuire 2003b). Jurisdiction-

    based activity is strategic. It involves local and state

    managers interacting with representatives from other

    levels of government to design and manage policies that

    benefi t the jurisdiction and meet the jurisdiction’s goals.

    But such activity is also collaborative. Local and state

    managers seek adjustments and policy-making resources

    from all directions — vertical and

    horizontal — including organiza-

    tions from the nongovernmental

    sector. Th ese actions are not based

    in a sorting out of power across

    governments. Jurisdiction-based

    management emphasizes “calcula-

    tion and negotiation rather than

    accommodation and acclimation”

    (Agranoff and McGuire 2003b,

    49). It is not altogether clear how this type of manage-

    ment within federalism leads to parochialism. As Wil-

    davsky reminds us, “Uniformity is antithetical to

    federalism. Th e existence of states free to disagree with

    one another and with the central government inevitably

    leads to diff erentiation” (1984, 57).

    Bargaining and negotiation over grant programs is a

    prevalent component of intergovernmental management

    that can be considered both opportunistic and collabora-

    tive. Grant programs have always provided the opportu-

    nity to bargain, as many have pointed out ( Ingram

    1977; Pressman 1975 ), and this continues to be the case

    today. To be successful, donors need grant recipients,

    and grant recipients need donors; interdependence (thus

    collaboration) is the hallmark of many grant programs.

    Seeking program adjustments and discretion in grant

    and even in regulatory programs (Agranoff and McGuire

    2003b) in order to accommodate local, regional, and

    state needs is consistent with the ideal of federalism.

    Th ere is evidence that the federal government encour-

    ages collaborative structures for implementing policies

    in multiple policy areas. Hall and O’Toole found that

    in the 1960s and the 1990s, the majority of new,

    signifi cant federal legislation authorized multiple agen-

    cies for implementation (2000), and the trend held for

    postlegislation rulemaking as well (2004). Other re-

    search has demonstrated that the federal National

    Estuary Program encourages implementation networks

    that are “more extensive, span more levels of govern-

    ment, integrate more experts into policy discussions,

    nurture stronger interpersonal ties between stakehold-

    ers … thus laying the foundation for a new form of

    cooperative governance” ( Schneider et al. 2003, 155 ).

    Examples of shared governance that is both opportu-

    nistic and collaborative across levels of government are

    Local and state managers seek
    adjustments and policy-making
    resources from all directions —

    vertical and horizontal — includ-
    ing organizations from the
    nongovernmental sector.

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    articles are governed by the applicable C
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    Intergovernmental Management 679

    numerous (Agranoff 2003; Moynihan 2005 ). For

    instance, consider the way that local opportunism is

    blended with collaboration in the Shared Strategy for

    Puget Sound, an initiative to restore and protect

    salmon runs across Puget Sound. Under the Endan-

    gered Species Act of 1973, the National Oceanic and

    Atmospheric Administration (NOAA) Fisheries and

    the U.S. Fish and Wildlife Service are the federal

    agencies responsible for implementation. Th e act

    requires a recovery plan for listed species that typically

    is written by the federal agencies prescribing local

    actions. Realizing the opportunity to act on behalf

    of the region — not just the wishes of the federal

    government exclusively — a collaborative initiative was

    undertaken to coordinate with existing recovery eff orts

    in the area. Parties to the eff ort include tribal govern-

    ments, state government, local governments, business

    and conservation groups, and, perhaps most impor-

    tant for this collaborative eff ort, NOAA Fisheries and

    U.S. Fish and Wildlife Service. Th e Shared Strategy is

    the fi rst regional eff ort to develop a recovery plan not

    written by federal agencies. From the bottom up, this

    example of intergovernmental management appears to

    be both opportunistic and collaborative.

    Th ere can be no argument that national actions have

    become more dominant since the time of the

    Kestnbaum Commission, particularly in recent years.

    As Conlan states, legislation such as the No Child Left

    Behind Act is “intrusive and dismissive of state and

    local concerns,” but it is important that any discussion

    of managing within federalism include a view from

    the bottom. As collaborative intergovernmental and

    interorganizational networks develop in many policy

    areas, the opportunities for assertive local and regional

    action are both prominent and encouraging.

    References
    Agranoff , Robert . 2001 . Managing Within the

    Matrix: Do Collaborative Intergovernmental

    Relations Exist? Publius: Th e Journal of Federalism

    31 ( 2 ): 31 – 56 .

    — — — . 2003 . Leveraging Networks: A Guide for

    Public Managers Working across Organizations .

    Washington, DC : IBM Center for the Business of

    Government .

    Agranoff , Robert , and Michael McGuire . 2001 . American

    Federalism and the Search for Models of Management .

    Public Administration Review 61 ( 6 ): 671 – 81 .

    — — — . 2003a . Inside the Matrix: Integrating the

    Paradigms of Intergovernmental and Network

    Management . International Journal of Public

    Administration 26 ( 12 ): 1401 – 22 .

    — — — . 2003b . Collaborative Public Management:

    New Strategies for Local Governments . Washington,

    DC : Georgetown University Press .

    Beer , Samuel H . 1993 . To Make a Nation: Th e

    Rediscovery of American Federalism . Cambridge,

    MA : Belknap Press .

    Derthick , Martha . 2000 . American Federalism: Half-

    Full or Half-Empty? Brookings Review 18 ( 1 ): 24 – 27 .

    Grodzins , Morton . 1960 . Th e Federal System . In

    Goals for Americans: Th e Report of the President’s

    Commission on National Goals , 265 – 82 . Englewood

    Cliff s, NJ : Prentice Hall .

    Hall , Th ad E ., and Laurence J O’Toole , Jr . 2000 .

    Structures for Policy Implementation: An Analysis

    of National Legislation, 1965 – 66 and 1993 – 94 .

    Administration & Society 31 ( 6 ): 667 – 86 .

    — — — . 2004 . Shaping Formal Networks through the

    Regulatory Process . Administration & Society 36 ( 2 ):

    186 – 207 .

    Ingram , Helen . 1977 . Policy Implementation through

    Bargaining: Th e Case of Federal Grants-in-Aid .

    Public Policy 25 ( 4 ): 499 – 526 .

    Kincaid , John . 1990 . From Cooperative to Coercive

    Federalism . Annals of the American Academy of

    Political and Social Science 509 : 139 – 52 .

    Krueger , Skip , and Michael McGuire . 2005 . A

    Transaction Costs Explanation of Interlocal

    Government Collaboration . Paper presented at the

    Eighth National Public Management Research

    Conference , September 29 – October 1 , Los Angeles .

    Moynihan , Donald P . 2005 . Leveraging Collaborative

    Networks in Infrequent Emergency Situations .

    Washington, DC : IBM Center for the Business of

    Government .

    Pressman , Jeff rey L . 1975 . Federal Programs and City

    Politics: Th e Dynamics of the Aid Process in Oakland .

    Berkeley : University of California Press .

    Sanford , Terry . 1967 . Storm over the States . New York :

    McGraw-Hill .

    Schneider , Mark , John Scholz , Mark Lubell , Denisa

    Mindruta , and Matthew Edwardsen . 2003 .

    Building Consensual Institutions: Networks and

    the National Estuary Program . American Journal of

    Political Science 47 ( 1 ): 143 – 58 .

    Stever , James A . 2005 . Adapting Intergovernmental

    Management to the New Age of Terrorism .

    Administration & Society 37 ( 4 ): 379 – 403 .

    Th urmaier , Kurt , and Curtis Wood . 2002 . Interlocal

    Agreements as Overlapping Social Networks:

    Picket-Fence Regionalism in Metropolitan Kansas

    City . Public Administration Review 62 ( 5 ): 585 – 98 .

    Wildavsky , Aaron . 1984 . Federalism Means

    Inequality: Political Geometry, Political Sociology,

    and Political Culture . In Th e Costs of Federalism ,

    edited by Robert T . Golembiewski and Aaron

    Wildavsky , 55 – 59 . New Brunswick, NJ :

    Transaction Books .

    Wright , Deil S ., and Dale Krane . 1998 .

    Intergovernmental Management (IGM) . In

    International Encyclopedia of Public Policy and

    Administration , edited by Jay M . Shafritz . Boulder,

    CO : Westview .

    Zimmerman , Joseph F . 1996 . Interstate Relations: Th e

    Neglected Dimension of Federalism . Westport, CT :

    Praeger .

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    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
    nline L

    ibrary for rules of use; O
    A

    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    **StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf**

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

    **Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-introductionsymposiumintergovernmental-2011-pdf)

    **Agranoff-DeilWrightsOverlapping-2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/agranoff-deilwrightsoverlapping-2015-pdf)

    **Kincaid-BigQuestionsIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-bigquestionsintergovernmental-2011-pdf)

    **Kincaid-BigQuestionsIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-bigquestionsintergovernmental-2011-pdf)

    **## CaseStudyInstructions.docx**

    **Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment**

    **Instructions**

    · Provide a biblically based support for your analysis

    · Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

    · All citations and format must be in current APA format

    · Include 8 – 10 sources, not including your Biblical analysis

    · Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

    Paper must be 8-10 pages

    **Readings**

    [**https://www.jstor.org/stable/41061180?seq=1**](https://www.jstor.org/stable/41061180?seq=1)

    [**https://www.jstor.org/stable/24734653?seq=1**](https://www.jstor.org/stable/24734653?seq=1)

    [**https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x**](https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x)

    [**https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1**](https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1)

    [**file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf**](file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf)

    **## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf**

    Intergovernmental Management 677

    Intergovernmental management is more than just inter-

    governmental relationships involving the federal govern-

    ment. Th ough Professor McGuire agrees that the federal

    government has become more intrusive and opportunistic

    since the mid-20th century — resulting in less cooperative

    intergovernmental relations — he argues that collaborative

    management is much more prevalent than it is depicted

    in Dr. Conlan’s analysis. A bottom-up view suggests that

    local and regional activity can be both opportunistic and

    collaborative, and such a perspective must be considered

    in any discussion of managing federalism.

    T
    he 50th anniversary of the Kestnbaum Com-

    mission provides an opportunity to refl ect on

    the changes in federalism and intergovern-

    mental management that have occurred over the past

    half century. In his foregoing essay, Tim Conlan thor-

    oughly documents the intent of the commission’s

    work, the recommendations that emerged from its

    report to President Eisenhower, and the subsequent

    remaking of American federalism since that time.

    Th ere is little doubt that the intergovernmental man-

    agement of the 1950s is diff erent from the intergov-

    ernmental management of the early 21st century; one

    should not expect otherwise. Th ese changes have been

    captured through countless metaphors that describe

    contemporary federalism, such as the “marble cake”

    ( Grodzins 1960 ), the “picket fence” ( Sanford 1967 ),

    and the “matrix” ( Agranoff 2001 ; Agranoff and

    McGuire 2003a). Some have referred to the existence

    of “coercive federalism” ( Kincaid 1990 ) and “nation-

    centered federalism” ( Beer 1993 ).

    Conlan off ers another descriptive term, opportunistic

    federalism , which he contrasts with the prevailing

    paradigm of the past, cooperative federalism. His

    central point in calling current intergovernmental

    management opportunistic is that, in some cases, juris-

    dictions — namely, the federal government — take ad-

    vantage of other jurisdictions, exploiting opportunities

    to control or co-opt relationships across governments

    rather than pursue shared administrative strategies.

    Th e implication is that managing federalism is less

    cooperative now than it was when the Kestnbaum

    Commission issued its report in June 1955.

    Conlan’s empirical analysis is a fi tting contribution to the

    research on federalism, off ering evidence of change

    rather than a purely philosophical treatise on where

    power lies and where it should rest — but not entirely.

    Th ough he is optimistic in the end, Conlan remains a

    skeptic throughout and is concerned that the state of

    intergovernmental management is dominated by federal

    government activity, which threatens to “propel opportu-

    nistic federalism into the future.” From the top looking

    down, it is not diffi cult to come to that conclusion. Th is

    predominantly negative view of opportunism from the

    top is, however, the primary shortcoming of his analysis.

    Not all intergovernmental management involves the

    federal government. As Agranoff argues, “[T]he recent

    tradition in intergovernmental research must move

    away from an obsession with action in Washington

    and how much or how little power has accrued where”

    (2001, 54). Investigating the extent of cooperation in

    intergovernmental relations requires a focus on

    national – state – local, interstate ( Zimmerman 1996 ),

    and interlocal ( Th urmaier and Wood 2002 ) activities

    across multiple functional areas ( Krueger and McGuire

    2005 ). Th is would involve “a continuing ‘view from

    the states’ and local governments” ( Agranoff 2001, 54 ).

    Within the context of studying American federalism,

    Martha Derthick writes, “Everywhere one looks, the

    answer remains murky and many-sided” (2000, 27).

    As a result, attempts to categorize American federal-

    ism are largely futile because the scope of activities

    across governments and organizations is so ephemeral.

    New policies emerge, reforms are undertaken, elec-

    tions usher in new approaches to federalism, and

    sometimes events dictate entirely new prescriptions

    ( Stever 2005 ). Like federalism, the character of inter-

    governmental management changes over time. Even

    the concept itself is ambiguous, as it is of “recent

    vintage, specialized usage, limited visibility, and un-

    certain maturity” ( Wright and Krane 1998, 1162 ). In

    Michael McGuire
    Indiana University – Bloomington

    Intergovernmental Management: A View from the Bottom

    Michael McGuire is an associate

    professor of public and environmental

    affairs at Indiana University – Bloomington,

    where he teaches courses in public

    management and intergovernmental

    management. He is the coauthor of

    Collaborative Public Management: New
    Strategies for Local Governments (with

    Robert Agranoff, Georgetown University

    Press), which received the 2003 Louis

    Brownlow Book Award of the National

    Academy of Public Administration.

    E-mail: mcguirem@indiana.edu .

    Rethinking the
    Foundations
    of Public
    Administration:
    A Senior–Junior
    Exchange

    678 Public Administration Review • September | October 2006

    some cases, opportunism is an accurate descriptor for

    intergovernmental management. In other cases, how-

    ever, it is not. And this is the point that unsettles any

    meaningful endeavor to label federalism: It depends.

    It depends on the policy area, the policy instruments

    employed, and even the skills of the administrator.

    Th e central question may not be the degree to which

    intergovernmental relationships are cooperative but

    rather how collaborative they are. Th is distinction is

    not a minor one. Collaboration is “a concept that

    describes the process of facilitat-

    ing and operating in multiorga-

    nizational arrangements for

    solving problems that cannot be

    achieved, or achieved easily, by

    single organizations” (Agranoff

    and McGuire 2003b, 4). Col-

    laboration should not be con-

    fused with cooperation.

    Although a great deal of collabo-

    ration is cooperative — meaning working jointly with

    others — collaborative management sometimes entails

    the engagement of one or more organizations in a

    purposive and offi cial partnership or contractual ar-

    rangement, and it sometimes amounts merely to

    assisting others in a particular eff ort (4). Collaborative

    intergovernmental management is a “routine, regular,

    and, in many cases, requisite activity” in jurisdictions

    of all sizes (153). Collaboration assumes that govern-

    ments are interdependent and that they need each

    other to successfully carry out particular policy mak-

    ing and administrative functions. It also allows for the

    fact that relations may be uneven and that varying

    levels of power may exist within the collaboration.

    Opportunism and collaboration are not mutually

    exclusive, and even in the face of local and state op-

    portunism, elements of cooperative federalism still

    exist. Indeed, evidence suggests they coexist in many

    programs, especially when viewing federalism from

    the bottom, which provides the best vantage point for

    assessing the extent to which both opportunism and

    collaboration are important features of intergovern-

    mental management.

    Th ere are diff erent models of managing federalism. A

    top-down model exists in the area of regulatory pro-

    grams, and it “is predicated on the growth of national

    programming and tipping the balance within the

    federal system toward executive control,” such that the

    federal government manages its programs through

    state and local governments ( Agranoff and McGuire

    2001, 672 ). Th is type of intergovernmental manage-

    ment clearly fi ts Conlan’s concern with opportunism

    and co-optation. Th e top-down model is collaborative

    only to the extent that the federal government (and

    state governments) require compliant actors at the

    lower levels of government.

    A model of intergovernmental management that is

    consistent with Conlan’s opportunism and his concern

    with state and local governments adapting programs “to

    serve strictly parochial ends” is a jurisdiction-based

    model (Agranoff and McGuire 2003b). Jurisdiction-

    based activity is strategic. It involves local and state

    managers interacting with representatives from other

    levels of government to design and manage policies that

    benefi t the jurisdiction and meet the jurisdiction’s goals.

    But such activity is also collaborative. Local and state

    managers seek adjustments and policy-making resources

    from all directions — vertical and

    horizontal — including organiza-

    tions from the nongovernmental

    sector. Th ese actions are not based

    in a sorting out of power across

    governments. Jurisdiction-based

    management emphasizes “calcula-

    tion and negotiation rather than

    accommodation and acclimation”

    (Agranoff and McGuire 2003b,

    49). It is not altogether clear how this type of manage-

    ment within federalism leads to parochialism. As Wil-

    davsky reminds us, “Uniformity is antithetical to

    federalism. Th e existence of states free to disagree with

    one another and with the central government inevitably

    leads to diff erentiation” (1984, 57).

    Bargaining and negotiation over grant programs is a

    prevalent component of intergovernmental management

    that can be considered both opportunistic and collabora-

    tive. Grant programs have always provided the opportu-

    nity to bargain, as many have pointed out ( Ingram

    1977; Pressman 1975 ), and this continues to be the case

    today. To be successful, donors need grant recipients,

    and grant recipients need donors; interdependence (thus

    collaboration) is the hallmark of many grant programs.

    Seeking program adjustments and discretion in grant

    and even in regulatory programs (Agranoff and McGuire

    2003b) in order to accommodate local, regional, and

    state needs is consistent with the ideal of federalism.

    Th ere is evidence that the federal government encour-

    ages collaborative structures for implementing policies

    in multiple policy areas. Hall and O’Toole found that

    in the 1960s and the 1990s, the majority of new,

    signifi cant federal legislation authorized multiple agen-

    cies for implementation (2000), and the trend held for

    postlegislation rulemaking as well (2004). Other re-

    search has demonstrated that the federal National

    Estuary Program encourages implementation networks

    that are “more extensive, span more levels of govern-

    ment, integrate more experts into policy discussions,

    nurture stronger interpersonal ties between stakehold-

    ers … thus laying the foundation for a new form of

    cooperative governance” ( Schneider et al. 2003, 155 ).

    Examples of shared governance that is both opportu-

    nistic and collaborative across levels of government are

    Local and state managers seek
    adjustments and policy-making
    resources from all directions —

    vertical and horizontal — includ-
    ing organizations from the
    nongovernmental sector.

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    iberty U
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    iley O

    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
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    ibrary for rules of use; O
    A

    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    Intergovernmental Management 679

    numerous (Agranoff 2003; Moynihan 2005 ). For

    instance, consider the way that local opportunism is

    blended with collaboration in the Shared Strategy for

    Puget Sound, an initiative to restore and protect

    salmon runs across Puget Sound. Under the Endan-

    gered Species Act of 1973, the National Oceanic and

    Atmospheric Administration (NOAA) Fisheries and

    the U.S. Fish and Wildlife Service are the federal

    agencies responsible for implementation. Th e act

    requires a recovery plan for listed species that typically

    is written by the federal agencies prescribing local

    actions. Realizing the opportunity to act on behalf

    of the region — not just the wishes of the federal

    government exclusively — a collaborative initiative was

    undertaken to coordinate with existing recovery eff orts

    in the area. Parties to the eff ort include tribal govern-

    ments, state government, local governments, business

    and conservation groups, and, perhaps most impor-

    tant for this collaborative eff ort, NOAA Fisheries and

    U.S. Fish and Wildlife Service. Th e Shared Strategy is

    the fi rst regional eff ort to develop a recovery plan not

    written by federal agencies. From the bottom up, this

    example of intergovernmental management appears to

    be both opportunistic and collaborative.

    Th ere can be no argument that national actions have

    become more dominant since the time of the

    Kestnbaum Commission, particularly in recent years.

    As Conlan states, legislation such as the No Child Left

    Behind Act is “intrusive and dismissive of state and

    local concerns,” but it is important that any discussion

    of managing within federalism include a view from

    the bottom. As collaborative intergovernmental and

    interorganizational networks develop in many policy

    areas, the opportunities for assertive local and regional

    action are both prominent and encouraging.

    References
    Agranoff , Robert . 2001 . Managing Within the

    Matrix: Do Collaborative Intergovernmental

    Relations Exist? Publius: Th e Journal of Federalism

    31 ( 2 ): 31 – 56 .

    — — — . 2003 . Leveraging Networks: A Guide for

    Public Managers Working across Organizations .

    Washington, DC : IBM Center for the Business of

    Government .

    Agranoff , Robert , and Michael McGuire . 2001 . American

    Federalism and the Search for Models of Management .

    Public Administration Review 61 ( 6 ): 671 – 81 .

    — — — . 2003a . Inside the Matrix: Integrating the

    Paradigms of Intergovernmental and Network

    Management . International Journal of Public

    Administration 26 ( 12 ): 1401 – 22 .

    — — — . 2003b . Collaborative Public Management:

    New Strategies for Local Governments . Washington,

    DC : Georgetown University Press .

    Beer , Samuel H . 1993 . To Make a Nation: Th e

    Rediscovery of American Federalism . Cambridge,

    MA : Belknap Press .

    Derthick , Martha . 2000 . American Federalism: Half-

    Full or Half-Empty? Brookings Review 18 ( 1 ): 24 – 27 .

    Grodzins , Morton . 1960 . Th e Federal System . In

    Goals for Americans: Th e Report of the President’s

    Commission on National Goals , 265 – 82 . Englewood

    Cliff s, NJ : Prentice Hall .

    Hall , Th ad E ., and Laurence J O’Toole , Jr . 2000 .

    Structures for Policy Implementation: An Analysis

    of National Legislation, 1965 – 66 and 1993 – 94 .

    Administration & Society 31 ( 6 ): 667 – 86 .

    — — — . 2004 . Shaping Formal Networks through the

    Regulatory Process . Administration & Society 36 ( 2 ):

    186 – 207 .

    Ingram , Helen . 1977 . Policy Implementation through

    Bargaining: Th e Case of Federal Grants-in-Aid .

    Public Policy 25 ( 4 ): 499 – 526 .

    Kincaid , John . 1990 . From Cooperative to Coercive

    Federalism . Annals of the American Academy of

    Political and Social Science 509 : 139 – 52 .

    Krueger , Skip , and Michael McGuire . 2005 . A

    Transaction Costs Explanation of Interlocal

    Government Collaboration . Paper presented at the

    Eighth National Public Management Research

    Conference , September 29 – October 1 , Los Angeles .

    Moynihan , Donald P . 2005 . Leveraging Collaborative

    Networks in Infrequent Emergency Situations .

    Washington, DC : IBM Center for the Business of

    Government .

    Pressman , Jeff rey L . 1975 . Federal Programs and City

    Politics: Th e Dynamics of the Aid Process in Oakland .

    Berkeley : University of California Press .

    Sanford , Terry . 1967 . Storm over the States . New York :

    McGraw-Hill .

    Schneider , Mark , John Scholz , Mark Lubell , Denisa

    Mindruta , and Matthew Edwardsen . 2003 .

    Building Consensual Institutions: Networks and

    the National Estuary Program . American Journal of

    Political Science 47 ( 1 ): 143 – 58 .

    Stever , James A . 2005 . Adapting Intergovernmental

    Management to the New Age of Terrorism .

    Administration & Society 37 ( 4 ): 379 – 403 .

    Th urmaier , Kurt , and Curtis Wood . 2002 . Interlocal

    Agreements as Overlapping Social Networks:

    Picket-Fence Regionalism in Metropolitan Kansas

    City . Public Administration Review 62 ( 5 ): 585 – 98 .

    Wildavsky , Aaron . 1984 . Federalism Means

    Inequality: Political Geometry, Political Sociology,

    and Political Culture . In Th e Costs of Federalism ,

    edited by Robert T . Golembiewski and Aaron

    Wildavsky , 55 – 59 . New Brunswick, NJ :

    Transaction Books .

    Wright , Deil S ., and Dale Krane . 1998 .

    Intergovernmental Management (IGM) . In

    International Encyclopedia of Public Policy and

    Administration , edited by Jay M . Shafritz . Boulder,

    CO : Westview .

    Zimmerman , Joseph F . 1996 . Interstate Relations: Th e

    Neglected Dimension of Federalism . Westport, CT :

    Praeger .

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    /doi/10.1111/j.1540-6210.2006.00632.x by L

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    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
    nline L

    ibrary for rules of use; O
    A

    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    **StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf**

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

    **Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-introductionsymposiumintergovernmental-2011-pdf)

    **Agranoff-DeilWrightsOverlapping-2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/agranoff-deilwrightsoverlapping-2015-pdf)

    **Kincaid-BigQuestionsIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-bigquestionsintergovernmental-2011-pdf)

    **## CaseStudyInstructions.docx**

    **Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment**

    **Instructions**

    · Provide a biblically based support for your analysis

    · Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

    · All citations and format must be in current APA format

    · Include 8 – 10 sources, not including your Biblical analysis

    · Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

    Paper must be 8-10 pages

    **Readings**

    [**https://www.jstor.org/stable/41061180?seq=1**](https://www.jstor.org/stable/41061180?seq=1)

    [**https://www.jstor.org/stable/24734653?seq=1**](https://www.jstor.org/stable/24734653?seq=1)

    [**https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x**](https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x)

    [**https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1**](https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1)

    [**file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf**](file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf)

    **## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf**

    Intergovernmental Management 677

    Intergovernmental management is more than just inter-

    governmental relationships involving the federal govern-

    ment. Th ough Professor McGuire agrees that the federal

    government has become more intrusive and opportunistic

    since the mid-20th century — resulting in less cooperative

    intergovernmental relations — he argues that collaborative

    management is much more prevalent than it is depicted

    in Dr. Conlan’s analysis. A bottom-up view suggests that

    local and regional activity can be both opportunistic and

    collaborative, and such a perspective must be considered

    in any discussion of managing federalism.

    T
    he 50th anniversary of the Kestnbaum Com-

    mission provides an opportunity to refl ect on

    the changes in federalism and intergovern-

    mental management that have occurred over the past

    half century. In his foregoing essay, Tim Conlan thor-

    oughly documents the intent of the commission’s

    work, the recommendations that emerged from its

    report to President Eisenhower, and the subsequent

    remaking of American federalism since that time.

    Th ere is little doubt that the intergovernmental man-

    agement of the 1950s is diff erent from the intergov-

    ernmental management of the early 21st century; one

    should not expect otherwise. Th ese changes have been

    captured through countless metaphors that describe

    contemporary federalism, such as the “marble cake”

    ( Grodzins 1960 ), the “picket fence” ( Sanford 1967 ),

    and the “matrix” ( Agranoff 2001 ; Agranoff and

    McGuire 2003a). Some have referred to the existence

    of “coercive federalism” ( Kincaid 1990 ) and “nation-

    centered federalism” ( Beer 1993 ).

    Conlan off ers another descriptive term, opportunistic

    federalism , which he contrasts with the prevailing

    paradigm of the past, cooperative federalism. His

    central point in calling current intergovernmental

    management opportunistic is that, in some cases, juris-

    dictions — namely, the federal government — take ad-

    vantage of other jurisdictions, exploiting opportunities

    to control or co-opt relationships across governments

    rather than pursue shared administrative strategies.

    Th e implication is that managing federalism is less

    cooperative now than it was when the Kestnbaum

    Commission issued its report in June 1955.

    Conlan’s empirical analysis is a fi tting contribution to the

    research on federalism, off ering evidence of change

    rather than a purely philosophical treatise on where

    power lies and where it should rest — but not entirely.

    Th ough he is optimistic in the end, Conlan remains a

    skeptic throughout and is concerned that the state of

    intergovernmental management is dominated by federal

    government activity, which threatens to “propel opportu-

    nistic federalism into the future.” From the top looking

    down, it is not diffi cult to come to that conclusion. Th is

    predominantly negative view of opportunism from the

    top is, however, the primary shortcoming of his analysis.

    Not all intergovernmental management involves the

    federal government. As Agranoff argues, “[T]he recent

    tradition in intergovernmental research must move

    away from an obsession with action in Washington

    and how much or how little power has accrued where”

    (2001, 54). Investigating the extent of cooperation in

    intergovernmental relations requires a focus on

    national – state – local, interstate ( Zimmerman 1996 ),

    and interlocal ( Th urmaier and Wood 2002 ) activities

    across multiple functional areas ( Krueger and McGuire

    2005 ). Th is would involve “a continuing ‘view from

    the states’ and local governments” ( Agranoff 2001, 54 ).

    Within the context of studying American federalism,

    Martha Derthick writes, “Everywhere one looks, the

    answer remains murky and many-sided” (2000, 27).

    As a result, attempts to categorize American federal-

    ism are largely futile because the scope of activities

    across governments and organizations is so ephemeral.

    New policies emerge, reforms are undertaken, elec-

    tions usher in new approaches to federalism, and

    sometimes events dictate entirely new prescriptions

    ( Stever 2005 ). Like federalism, the character of inter-

    governmental management changes over time. Even

    the concept itself is ambiguous, as it is of “recent

    vintage, specialized usage, limited visibility, and un-

    certain maturity” ( Wright and Krane 1998, 1162 ). In

    Michael McGuire
    Indiana University – Bloomington

    Intergovernmental Management: A View from the Bottom

    Michael McGuire is an associate

    professor of public and environmental

    affairs at Indiana University – Bloomington,

    where he teaches courses in public

    management and intergovernmental

    management. He is the coauthor of

    Collaborative Public Management: New
    Strategies for Local Governments (with

    Robert Agranoff, Georgetown University

    Press), which received the 2003 Louis

    Brownlow Book Award of the National

    Academy of Public Administration.

    E-mail: mcguirem@indiana.edu .

    Rethinking the
    Foundations
    of Public
    Administration:
    A Senior–Junior
    Exchange

    678 Public Administration Review • September | October 2006

    some cases, opportunism is an accurate descriptor for

    intergovernmental management. In other cases, how-

    ever, it is not. And this is the point that unsettles any

    meaningful endeavor to label federalism: It depends.

    It depends on the policy area, the policy instruments

    employed, and even the skills of the administrator.

    Th e central question may not be the degree to which

    intergovernmental relationships are cooperative but

    rather how collaborative they are. Th is distinction is

    not a minor one. Collaboration is “a concept that

    describes the process of facilitat-

    ing and operating in multiorga-

    nizational arrangements for

    solving problems that cannot be

    achieved, or achieved easily, by

    single organizations” (Agranoff

    and McGuire 2003b, 4). Col-

    laboration should not be con-

    fused with cooperation.

    Although a great deal of collabo-

    ration is cooperative — meaning working jointly with

    others — collaborative management sometimes entails

    the engagement of one or more organizations in a

    purposive and offi cial partnership or contractual ar-

    rangement, and it sometimes amounts merely to

    assisting others in a particular eff ort (4). Collaborative

    intergovernmental management is a “routine, regular,

    and, in many cases, requisite activity” in jurisdictions

    of all sizes (153). Collaboration assumes that govern-

    ments are interdependent and that they need each

    other to successfully carry out particular policy mak-

    ing and administrative functions. It also allows for the

    fact that relations may be uneven and that varying

    levels of power may exist within the collaboration.

    Opportunism and collaboration are not mutually

    exclusive, and even in the face of local and state op-

    portunism, elements of cooperative federalism still

    exist. Indeed, evidence suggests they coexist in many

    programs, especially when viewing federalism from

    the bottom, which provides the best vantage point for

    assessing the extent to which both opportunism and

    collaboration are important features of intergovern-

    mental management.

    Th ere are diff erent models of managing federalism. A

    top-down model exists in the area of regulatory pro-

    grams, and it “is predicated on the growth of national

    programming and tipping the balance within the

    federal system toward executive control,” such that the

    federal government manages its programs through

    state and local governments ( Agranoff and McGuire

    2001, 672 ). Th is type of intergovernmental manage-

    ment clearly fi ts Conlan’s concern with opportunism

    and co-optation. Th e top-down model is collaborative

    only to the extent that the federal government (and

    state governments) require compliant actors at the

    lower levels of government.

    A model of intergovernmental management that is

    consistent with Conlan’s opportunism and his concern

    with state and local governments adapting programs “to

    serve strictly parochial ends” is a jurisdiction-based

    model (Agranoff and McGuire 2003b). Jurisdiction-

    based activity is strategic. It involves local and state

    managers interacting with representatives from other

    levels of government to design and manage policies that

    benefi t the jurisdiction and meet the jurisdiction’s goals.

    But such activity is also collaborative. Local and state

    managers seek adjustments and policy-making resources

    from all directions — vertical and

    horizontal — including organiza-

    tions from the nongovernmental

    sector. Th ese actions are not based

    in a sorting out of power across

    governments. Jurisdiction-based

    management emphasizes “calcula-

    tion and negotiation rather than

    accommodation and acclimation”

    (Agranoff and McGuire 2003b,

    49). It is not altogether clear how this type of manage-

    ment within federalism leads to parochialism. As Wil-

    davsky reminds us, “Uniformity is antithetical to

    federalism. Th e existence of states free to disagree with

    one another and with the central government inevitably

    leads to diff erentiation” (1984, 57).

    Bargaining and negotiation over grant programs is a

    prevalent component of intergovernmental management

    that can be considered both opportunistic and collabora-

    tive. Grant programs have always provided the opportu-

    nity to bargain, as many have pointed out ( Ingram

    1977; Pressman 1975 ), and this continues to be the case

    today. To be successful, donors need grant recipients,

    and grant recipients need donors; interdependence (thus

    collaboration) is the hallmark of many grant programs.

    Seeking program adjustments and discretion in grant

    and even in regulatory programs (Agranoff and McGuire

    2003b) in order to accommodate local, regional, and

    state needs is consistent with the ideal of federalism.

    Th ere is evidence that the federal government encour-

    ages collaborative structures for implementing policies

    in multiple policy areas. Hall and O’Toole found that

    in the 1960s and the 1990s, the majority of new,

    signifi cant federal legislation authorized multiple agen-

    cies for implementation (2000), and the trend held for

    postlegislation rulemaking as well (2004). Other re-

    search has demonstrated that the federal National

    Estuary Program encourages implementation networks

    that are “more extensive, span more levels of govern-

    ment, integrate more experts into policy discussions,

    nurture stronger interpersonal ties between stakehold-

    ers … thus laying the foundation for a new form of

    cooperative governance” ( Schneider et al. 2003, 155 ).

    Examples of shared governance that is both opportu-

    nistic and collaborative across levels of government are

    Local and state managers seek
    adjustments and policy-making
    resources from all directions —

    vertical and horizontal — includ-
    ing organizations from the
    nongovernmental sector.

    15406210, 2006, 5, D
    ow

    nloaded from
    https://onlinelibrary.w

    iley.com
    /doi/10.1111/j.1540-6210.2006.00632.x by L

    iberty U
    niversity O

    nline, W
    iley O

    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
    nline L

    ibrary for rules of use; O
    A

    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    Intergovernmental Management 679

    numerous (Agranoff 2003; Moynihan 2005 ). For

    instance, consider the way that local opportunism is

    blended with collaboration in the Shared Strategy for

    Puget Sound, an initiative to restore and protect

    salmon runs across Puget Sound. Under the Endan-

    gered Species Act of 1973, the National Oceanic and

    Atmospheric Administration (NOAA) Fisheries and

    the U.S. Fish and Wildlife Service are the federal

    agencies responsible for implementation. Th e act

    requires a recovery plan for listed species that typically

    is written by the federal agencies prescribing local

    actions. Realizing the opportunity to act on behalf

    of the region — not just the wishes of the federal

    government exclusively — a collaborative initiative was

    undertaken to coordinate with existing recovery eff orts

    in the area. Parties to the eff ort include tribal govern-

    ments, state government, local governments, business

    and conservation groups, and, perhaps most impor-

    tant for this collaborative eff ort, NOAA Fisheries and

    U.S. Fish and Wildlife Service. Th e Shared Strategy is

    the fi rst regional eff ort to develop a recovery plan not

    written by federal agencies. From the bottom up, this

    example of intergovernmental management appears to

    be both opportunistic and collaborative.

    Th ere can be no argument that national actions have

    become more dominant since the time of the

    Kestnbaum Commission, particularly in recent years.

    As Conlan states, legislation such as the No Child Left

    Behind Act is “intrusive and dismissive of state and

    local concerns,” but it is important that any discussion

    of managing within federalism include a view from

    the bottom. As collaborative intergovernmental and

    interorganizational networks develop in many policy

    areas, the opportunities for assertive local and regional

    action are both prominent and encouraging.

    References
    Agranoff , Robert . 2001 . Managing Within the

    Matrix: Do Collaborative Intergovernmental

    Relations Exist? Publius: Th e Journal of Federalism

    31 ( 2 ): 31 – 56 .

    — — — . 2003 . Leveraging Networks: A Guide for

    Public Managers Working across Organizations .

    Washington, DC : IBM Center for the Business of

    Government .

    Agranoff , Robert , and Michael McGuire . 2001 . American

    Federalism and the Search for Models of Management .

    Public Administration Review 61 ( 6 ): 671 – 81 .

    — — — . 2003a . Inside the Matrix: Integrating the

    Paradigms of Intergovernmental and Network

    Management . International Journal of Public

    Administration 26 ( 12 ): 1401 – 22 .

    — — — . 2003b . Collaborative Public Management:

    New Strategies for Local Governments . Washington,

    DC : Georgetown University Press .

    Beer , Samuel H . 1993 . To Make a Nation: Th e

    Rediscovery of American Federalism . Cambridge,

    MA : Belknap Press .

    Derthick , Martha . 2000 . American Federalism: Half-

    Full or Half-Empty? Brookings Review 18 ( 1 ): 24 – 27 .

    Grodzins , Morton . 1960 . Th e Federal System . In

    Goals for Americans: Th e Report of the President’s

    Commission on National Goals , 265 – 82 . Englewood

    Cliff s, NJ : Prentice Hall .

    Hall , Th ad E ., and Laurence J O’Toole , Jr . 2000 .

    Structures for Policy Implementation: An Analysis

    of National Legislation, 1965 – 66 and 1993 – 94 .

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    186 – 207 .

    Ingram , Helen . 1977 . Policy Implementation through

    Bargaining: Th e Case of Federal Grants-in-Aid .

    Public Policy 25 ( 4 ): 499 – 526 .

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    Political and Social Science 509 : 139 – 52 .

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    Politics: Th e Dynamics of the Aid Process in Oakland .

    Berkeley : University of California Press .

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    McGraw-Hill .

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    Mindruta , and Matthew Edwardsen . 2003 .

    Building Consensual Institutions: Networks and

    the National Estuary Program . American Journal of

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    Stever , James A . 2005 . Adapting Intergovernmental

    Management to the New Age of Terrorism .

    Administration & Society 37 ( 4 ): 379 – 403 .

    Th urmaier , Kurt , and Curtis Wood . 2002 . Interlocal

    Agreements as Overlapping Social Networks:

    Picket-Fence Regionalism in Metropolitan Kansas

    City . Public Administration Review 62 ( 5 ): 585 – 98 .

    Wildavsky , Aaron . 1984 . Federalism Means

    Inequality: Political Geometry, Political Sociology,

    and Political Culture . In Th e Costs of Federalism ,

    edited by Robert T . Golembiewski and Aaron

    Wildavsky , 55 – 59 . New Brunswick, NJ :

    Transaction Books .

    Wright , Deil S ., and Dale Krane . 1998 .

    Intergovernmental Management (IGM) . In

    International Encyclopedia of Public Policy and

    Administration , edited by Jay M . Shafritz . Boulder,

    CO : Westview .

    Zimmerman , Joseph F . 1996 . Interstate Relations: Th e

    Neglected Dimension of Federalism . Westport, CT :

    Praeger .

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  • [Solved] 324Topic 4 DQ 1

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    here are the lesson plans and directions for this assignment. first link are the directions of what needs to be done and the rest are examples of what exactly needs to be done, do the same thing as the examples attached. The theme that i picked is pets. \ BECE4112ThematicunitandLessonplansdirection…

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    first link are the directions of what needs to be done
    and the rest are examples of what exactly needs to be done, do the same thing as the examples attached.
    The theme that i picked is pets.
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    – ## ReflectionJournal4Instructions.docx – ## Sample-ReflectionJournal3ThisTerm.docx – ## Sample-ReflectionJournal2ThisTerm.docx – ## Sample-ReflectionJournal1Thisterm.docx **## ReflectionJournal4Instructions.docx** **Journal #4 Topic: How does your agency use policy to inform their practices and ad…

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    – ## ReflectionJournal4Instructions.docx

    – ## Sample-ReflectionJournal3ThisTerm.docx

    – ## Sample-ReflectionJournal2ThisTerm.docx

    – ## Sample-ReflectionJournal1Thisterm.docx

    **## ReflectionJournal4Instructions.docx**

    **Journal #4 Topic: How does your agency use policy to inform their practices and advocate for the clients served. You may also include other reflections in your journal but please ensure to speak about the topic for the journal as well.**

    **Be sure to utilize all headings, including paragraph headings, in your journal.  Paragraph Headings:  What, So What, Now What, Summary.**

    ·
    **What: State facts and observations of the event/situation. (objective)**

    ·
    **So What: Students to present personal thoughts, reflections, and/or feelings about the event/situation. May also include a discussion about how your perspective has changed. (subjective)**

    ·
    **Now What:  Based on educational knowledge already possessed or learned, how does that knowledge affect your future behavior or action in connection with the event/situation?  Clearly connect knowledge with social work practice. (see explanation below)**

    ·
    **Summary: Brief overview of the journal. Each heading discussion should be about the same event/situation.**

    **Focus (discussion of Journal) may be any Topic of the Week on the Syllabus OR any experience or observation that you had during your internship at the agency.**

    **_How to Connect knowledge to practice in your journal??_  Discuss knowledge that you learned or know through your education and how you applied that to your practice in field placement.  Why are you doing what you are doing as a social worker?**

    Journals should be no more than 1.5 pages in length, double-spaced, and in APA 7th edition format.

    The agency is Center to Rise – Here’s the website:
    [https://centertorise.com/](https://centertorise.com/)

    This is the same agency where I completed my placement during Term 1 last semester. While the assignments for last semester and the current semester (Placement Term 2) share the same structure and requirements, the content must be original and not identical. However, it can reflect similar themes or experiences, given that it is the same agency.

    Reflection 4 journal during the last term had a complete different question, so I didn’t attach the previous assignment here.

    **However as sample, I’ve attached the reflection journal 1, 2 & 3 that you completed on this 2nd term.**

    **## Sample-ReflectionJournal3ThisTerm.docx**

    2

    **Reflection Journal #3**

    **Reflection Journal #3**

    **What**

    During my internship at Center to Rise Wellness Spa Studio at Arlington, I observed strengths and gaps in how the agency operationalizes its mission of healing and equity. The organization stresses trauma-informed, client-centered treatment, yet some internal processes and routines may unintentionally mirror repressive structures. For instance, the intake procedure requires substantial documentation, which may overburden vulnerable clients who encounter systemic hurdles to care. Additionally, some service materials are only available in English, potentially alienating non-English-speaking clients. Though personnel are dedicated to justice, the agency's leadership and administrative team are primarily white, which may exacerbate power inequities. A lack of ethnic and linguistic diversity in leadership can hinder culturally competent and equitable treatment (Chua et al., 2023). The clinical team embraces diversity, but more culturally diverse voices in decision-making, outreach, and programming would correspond with anti-oppressive social work ideals.

    **So what?**

    These observations made me reflect on how good intentions alone are insufficient to ensure service delivery equity. Center to Rise acts compassionately, yet systemic obstacles like language difficulties or culturally biased administrative systems might repeat the patterns clients attempt to heal from. I found myself questioning how I define anti-oppressive practice and realized it must go beyond client interactions to include agency policies and staff composition. This has made me consider my role in the area and how I may unknowingly contribute to systemic prejudice. I now believe that actual anti-oppressive work requires consistent self-assessment and organizational accountability. Witnessing this disconnect between mission and practice has furthered my understanding of how institutional change happens and how critical this is for equity-informed social work.

    **Now what?**

    My coursework emphasized that anti-racist and anti-oppressive frameworks must be embedded at all service levels—from intake procedures to hiring practices. Moving forward, I will advocate for language-accessible resources and culturally competent programming in every placement or agency I work with. I will also advocate for participatory processes involving clients and community members in program development. I will highlight equity issues and advocate for inclusive recruiting and leadership development on supervision. This experience also reminded me social work is not neutral—it must actively work towards combating inequities. As a practitioner, I will combat institution-level bias by educating myself, having difficult discussions, and adhering to professional aspirations of dignity, self-determination, and social justice.

    **Summary**

    Reflecting on my time at Center to Rise, I learned more about how agencies can continue oppressive patterns even with an inclusive mission statement. Overwhelming paperwork, communication barriers, and leadership diversity can prevent equal treatment. This experience extended my thinking about anti-oppressive practice from an individual level to a systems level. This experience challenged me to apply what I have learned from my academic work to what I observe in real time. This awareness will serve me well in pushing for systemic change, inclusive policymaking processes, and views from marginalized populations. I seek to eradicate harm in social work, and this reflection cemented my commitment to provide more fair, accessible, and accountable services everywhere.

    **References**

    Chua, S. W. Y., Sun, P. Y., & Sinha, P. (2023). Making Sense of Cultural Diversity’s complexity: Addressing an Emerging Challenge for Leadership.
    _International Journal of Cross Cultural Management_,
    _23_(3), 635–659. https://doi.org/10.1177/14705958231214623

    **## Sample-ReflectionJournal2ThisTerm.docx**

    2

    **Reflection 2**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Date

    **Reflection 2**

    **What**

    During my internship at Center to Rise, I discovered how Maslow's Hierarchy of Needs is the foundation for client treatment and care orientation. One client presented with symptoms of depression and chronic anxiety, but the therapist first assessed the client's basic needs, such as housing stability, food access, and safety, before addressing mental health symptoms. This reflected Maslow's theory that unmet physiological and safety needs deprivation hinder psychological and self-actualization goals. The agency's clinicians employed social work evaluations to assess clients' environmental and psychological forces. This theoretical basis ensured that therapists looked at clients holistically and prioritized interventions that addressed unmet basic needs. I realized that the agency applies this hierarchy during treatment plan creation, especially for oppressed or traumatized clients, during team meetings and case supervision.

    **So what?**

    This experience made me more cognizant of the importance of a theory-based practice. Observing the therapist prioritize the basic needs of the client before turning to the issues of anxiety treatments revealed to me how theory influences diagnosis as well as actual interaction. It changed my perspective; previously, I thought therapy started with emotional unpacking, but now I see that sustainable emotional progress requires a strong foundational support system. I learned that until the problem of food insecurity or unsafe housing is addressed, it is unrealistic to expect emotional control. According to Onyeaka et al. (2024), individuals with housing or food insecurity have a higher rate of mental health problems, making it very important that such basic needs fulfillment be prioritized. It also allowed me to better understand and relate to clients, realizing how survival mode impairs emotional processing. Analyzing this experience helped me understand that I had certain unconscious prejudices and that meeting clients where they are is important.

    **Now what?**

    Moving forward, I will intentionally integrate Maslow's Hierarchy of Needs when assessing and planning for client care. My coursework taught me the significance of biopsychosocial examinations, so I will be more mindful to include early inquiries regarding fundamental living circumstances and safety. This theory will guide my referral, resource linkage, and treatment pacing decisions in mental health and trauma-informed social work. I will also advocate for multidisciplinary engagement with housing, job, and food security programs since these requirements are essential to therapeutic success. Through supervision and self-reflection, I'll monitor how well I align client goals with their capacity and environment. Maslow's framework will help me respect the client's pace and prioritize developmentally and contextually relevant goals.

    **Summary**

    This journal reflection highlighted how Maslow's Hierarchy of Needs has guided my evolving practice during my second-term internship at Center to Rise. I observed how meeting clients' fundamental needs helps them grow emotionally and psychologically. My evaluation viewpoint changed when I saw how theory promotes client-centered and practical treatments. Applying this theory helped me develop empathy, clarity, and purpose in client engagement. Maslow's framework will help me comprehend client challenges and set realistic treatment goals as I grow in my career. After this encounter, I became more committed to comprehensive, theory-informed social work practice based on client dignity.

    **References**

    Onyeaka, H., Ejiohuo, O., Taiwo, O. R., Nnaji, N. D., Odeyemi, O. A., Duan, K., Nwaiwu, O., & Odeyemi, O. (2024). The Intersection of Food Security and Mental Health in the Pursuit of Sustainable Development Goals.
    _Nutrients_,
    _16_(13), 2036. https://doi.org/10.3390/nu16132036

    **## Sample-ReflectionJournal1Thisterm.docx**

    2

    **Journal Reflection**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **What**

    In my second-term internship at Center To Rise, I learned how ethics and professionalism guide the agency. Therapists met regularly to examine ongoing cases while protecting client privacy. Only required client information was shared for professional advancement, anonymized. This practice demonstrated ethical behavior, particularly regarding client privacy and team information sharing. In a session I saw this semester, the therapist sought to rebuild informed consent with a returning client with changed treatment goals. This increased the agency's client autonomy and openness ethics. Professionally, the therapist described availability and field of practice without sacrificing empathy or warmth. Here, the Center to Rise demonstrated its integrity and therapist-client professionalism.

    **So What**

    This encounter reinforced the necessity of ethical reasoning in clinical and therapeutic social work. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Now What**

    My study on the NASW Code of Ethics and ethical decision-making frameworks has prepared me to tackle ethical problems with purpose and clarity. I now realize that professional social workers must continually think, be self-aware, and consult when ethically unsure. My future fieldwork will include more systematic ethical thinking. I will evaluate my ethical behavior following client or team meetings, such as autonomy, fairness, and honesty. Self-care is also part of professionalism, especially in emotionally difficult instances. I now know that professionalism requires regulating my answers and being present and productive for my customers.

    I will continue to work ethically by respecting confidentiality, professional boundaries, and client rights. I also want to improve my professionalism by communicating better, being prompt and documenting well, and seeking supervision to address ethical issues. These behaviors reflect my social work beliefs and Center To Rise's comprehensive, client-centered philosophy. This event reinforced the need to apply ethics to all social work practice, particularly clinical and therapeutic contexts. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Summary**

    My experience at Center To Rise has improved my regard for therapeutic ethics and expertise. Observing client sessions, case reviews, and staff interactions has shown me how these concepts build trust and effectiveness. Ethics like confidentiality, informed consent, and client autonomy are essential to good therapeutic partnerships, and the agency upholds them (Johnson et al., 2021). As I complete my field placement, I will internalize and demonstrate these ethical and professional standards in all aspects of my social work practice.

    **References**

    Johnson, M. K., Weeks, S. N., Peacock, G. G., & Rodríguez, M. M. D. (2021). Ethical decision-making models: a taxonomy of models and review of issues.
    _Ethics & Behavior_,
    _32_(3), 195–209. https://doi.org/10.1080/10508422.2021.1913593

    **## Sample-ReflectionJournal1Thisterm.docx**

    2

    **Journal Reflection**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **What**

    In my second-term internship at Center To Rise, I learned how ethics and professionalism guide the agency. Therapists met regularly to examine ongoing cases while protecting client privacy. Only required client information was shared for professional advancement, anonymized. This practice demonstrated ethical behavior, particularly regarding client privacy and team information sharing. In a session I saw this semester, the therapist sought to rebuild informed consent with a returning client with changed treatment goals. This increased the agency's client autonomy and openness ethics. Professionally, the therapist described availability and field of practice without sacrificing empathy or warmth. Here, the Center to Rise demonstrated its integrity and therapist-client professionalism.

    **So What**

    This encounter reinforced the necessity of ethical reasoning in clinical and therapeutic social work. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Now What**

    My study on the NASW Code of Ethics and ethical decision-making frameworks has prepared me to tackle ethical problems with purpose and clarity. I now realize that professional social workers must continually think, be self-aware, and consult when ethically unsure. My future fieldwork will include more systematic ethical thinking. I will evaluate my ethical behavior following client or team meetings, such as autonomy, fairness, and honesty. Self-care is also part of professionalism, especially in emotionally difficult instances. I now know that professionalism requires regulating my answers and being present and productive for my customers.

    I will continue to work ethically by respecting confidentiality, professional boundaries, and client rights. I also want to improve my professionalism by communicating better, being prompt and documenting well, and seeking supervision to address ethical issues. These behaviors reflect my social work beliefs and Center To Rise's comprehensive, client-centered philosophy. This event reinforced the need to apply ethics to all social work practice, particularly clinical and therapeutic contexts. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Summary**

    My experience at Center To Rise has improved my regard for therapeutic ethics and expertise. Observing client sessions, case reviews, and staff interactions has shown me how these concepts build trust and effectiveness. Ethics like confidentiality, informed consent, and client autonomy are essential to good therapeutic partnerships, and the agency upholds them (Johnson et al., 2021). As I complete my field placement, I will internalize and demonstrate these ethical and professional standards in all aspects of my social work practice.

    **References**

    Johnson, M. K., Weeks, S. N., Peacock, G. G., & Rodríguez, M. M. D. (2021). Ethical decision-making models: a taxonomy of models and review of issues.
    _Ethics & Behavior_,
    _32_(3), 195–209. https://doi.org/10.1080/10508422.2021.1913593

    **## ReflectionJournal4Instructions.docx**

    **Journal #4 Topic: How does your agency use policy to inform their practices and advocate for the clients served. You may also include other reflections in your journal but please ensure to speak about the topic for the journal as well.**

    **Be sure to utilize all headings, including paragraph headings, in your journal.  Paragraph Headings:  What, So What, Now What, Summary.**

    ·
    **What: State facts and observations of the event/situation. (objective)**

    ·
    **So What: Students to present personal thoughts, reflections, and/or feelings about the event/situation. May also include a discussion about how your perspective has changed. (subjective)**

    ·
    **Now What:  Based on educational knowledge already possessed or learned, how does that knowledge affect your future behavior or action in connection with the event/situation?  Clearly connect knowledge with social work practice. (see explanation below)**

    ·
    **Summary: Brief overview of the journal. Each heading discussion should be about the same event/situation.**

    **Focus (discussion of Journal) may be any Topic of the Week on the Syllabus OR any experience or observation that you had during your internship at the agency.**

    **_How to Connect knowledge to practice in your journal??_  Discuss knowledge that you learned or know through your education and how you applied that to your practice in field placement.  Why are you doing what you are doing as a social worker?**

    Journals should be no more than 1.5 pages in length, double-spaced, and in APA 7th edition format.

    The agency is Center to Rise – Here’s the website:
    [https://centertorise.com/](https://centertorise.com/)

    This is the same agency where I completed my placement during Term 1 last semester. While the assignments for last semester and the current semester (Placement Term 2) share the same structure and requirements, the content must be original and not identical. However, it can reflect similar themes or experiences, given that it is the same agency.

    Reflection 4 journal during the last term had a complete different question, so I didn’t attach the previous assignment here.

    **However as sample, I’ve attached the reflection journal 1, 2 & 3 that you completed on this 2nd term.**

    **## Sample-ReflectionJournal3ThisTerm.docx**

    2

    **Reflection Journal #3**

    **Reflection Journal #3**

    **What**

    During my internship at Center to Rise Wellness Spa Studio at Arlington, I observed strengths and gaps in how the agency operationalizes its mission of healing and equity. The organization stresses trauma-informed, client-centered treatment, yet some internal processes and routines may unintentionally mirror repressive structures. For instance, the intake procedure requires substantial documentation, which may overburden vulnerable clients who encounter systemic hurdles to care. Additionally, some service materials are only available in English, potentially alienating non-English-speaking clients. Though personnel are dedicated to justice, the agency's leadership and administrative team are primarily white, which may exacerbate power inequities. A lack of ethnic and linguistic diversity in leadership can hinder culturally competent and equitable treatment (Chua et al., 2023). The clinical team embraces diversity, but more culturally diverse voices in decision-making, outreach, and programming would correspond with anti-oppressive social work ideals.

    **So what?**

    These observations made me reflect on how good intentions alone are insufficient to ensure service delivery equity. Center to Rise acts compassionately, yet systemic obstacles like language difficulties or culturally biased administrative systems might repeat the patterns clients attempt to heal from. I found myself questioning how I define anti-oppressive practice and realized it must go beyond client interactions to include agency policies and staff composition. This has made me consider my role in the area and how I may unknowingly contribute to systemic prejudice. I now believe that actual anti-oppressive work requires consistent self-assessment and organizational accountability. Witnessing this disconnect between mission and practice has furthered my understanding of how institutional change happens and how critical this is for equity-informed social work.

    **Now what?**

    My coursework emphasized that anti-racist and anti-oppressive frameworks must be embedded at all service levels—from intake procedures to hiring practices. Moving forward, I will advocate for language-accessible resources and culturally competent programming in every placement or agency I work with. I will also advocate for participatory processes involving clients and community members in program development. I will highlight equity issues and advocate for inclusive recruiting and leadership development on supervision. This experience also reminded me social work is not neutral—it must actively work towards combating inequities. As a practitioner, I will combat institution-level bias by educating myself, having difficult discussions, and adhering to professional aspirations of dignity, self-determination, and social justice.

    **Summary**

    Reflecting on my time at Center to Rise, I learned more about how agencies can continue oppressive patterns even with an inclusive mission statement. Overwhelming paperwork, communication barriers, and leadership diversity can prevent equal treatment. This experience extended my thinking about anti-oppressive practice from an individual level to a systems level. This experience challenged me to apply what I have learned from my academic work to what I observe in real time. This awareness will serve me well in pushing for systemic change, inclusive policymaking processes, and views from marginalized populations. I seek to eradicate harm in social work, and this reflection cemented my commitment to provide more fair, accessible, and accountable services everywhere.

    **References**

    Chua, S. W. Y., Sun, P. Y., & Sinha, P. (2023). Making Sense of Cultural Diversity’s complexity: Addressing an Emerging Challenge for Leadership.
    _International Journal of Cross Cultural Management_,
    _23_(3), 635–659. https://doi.org/10.1177/14705958231214623

    **## Sample-ReflectionJournal2ThisTerm.docx**

    2

    **Reflection 2**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Date

    **Reflection 2**

    **What**

    During my internship at Center to Rise, I discovered how Maslow's Hierarchy of Needs is the foundation for client treatment and care orientation. One client presented with symptoms of depression and chronic anxiety, but the therapist first assessed the client's basic needs, such as housing stability, food access, and safety, before addressing mental health symptoms. This reflected Maslow's theory that unmet physiological and safety needs deprivation hinder psychological and self-actualization goals. The agency's clinicians employed social work evaluations to assess clients' environmental and psychological forces. This theoretical basis ensured that therapists looked at clients holistically and prioritized interventions that addressed unmet basic needs. I realized that the agency applies this hierarchy during treatment plan creation, especially for oppressed or traumatized clients, during team meetings and case supervision.

    **So what?**

    This experience made me more cognizant of the importance of a theory-based practice. Observing the therapist prioritize the basic needs of the client before turning to the issues of anxiety treatments revealed to me how theory influences diagnosis as well as actual interaction. It changed my perspective; previously, I thought therapy started with emotional unpacking, but now I see that sustainable emotional progress requires a strong foundational support system. I learned that until the problem of food insecurity or unsafe housing is addressed, it is unrealistic to expect emotional control. According to Onyeaka et al. (2024), individuals with housing or food insecurity have a higher rate of mental health problems, making it very important that such basic needs fulfillment be prioritized. It also allowed me to better understand and relate to clients, realizing how survival mode impairs emotional processing. Analyzing this experience helped me understand that I had certain unconscious prejudices and that meeting clients where they are is important.

    **Now what?**

    Moving forward, I will intentionally integrate Maslow's Hierarchy of Needs when assessing and planning for client care. My coursework taught me the significance of biopsychosocial examinations, so I will be more mindful to include early inquiries regarding fundamental living circumstances and safety. This theory will guide my referral, resource linkage, and treatment pacing decisions in mental health and trauma-informed social work. I will also advocate for multidisciplinary engagement with housing, job, and food security programs since these requirements are essential to therapeutic success. Through supervision and self-reflection, I'll monitor how well I align client goals with their capacity and environment. Maslow's framework will help me respect the client's pace and prioritize developmentally and contextually relevant goals.

    **Summary**

    This journal reflection highlighted how Maslow's Hierarchy of Needs has guided my evolving practice during my second-term internship at Center to Rise. I observed how meeting clients' fundamental needs helps them grow emotionally and psychologically. My evaluation viewpoint changed when I saw how theory promotes client-centered and practical treatments. Applying this theory helped me develop empathy, clarity, and purpose in client engagement. Maslow's framework will help me comprehend client challenges and set realistic treatment goals as I grow in my career. After this encounter, I became more committed to comprehensive, theory-informed social work practice based on client dignity.

    **References**

    Onyeaka, H., Ejiohuo, O., Taiwo, O. R., Nnaji, N. D., Odeyemi, O. A., Duan, K., Nwaiwu, O., & Odeyemi, O. (2024). The Intersection of Food Security and Mental Health in the Pursuit of Sustainable Development Goals.
    _Nutrients_,
    _16_(13), 2036. https://doi.org/10.3390/nu16132036

    **## Sample-ReflectionJournal1Thisterm.docx**

    2

    **Journal Reflection**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **What**

    In my second-term internship at Center To Rise, I learned how ethics and professionalism guide the agency. Therapists met regularly to examine ongoing cases while protecting client privacy. Only required client information was shared for professional advancement, anonymized. This practice demonstrated ethical behavior, particularly regarding client privacy and team information sharing. In a session I saw this semester, the therapist sought to rebuild informed consent with a returning client with changed treatment goals. This increased the agency's client autonomy and openness ethics. Professionally, the therapist described availability and field of practice without sacrificing empathy or warmth. Here, the Center to Rise demonstrated its integrity and therapist-client professionalism.

    **So What**

    This encounter reinforced the necessity of ethical reasoning in clinical and therapeutic social work. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Now What**

    My study on the NASW Code of Ethics and ethical decision-making frameworks has prepared me to tackle ethical problems with purpose and clarity. I now realize that professional social workers must continually think, be self-aware, and consult when ethically unsure. My future fieldwork will include more systematic ethical thinking. I will evaluate my ethical behavior following client or team meetings, such as autonomy, fairness, and honesty. Self-care is also part of professionalism, especially in emotionally difficult instances. I now know that professionalism requires regulating my answers and being present and productive for my customers.

    I will continue to work ethically by respecting confidentiality, professional boundaries, and client rights. I also want to improve my professionalism by communicating better, being prompt and documenting well, and seeking supervision to address ethical issues. These behaviors reflect my social work beliefs and Center To Rise's comprehensive, client-centered philosophy. This event reinforced the need to apply ethics to all social work practice, particularly clinical and therapeutic contexts. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Summary**

    My experience at Center To Rise has improved my regard for therapeutic ethics and expertise. Observing client sessions, case reviews, and staff interactions has shown me how these concepts build trust and effectiveness. Ethics like confidentiality, informed consent, and client autonomy are essential to good therapeutic partnerships, and the agency upholds them (Johnson et al., 2021). As I complete my field placement, I will internalize and demonstrate these ethical and professional standards in all aspects of my social work practice.

    **References**

    Johnson, M. K., Weeks, S. N., Peacock, G. G., & Rodríguez, M. M. D. (2021). Ethical decision-making models: a taxonomy of models and review of issues.
    _Ethics & Behavior_,
    _32_(3), 195–209. https://doi.org/10.1080/10508422.2021.1913593

    **## ReflectionJournal4Instructions.docx**

    **Journal #4 Topic: How does your agency use policy to inform their practices and advocate for the clients served. You may also include other reflections in your journal but please ensure to speak about the topic for the journal as well.**

    **Be sure to utilize all headings, including paragraph headings, in your journal.  Paragraph Headings:  What, So What, Now What, Summary.**

    ·
    **What: State facts and observations of the event/situation. (objective)**

    ·
    **So What: Students to present personal thoughts, reflections, and/or feelings about the event/situation. May also include a discussion about how your perspective has changed. (subjective)**

    ·
    **Now What:  Based on educational knowledge already possessed or learned, how does that knowledge affect your future behavior or action in connection with the event/situation?  Clearly connect knowledge with social work practice. (see explanation below)**

    ·
    **Summary: Brief overview of the journal. Each heading discussion should be about the same event/situation.**

    **Focus (discussion of Journal) may be any Topic of the Week on the Syllabus OR any experience or observation that you had during your internship at the agency.**

    **_How to Connect knowledge to practice in your journal??_  Discuss knowledge that you learned or know through your education and how you applied that to your practice in field placement.  Why are you doing what you are doing as a social worker?**

    Journals should be no more than 1.5 pages in length, double-spaced, and in APA 7th edition format.

    The agency is Center to Rise – Here’s the website:
    [https://centertorise.com/](https://centertorise.com/)

    This is the same agency where I completed my placement during Term 1 last semester. While the assignments for last semester and the current semester (Placement Term 2) share the same structure and requirements, the content must be original and not identical. However, it can reflect similar themes or experiences, given that it is the same agency.

    Reflection 4 journal during the last term had a complete different question, so I didn’t attach the previous assignment here.

    **However as sample, I’ve attached the reflection journal 1, 2 & 3 that you completed on this 2nd term.**

    **## Sample-ReflectionJournal3ThisTerm.docx**

    2

    **Reflection Journal #3**

    **Reflection Journal #3**

    **What**

    During my internship at Center to Rise Wellness Spa Studio at Arlington, I observed strengths and gaps in how the agency operationalizes its mission of healing and equity. The organization stresses trauma-informed, client-centered treatment, yet some internal processes and routines may unintentionally mirror repressive structures. For instance, the intake procedure requires substantial documentation, which may overburden vulnerable clients who encounter systemic hurdles to care. Additionally, some service materials are only available in English, potentially alienating non-English-speaking clients. Though personnel are dedicated to justice, the agency's leadership and administrative team are primarily white, which may exacerbate power inequities. A lack of ethnic and linguistic diversity in leadership can hinder culturally competent and equitable treatment (Chua et al., 2023). The clinical team embraces diversity, but more culturally diverse voices in decision-making, outreach, and programming would correspond with anti-oppressive social work ideals.

    **So what?**

    These observations made me reflect on how good intentions alone are insufficient to ensure service delivery equity. Center to Rise acts compassionately, yet systemic obstacles like language difficulties or culturally biased administrative systems might repeat the patterns clients attempt to heal from. I found myself questioning how I define anti-oppressive practice and realized it must go beyond client interactions to include agency policies and staff composition. This has made me consider my role in the area and how I may unknowingly contribute to systemic prejudice. I now believe that actual anti-oppressive work requires consistent self-assessment and organizational accountability. Witnessing this disconnect between mission and practice has furthered my understanding of how institutional change happens and how critical this is for equity-informed social work.

    **Now what?**

    My coursework emphasized that anti-racist and anti-oppressive frameworks must be embedded at all service levels—from intake procedures to hiring practices. Moving forward, I will advocate for language-accessible resources and culturally competent programming in every placement or agency I work with. I will also advocate for participatory processes involving clients and community members in program development. I will highlight equity issues and advocate for inclusive recruiting and leadership development on supervision. This experience also reminded me social work is not neutral—it must actively work towards combating inequities. As a practitioner, I will combat institution-level bias by educating myself, having difficult discussions, and adhering to professional aspirations of dignity, self-determination, and social justice.

    **Summary**

    Reflecting on my time at Center to Rise, I learned more about how agencies can continue oppressive patterns even with an inclusive mission statement. Overwhelming paperwork, communication barriers, and leadership diversity can prevent equal treatment. This experience extended my thinking about anti-oppressive practice from an individual level to a systems level. This experience challenged me to apply what I have learned from my academic work to what I observe in real time. This awareness will serve me well in pushing for systemic change, inclusive policymaking processes, and views from marginalized populations. I seek to eradicate harm in social work, and this reflection cemented my commitment to provide more fair, accessible, and accountable services everywhere.

    **References**

    Chua, S. W. Y., Sun, P. Y., & Sinha, P. (2023). Making Sense of Cultural Diversity’s complexity: Addressing an Emerging Challenge for Leadership.
    _International Journal of Cross Cultural Management_,
    _23_(3), 635–659. https://doi.org/10.1177/14705958231214623

    **## Sample-ReflectionJournal2ThisTerm.docx**

    2

    **Reflection 2**

    Student’s Name

    Institutional Affiliation

    Course Name

    Instructor’s Name

    Date

    **Reflection 2**

    **What**

    During my internship at Center to Rise, I discovered how Maslow's Hierarchy of Needs is the foundation for client treatment and care orientation. One client presented with symptoms of depression and chronic anxiety, but the therapist first assessed the client's basic needs, such as housing stability, food access, and safety, before addressing mental health symptoms. This reflected Maslow's theory that unmet physiological and safety needs deprivation hinder psychological and self-actualization goals. The agency's clinicians employed social work evaluations to assess clients' environmental and psychological forces. This theoretical basis ensured that therapists looked at clients holistically and prioritized interventions that addressed unmet basic needs. I realized that the agency applies this hierarchy during treatment plan creation, especially for oppressed or traumatized clients, during team meetings and case supervision.

    **So what?**

    This experience made me more cognizant of the importance of a theory-based practice. Observing the therapist prioritize the basic needs of the client before turning to the issues of anxiety treatments revealed to me how theory influences diagnosis as well as actual interaction. It changed my perspective; previously, I thought therapy started with emotional unpacking, but now I see that sustainable emotional progress requires a strong foundational support system. I learned that until the problem of food insecurity or unsafe housing is addressed, it is unrealistic to expect emotional control. According to Onyeaka et al. (2024), individuals with housing or food insecurity have a higher rate of mental health problems, making it very important that such basic needs fulfillment be prioritized. It also allowed me to better understand and relate to clients, realizing how survival mode impairs emotional processing. Analyzing this experience helped me understand that I had certain unconscious prejudices and that meeting clients where they are is important.

    **Now what?**

    Moving forward, I will intentionally integrate Maslow's Hierarchy of Needs when assessing and planning for client care. My coursework taught me the significance of biopsychosocial examinations, so I will be more mindful to include early inquiries regarding fundamental living circumstances and safety. This theory will guide my referral, resource linkage, and treatment pacing decisions in mental health and trauma-informed social work. I will also advocate for multidisciplinary engagement with housing, job, and food security programs since these requirements are essential to therapeutic success. Through supervision and self-reflection, I'll monitor how well I align client goals with their capacity and environment. Maslow's framework will help me respect the client's pace and prioritize developmentally and contextually relevant goals.

    **Summary**

    This journal reflection highlighted how Maslow's Hierarchy of Needs has guided my evolving practice during my second-term internship at Center to Rise. I observed how meeting clients' fundamental needs helps them grow emotionally and psychologically. My evaluation viewpoint changed when I saw how theory promotes client-centered and practical treatments. Applying this theory helped me develop empathy, clarity, and purpose in client engagement. Maslow's framework will help me comprehend client challenges and set realistic treatment goals as I grow in my career. After this encounter, I became more committed to comprehensive, theory-informed social work practice based on client dignity.

    **References**

    Onyeaka, H., Ejiohuo, O., Taiwo, O. R., Nnaji, N. D., Odeyemi, O. A., Duan, K., Nwaiwu, O., & Odeyemi, O. (2024). The Intersection of Food Security and Mental Health in the Pursuit of Sustainable Development Goals.
    _Nutrients_,
    _16_(13), 2036. https://doi.org/10.3390/nu16132036

    **## Sample-ReflectionJournal1Thisterm.docx**

    2

    **Journal Reflection**

    Student’s Name

    Institutional Affiliation

    Professor’s Name

    Course Name

    Due Date

    **What**

    In my second-term internship at Center To Rise, I learned how ethics and professionalism guide the agency. Therapists met regularly to examine ongoing cases while protecting client privacy. Only required client information was shared for professional advancement, anonymized. This practice demonstrated ethical behavior, particularly regarding client privacy and team information sharing. In a session I saw this semester, the therapist sought to rebuild informed consent with a returning client with changed treatment goals. This increased the agency's client autonomy and openness ethics. Professionally, the therapist described availability and field of practice without sacrificing empathy or warmth. Here, the Center to Rise demonstrated its integrity and therapist-client professionalism.

    **So What**

    This encounter reinforced the necessity of ethical reasoning in clinical and therapeutic social work. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Now What**

    My study on the NASW Code of Ethics and ethical decision-making frameworks has prepared me to tackle ethical problems with purpose and clarity. I now realize that professional social workers must continually think, be self-aware, and consult when ethically unsure. My future fieldwork will include more systematic ethical thinking. I will evaluate my ethical behavior following client or team meetings, such as autonomy, fairness, and honesty. Self-care is also part of professionalism, especially in emotionally difficult instances. I now know that professionalism requires regulating my answers and being present and productive for my customers.

    I will continue to work ethically by respecting confidentiality, professional boundaries, and client rights. I also want to improve my professionalism by communicating better, being prompt and documenting well, and seeking supervision to address ethical issues. These behaviors reflect my social work beliefs and Center To Rise's comprehensive, client-centered philosophy. This event reinforced the need to apply ethics to all social work practice, particularly clinical and therapeutic contexts. I related to the therapist's informed consent and limits while creating my professional identity. It reminded me that ethics is a lifestyle that affects client trust and safety, not just a list of regulations. I was struck by how the therapist handled sensitive themes with respect and confidence, proving that professionalism involves knowledge, attitude, and approach. I now see ethics and professionalism more nuancedly than in my first semester. I notice how they are used in subtle but major ways in client encounters, documentation, inter-professional communication, and self-regulation. I now see that ethical difficulties regularly occur in daily actions like managing dual relationships, setting boundaries, and reporting suspected abuse.

    **Summary**

    My experience at Center To Rise has improved my regard for therapeutic ethics and expertise. Observing client sessions, case reviews, and staff interactions has shown me how these concepts build trust and effectiveness. Ethics like confidentiality, informed consent, and client autonomy are essential to good therapeutic partnerships, and the agency upholds them (Johnson et al., 2021). As I complete my field placement, I will internalize and demonstrate these ethical and professional standards in all aspects of my social work practice.

    **References**

    Johnson, M. K., Weeks, S. N., Peacock, G. G., & Rodríguez, M. M. D. (2021). Ethical decision-making models: a taxonomy of models and review of issues.
    _Ethics & Behavior_,
    _32_(3), 195–209. https://doi.org/10.1080/10508422.2021.1913593

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    Follow the document instructions uploaded. – ## Statisticweek3-Epidemiologic_Principles_Worksheet_Guidelines-2.docx **## Statisticweek3-Epidemiologic_Principles_Worksheet_Guidelines-2.docx** ![](https://www.sweetstudy.com/questions/week-3-statistics)**Doctor of Nursing Practice Program** **Epi…

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    – ## Statisticweek3-Epidemiologic_Principles_Worksheet_Guidelines-2.docx

    **## Statisticweek3-Epidemiologic_Principles_Worksheet_Guidelines-2.docx**

    ![](https://www.sweetstudy.com/questions/week-3-statistics)**Doctor of Nursing Practice Program**

    **Epidemiologic Principles Worksheet Guidelines and Grading Rubric**

    **DNP7200 Statistics for the Health and Biological Sciences**

    **Epidemiologic Principles Worksheet Guidelines and Grading Rubric**

    **Purpose**
    The purpose of this assignment is to help you to begin to understand and apply the important counts, ratios, and statistics presented in healthcare and epidemiological research. Remember to use the list of formulas presented prior to the problems and to carefully consider the purpose of each calculation and how it is interpreted.
    **Also, do not forget the importance of the proper denominator such as per 100, per 1,000, per 10,000 etc.**
    **Course Outcomes**
    · Distinguish the roles and relationships between epidemiology and biostatistics in the prevention of disease and the improvement of health.

    · Assimilate principles of epidemiology with scientific data necessary for epidemiologic intervention and draw appropriate inferences from epidemiologic data.

    · Utilize appropriate public health terminology and definitions of epidemiology necessary for intra-/interprofessional collaboration in advanced nursing practice.

    **Points**

    This assignment is worth 50 points.

    **Due Date**

    Submit your completed worksheet to the Moodle by Saturday of week #3 at midnight Eastern Time

    **Requirements**
    1. Complete the Risk Calculation Worksheet.

    2. For each question, identify the correct answer.

    3. Submit the worksheet to the Moodle by Saturday of week #3 at midnight Eastern Time
    **Preparing the Worksheet**
    The following are best practices for preparing this assignment:

    1. Prior to completing this worksheet, review the lessons, reading and course text up to this point. Also review the tables of calculations.

    2. Each question is worth 5 points.

    3. There is only one right answer for each of the 10 problems.

    4. You will upload the completed worksheet to the Moodle.

    **Epidemiological Formulas and Statistics**

    | | | |
    | — | — | — |
    | **Parameter** | **Definition** | **Formula** |
    | **Incidence (exposed)** | Incidence of new cases of disease in persons who were exposed | number (exposed with disease)/total number of exposed |
    | **Incidence (unexposed)** | Incidence of new cases of disease in persons who were not exposed | number (unexposed with disease)/total number of unexposed |
    | **Incidence of Disease** | Measure of risk: Total number in a population with a disease divided by the total number of the population | Number with the disease/ total population number |
    | **Relative Risk** | Risk of disease in one group versus another: Risk of developing a disease after exposure. If this number is 1, it means there is no risk. R(exposed)/Risk (unexposed) | (# exposed with disease[divided by]/total of all exposed) <br>(# of unexposed with disease/[divided by]total of all <br>unexposed) |
    | **Odds Ratio** | A measure of exposure and disease outcome commonly used in case control studies | R(exposed) / <br>R (unexposed)<br>1- R(exposed) 1-R(unexposed) |
    | **Prevalence** | The number of cases of a disease in a given time regardless of when it began (new and old cases) | (Persons with the disease/ Total population) X 1000 |
    | **Attributable Risk** | The difference in disease in those exposed and unexposed and is calculated from prospective data; directly attributed to exposure (if exposure is gone, disease would be gone) | R(exposed) – R(unexposed) |
    | **Crude Birth Rate** | The number of live births per 1,000 people in the population | (# of births/estimated midyear population) X 1000 |
    | **Crude Death Rate** | The number of deaths per 1,000 people in the population | (# of deaths/estimated midyear population) X 1000 |
    | **Fetal Death Rate** | The number of fetal deaths (20 weeks or more gestation) per 1,000 live births | (# of fetal deaths/ # of live births + fetal deaths) X 1000 |
    | **Annual Mortality Rate** | Usually an expression of a specific disease or can be all causes per 1,000 people for a year | (# of deaths of all causes (or a specific disease)/midyear population) X 1000 |
    | **Cause Specific Mortality Rate** | Usually an expression of a specific disease per 1,000 people for a year | (# of deaths per a specific disease)/midyear population) X 1000 |
    | **Case Fatality Rate** | The parentage of individuals who have a specific disease and die within a specific time after diagnosis | (# of persons dying from a disease after diagnosis or set period/ # of persons with the disease) X 100 |

    **Answer the following questions. Remember that there is only one right answer for each item.**

    1. The population in the city of Miami, Florida, in October 2015, was 200,000.

    The number of new cases of HIV was 28 between January 1 and June 30, 2015.

    The number of current HIV cases was 130 between January 1 and June 30, 2015.

    The incidence rate of HIV cases for this 6-month period was

    A. 7 per 100,000 of the population.

    B. 14 per 100,000 of the population.

    C. 28 per 100,000 of the population.

    D. 85 per 100,000 of the population.

    2. The prevalence rate of HIV cases in Miami, Florida, as of June 30, 2015, was

    A. 14 per 100,000 of the population.

    B. 28 per 100,000 of the population.

    C. 79 per 100,000 of the population.

    D. 130 per 100,000 of the population.

    3. In a North African country with a population of 5 million people, 50,000 deaths occurred during 2014. These deaths included 5,000 people from malaria out of 10,000 persons who had malaria.

    What was the total annual mortality rate for 2014 for this country? (Please show your work.)

    4. What was the cause-specific mortality rate from malaria? (Please show your work.)

    5. What was the case-fatality percentage from malaria?

    6. Fill in and total the 4 X 4 table for the following disease parameters:

    · Total number of people with lung cancer in a given population = 120

    · Total number of people with lung cancer who smoked = 90

    · Total number of people with lung cancer who did not smoke = 30

    · Total number of people who smoked = 150

    · Total number of people in the population = 350

    Fill in the missing parameters based on the above information.

    | | | | |
    | — | — | — | — |
    | | YES, LUNG CANCER | NO, LUNG CANCER | TOTALS |
    | YES SMOKING | | | |
    | NO SMOKING | | | |
    | TOTALS | | | |

    7. From Question 6, what is the total number of people with no lung cancer?

    8. From question 6, what is the total number of people who smoked but did not have lung cancer?

    9. Set up the problem for relative risk based on the table in #6.

    10. Calculate the relative risk.

    11. Articulate how to select samples, determine reliability, and assess validity of research data. Evaluate sources, methods, and designs for data collection, management, and analysis. (Let’s include both in discussion)
    **Directions and Grading Criteria**

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | Q1 | 5 | 10 | Correct answer provided |
    | Q2 | 5 | 10 | Correct answer provided |
    | Q3 | 5 | 10 | Correct answer provided |
    | Q4 | 5 | 10 | Correct answer provided |
    | Q5 | 5 | 10 | Correct answer provided |
    | Q6 | 5 | 10 | Correct answer provided |
    | Q7 | 5 | 10 | Correct answer provided |
    | Q8 | 5 | 10 | Correct answer provided |
    | Q9 | 5 | 10 | Correct answer provided |
    | Q10 | 5 | 10 | Correct answer provided |
    | Total: | 50 pts | 100% | A quality paper will meet or exceed all of the above requirements. |

    | | |
    | — | — |
    | DNP7200 Epidemiological Principles Worksheet Oct 18 | 1 |

    **image2.jpg**

    **## Statisticweek3-Epidemiologic_Principles_Worksheet_Guidelines-2.docx**

    ![](https://www.sweetstudy.com/questions/week-3-statistics)**Doctor of Nursing Practice Program**

    **Epidemiologic Principles Worksheet Guidelines and Grading Rubric**

    **DNP7200 Statistics for the Health and Biological Sciences**

    **Epidemiologic Principles Worksheet Guidelines and Grading Rubric**

    **Purpose**
    The purpose of this assignment is to help you to begin to understand and apply the important counts, ratios, and statistics presented in healthcare and epidemiological research. Remember to use the list of formulas presented prior to the problems and to carefully consider the purpose of each calculation and how it is interpreted.
    **Also, do not forget the importance of the proper denominator such as per 100, per 1,000, per 10,000 etc.**
    **Course Outcomes**
    · Distinguish the roles and relationships between epidemiology and biostatistics in the prevention of disease and the improvement of health.

    · Assimilate principles of epidemiology with scientific data necessary for epidemiologic intervention and draw appropriate inferences from epidemiologic data.

    · Utilize appropriate public health terminology and definitions of epidemiology necessary for intra-/interprofessional collaboration in advanced nursing practice.

    **Points**

    This assignment is worth 50 points.

    **Due Date**

    Submit your completed worksheet to the Moodle by Saturday of week #3 at midnight Eastern Time

    **Requirements**
    1. Complete the Risk Calculation Worksheet.

    2. For each question, identify the correct answer.

    3. Submit the worksheet to the Moodle by Saturday of week #3 at midnight Eastern Time
    **Preparing the Worksheet**
    The following are best practices for preparing this assignment:

    1. Prior to completing this worksheet, review the lessons, reading and course text up to this point. Also review the tables of calculations.

    2. Each question is worth 5 points.

    3. There is only one right answer for each of the 10 problems.

    4. You will upload the completed worksheet to the Moodle.

    **Epidemiological Formulas and Statistics**

    | | | |
    | — | — | — |
    | **Parameter** | **Definition** | **Formula** |
    | **Incidence (exposed)** | Incidence of new cases of disease in persons who were exposed | number (exposed with disease)/total number of exposed |
    | **Incidence (unexposed)** | Incidence of new cases of disease in persons who were not exposed | number (unexposed with disease)/total number of unexposed |
    | **Incidence of Disease** | Measure of risk: Total number in a population with a disease divided by the total number of the population | Number with the disease/ total population number |
    | **Relative Risk** | Risk of disease in one group versus another: Risk of developing a disease after exposure. If this number is 1, it means there is no risk. R(exposed)/Risk (unexposed) | (# exposed with disease[divided by]/total of all exposed) <br>(# of unexposed with disease/[divided by]total of all <br>unexposed) |
    | **Odds Ratio** | A measure of exposure and disease outcome commonly used in case control studies | R(exposed) / <br>R (unexposed)<br>1- R(exposed) 1-R(unexposed) |
    | **Prevalence** | The number of cases of a disease in a given time regardless of when it began (new and old cases) | (Persons with the disease/ Total population) X 1000 |
    | **Attributable Risk** | The difference in disease in those exposed and unexposed and is calculated from prospective data; directly attributed to exposure (if exposure is gone, disease would be gone) | R(exposed) – R(unexposed) |
    | **Crude Birth Rate** | The number of live births per 1,000 people in the population | (# of births/estimated midyear population) X 1000 |
    | **Crude Death Rate** | The number of deaths per 1,000 people in the population | (# of deaths/estimated midyear population) X 1000 |
    | **Fetal Death Rate** | The number of fetal deaths (20 weeks or more gestation) per 1,000 live births | (# of fetal deaths/ # of live births + fetal deaths) X 1000 |
    | **Annual Mortality Rate** | Usually an expression of a specific disease or can be all causes per 1,000 people for a year | (# of deaths of all causes (or a specific disease)/midyear population) X 1000 |
    | **Cause Specific Mortality Rate** | Usually an expression of a specific disease per 1,000 people for a year | (# of deaths per a specific disease)/midyear population) X 1000 |
    | **Case Fatality Rate** | The parentage of individuals who have a specific disease and die within a specific time after diagnosis | (# of persons dying from a disease after diagnosis or set period/ # of persons with the disease) X 100 |

    **Answer the following questions. Remember that there is only one right answer for each item.**

    1. The population in the city of Miami, Florida, in October 2015, was 200,000.

    The number of new cases of HIV was 28 between January 1 and June 30, 2015.

    The number of current HIV cases was 130 between January 1 and June 30, 2015.

    The incidence rate of HIV cases for this 6-month period was

    A. 7 per 100,000 of the population.

    B. 14 per 100,000 of the population.

    C. 28 per 100,000 of the population.

    D. 85 per 100,000 of the population.

    2. The prevalence rate of HIV cases in Miami, Florida, as of June 30, 2015, was

    A. 14 per 100,000 of the population.

    B. 28 per 100,000 of the population.

    C. 79 per 100,000 of the population.

    D. 130 per 100,000 of the population.

    3. In a North African country with a population of 5 million people, 50,000 deaths occurred during 2014. These deaths included 5,000 people from malaria out of 10,000 persons who had malaria.

    What was the total annual mortality rate for 2014 for this country? (Please show your work.)

    4. What was the cause-specific mortality rate from malaria? (Please show your work.)

    5. What was the case-fatality percentage from malaria?

    6. Fill in and total the 4 X 4 table for the following disease parameters:

    · Total number of people with lung cancer in a given population = 120

    · Total number of people with lung cancer who smoked = 90

    · Total number of people with lung cancer who did not smoke = 30

    · Total number of people who smoked = 150

    · Total number of people in the population = 350

    Fill in the missing parameters based on the above information.

    | | | | |
    | — | — | — | — |
    | | YES, LUNG CANCER | NO, LUNG CANCER | TOTALS |
    | YES SMOKING | | | |
    | NO SMOKING | | | |
    | TOTALS | | | |

    7. From Question 6, what is the total number of people with no lung cancer?

    8. From question 6, what is the total number of people who smoked but did not have lung cancer?

    9. Set up the problem for relative risk based on the table in #6.

    10. Calculate the relative risk.

    11. Articulate how to select samples, determine reliability, and assess validity of research data. Evaluate sources, methods, and designs for data collection, management, and analysis. (Let’s include both in discussion)
    **Directions and Grading Criteria**

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | Q1 | 5 | 10 | Correct answer provided |
    | Q2 | 5 | 10 | Correct answer provided |
    | Q3 | 5 | 10 | Correct answer provided |
    | Q4 | 5 | 10 | Correct answer provided |
    | Q5 | 5 | 10 | Correct answer provided |
    | Q6 | 5 | 10 | Correct answer provided |
    | Q7 | 5 | 10 | Correct answer provided |
    | Q8 | 5 | 10 | Correct answer provided |
    | Q9 | 5 | 10 | Correct answer provided |
    | Q10 | 5 | 10 | Correct answer provided |
    | Total: | 50 pts | 100% | A quality paper will meet or exceed all of the above requirements. |

    | | |
    | — | — |
    | DNP7200 Epidemiological Principles Worksheet Oct 18 | 1 |

    **image2.jpg**

  • [Solved] Week # 3

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    Follow the document instructions uploaded – ## DNP7500-Week3-Guideandrubric.._.docx **## DNP7500-Week3-Guideandrubric.._.docx** ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500** **Systems Change for Quality Improvement of Patient Safety Assignment** **Organizational and Managem…

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    Follow the document instructions uploaded

    – ## DNP7500-Week3-Guideandrubric.._.docx

    **## DNP7500-Week3-Guideandrubric.._.docx**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500**

    **Systems Change for Quality Improvement of Patient Safety Assignment**

    **Organizational and Management Theory**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500 Systems Change for Quality**

    **Improvement of Patient Safety Assignment**

    **Systems Change for Quality Improvement of Patient Safety**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)

    ## Purpose

    This assignment aims to help the student design systems change project for quality improvement of patient safety. As future DNP leaders in the healthcare system, DNP students are expected to help decrease medical errors and adverse outcomes in the healthcare system. Identifying safety issue in the systems is imperative to change and improve the care. In this assignment, the student will be able to distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice. Additionally, this assignment will help the student analyze mandatory reporting threats to the future of healthcare and patient safety improvements. Lastly, this assignment will help student examine selected quality improvement and professional practice models that serve to support patient safety and advance nursing practice.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes.

    · Distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice (EOPSLO’s I, II, III, VI).

    · Analyze mandatory reporting threats to the future of healthcare and patient safety improvements (EOPSLO’s I, II, III, V).

    · Examine selected quality improvement and professional practice models that serve to support patient safety and advanced nursing practice (EOPSLO’s I, II, III, V, VII).

    · Formulate selected strategies for increasing interprofessional collaboration and influence across diverse personal, professional and/or practice settings EOPSLO’s I, II, III, VI, VII, VIII).

    · Describe management and organization theories. (EOPSLO’s I, III).

    · Recognize the strengths and weaknesses of various theories. (EOPSLO’s I, III).

    · Continue developing their possible practicum project from a leadership standpoint by examining various organizational and management theories for future research (EOPSLO’s I, III).

    · Apply concepts from various theories to scholarly work (EOPSLO’s I, III).

    **Program Outcomes**

    · I-Integrate Scientific Underpinnings into Practice

    · II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

    · III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

    · V-Influence Health Care Policy for Advocacy in Health Care

    · VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

    · VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

    · VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

    **AONL Nurse Executive Role-Specific Competencies**

    ·
    **Communication**

    · Produce written materials on nursing health care topics & organizational issues

    ·
    **Knowledge of the Healthcare Environment**

    · Demonstrate current knowledge of patient care delivery systems across the continuum

    · Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

    · Assess the effectiveness of delivery models

    · Develop new delivery models

    ·
    **Leadership**

    · Apply critical analysis to organizational issues after a review of the evidence

    ·
    **Professionalism**

    · Promote clinical perspective in organizational decisions

    **Due Date:** Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.

    **Points:** This assignment is worth a total of 100 points.

    ## Requirements:

    · To complete this application, you will need to access to the Miami Regional University virtual library database. following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth.
    **Remember, we now have the ask a librarian option in Moodle**. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Furthermore, please read the proposed articles in the week #3 Moodle to help you select a model change should you need idea.

    · This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.

    · APA format and effective writing is required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper well written. APA format is required, with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface).

    · Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”.

    · Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

    · The length of the project report is to be
    **no fewer than four and no greater than six pages**, excluding the title page and reference pages.

    · A minimum of 2 scholarly references (not your textbooks but primary sources of theory and research).

    · The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.

    a. Description of selected systems change for quality improvement proposal

    b. Presentation of selected systems change for quality improvement analysis

    c. Conclusion

    ## Preparing the Project Report

    The following are best practices for preparing this project report.

    a) When introducing the selected advanced nursing practice patient safety concern, be sure to include pertinent background information regarding your concern (who, what, where, when, and why).

    b) When describing the selected systems change for quality improvement proposal, be sure to fully identify and address each step the change model encompasses. Please explain why you believe that this system change/theory of change is best fit for the practice change/threat to healthcare that you are trying to address.

    c) When presenting the selected systems change for quality improvement analysis, be sure to fully address expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change. Please include which DNP essentials you are exploring with this assignment.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | Introduction to selected advanced nursing practice patient safety concern | 10 | 10 | Introduces the selected advanced nursing practice patient safety concern and includes pertinent background information regarding concern <br>**(who, what, where, when, and why).** |
    | Description of selected change model for quality improvement proposal | 30 | 30 | Identifies and addresses each step of the selected change model; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Presentation of selected change model for quality improvement analysis | 30 | 30 | Addresses expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Conclusion | 10 | 10 | Identifies the main ideas and major conclusions from the body of your report, with minor details left out; summarize the benefits of the proposed change to advanced nursing practice quality improvement and patient safety. |
    | Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
    | APA format | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (6th ed.) format<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references |
    | Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | Introduction to selected advanced nursing practice patient safety concern<br>(10 points) | Excellent introduction of patient safety concern; rationale well presented and purpose fully developed<br>**8–10 points** | Basic understanding and/or limited explanation of patient safety concern and/or inappropriate emphasis<br>**3–7 points** | Little or very general introduction of patient safety concern; little to no explanation; inappropriate emphasis<br>**0–2 points** |
    | Description of selected change model for quality improvement proposal<br>(30 points) | Excellent discussion of selected change model; change model steps supported with examples<br>**20–30 points** | Basic discussion of selected change model; change model steps not supported with examples<br>**09 – 19 points** | Little or very general discussion of selected change model; little or no application of change model steps not supported with examples<br>**0 – 8 points** |
    | Presentation of selected change model for quality improvement analysis<br>(30 points) | Excellent discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability; presentation of change model analysis supported with examples. <br>**Include DNP essentials explored with this assignment.**<br>**20–30 points** | Basic discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability, and/or presentation of change model analysis not supported with examples. <br>**Include at least one DNP essential explored with this assignment.**<br>**09 – 19 points** | Little or very general discussion of expected outcomes, or missing discussion of role of DNP-prepared nurse in outcomes evaluation/ sustainability; little or no application to change model and/or practice examples. <br>**Does not Include DNP essentials explored with this assignment.**<br>**0 – 8 points** |
    | Conclusion<br>(10 points) | Excellent understanding of change model and quality improvement process; conclusions well evidenced and fully developed<br>**8–10 points** | Basic understanding and/or limited application of change model and quality improvement and/or inappropriate emphasis on an area<br>**3–7 points** | Little understanding of change model and quality improvement; little to no explanation; inappropriate emphasis on an area<br>**0–2 points** |
    | Clarity of writing<br>(10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning <br>**8–10 points** | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts<br>**3–7 points** | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts<br>**0–2 points** |
    | APA format<br>(10 points) | APA format correct with no more than 1–2 minor errors<br>**8–10 points** | Three to five errors in APA format and/or 1–2 citations missing.<br>**3–7 points** | APA formatting contains multiple errors and/or several citations missing<br>**0–2 points** |
    | Total Points Possible = <br>__100 points |

    | | |
    | — | — |
    | **DNP 7500 Organizational and Management Theory – Week #3**<br>**Contributors from the DNP team: Dr. Dionne, Dr. K. Perez, Dr. A. Gonzalez, Dr. Vega Crespo, Dr. Garcia, Dr. Trabanco 03/19 R. 07/20** | 5 |

    ## image2.jpeg

    ## image3.jpg

    **## DNP7500-Week3-Guideandrubric.._.docx**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500**

    **Systems Change for Quality Improvement of Patient Safety Assignment**

    **Organizational and Management Theory**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)**DNP 7500 Systems Change for Quality**

    **Improvement of Patient Safety Assignment**

    **Systems Change for Quality Improvement of Patient Safety**

    ![](https://www.sweetstudy.com/questions/week-3-20929155)

    ## Purpose

    This assignment aims to help the student design systems change project for quality improvement of patient safety. As future DNP leaders in the healthcare system, DNP students are expected to help decrease medical errors and adverse outcomes in the healthcare system. Identifying safety issue in the systems is imperative to change and improve the care. In this assignment, the student will be able to distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice. Additionally, this assignment will help the student analyze mandatory reporting threats to the future of healthcare and patient safety improvements. Lastly, this assignment will help student examine selected quality improvement and professional practice models that serve to support patient safety and advance nursing practice.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes.

    · Distinguish the impact of complexity, chaos, change, and innovation theory on the future of advanced nursing practice (EOPSLO’s I, II, III, VI).

    · Analyze mandatory reporting threats to the future of healthcare and patient safety improvements (EOPSLO’s I, II, III, V).

    · Examine selected quality improvement and professional practice models that serve to support patient safety and advanced nursing practice (EOPSLO’s I, II, III, V, VII).

    · Formulate selected strategies for increasing interprofessional collaboration and influence across diverse personal, professional and/or practice settings EOPSLO’s I, II, III, VI, VII, VIII).

    · Describe management and organization theories. (EOPSLO’s I, III).

    · Recognize the strengths and weaknesses of various theories. (EOPSLO’s I, III).

    · Continue developing their possible practicum project from a leadership standpoint by examining various organizational and management theories for future research (EOPSLO’s I, III).

    · Apply concepts from various theories to scholarly work (EOPSLO’s I, III).

    **Program Outcomes**

    · I-Integrate Scientific Underpinnings into Practice

    · II-Develop Organizational and Systems Leadership for Quality Improvement and Systems Thinking

    · III-Apply Clinical Scholarship and Analytical Methods for Evidence-Based Practice

    · V-Influence Health Care Policy for Advocacy in Health Care

    · VI-Employ Interprofessional Collaboration for Improving Patient and Population Health Outcomes

    · VII-Synthesize Clinical Prevention and Population Health concepts for Improving the Nation’s Health

    · VIII-Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating evidence-based care to improve patient outcome

    **AONL Nurse Executive Role-Specific Competencies**

    ·
    **Communication**

    · Produce written materials on nursing health care topics & organizational issues

    ·
    **Knowledge of the Healthcare Environment**

    · Demonstrate current knowledge of patient care delivery systems across the continuum

    · Describe various delivery systems and age-appropriate patient care models and the advantages/disadvantages of each

    · Assess the effectiveness of delivery models

    · Develop new delivery models

    ·
    **Leadership**

    · Apply critical analysis to organizational issues after a review of the evidence

    ·
    **Professionalism**

    · Promote clinical perspective in organizational decisions

    **Due Date:** Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.

    **Points:** This assignment is worth a total of 100 points.

    ## Requirements:

    · To complete this application, you will need to access to the Miami Regional University virtual library database. following databases: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth.
    **Remember, we now have the ask a librarian option in Moodle**. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Furthermore, please read the proposed articles in the week #3 Moodle to help you select a model change should you need idea.

    · This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric.

    · APA format and effective writing is required for the paper. Use your APA manual or Purdue Owl to check and correct your formatting. Use Grammarly, Tutor Source, and the grammar and spelling check on your Word Processor and criteria for effective writing to assure that your paper well written. APA format is required, with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface).

    · Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”.

    · Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum.

    · The length of the project report is to be
    **no fewer than four and no greater than six pages**, excluding the title page and reference pages.

    · A minimum of 2 scholarly references (not your textbooks but primary sources of theory and research).

    · The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references.

    a. Description of selected systems change for quality improvement proposal

    b. Presentation of selected systems change for quality improvement analysis

    c. Conclusion

    ## Preparing the Project Report

    The following are best practices for preparing this project report.

    a) When introducing the selected advanced nursing practice patient safety concern, be sure to include pertinent background information regarding your concern (who, what, where, when, and why).

    b) When describing the selected systems change for quality improvement proposal, be sure to fully identify and address each step the change model encompasses. Please explain why you believe that this system change/theory of change is best fit for the practice change/threat to healthcare that you are trying to address.

    c) When presenting the selected systems change for quality improvement analysis, be sure to fully address expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change. Please include which DNP essentials you are exploring with this assignment.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | Introduction to selected advanced nursing practice patient safety concern | 10 | 10 | Introduces the selected advanced nursing practice patient safety concern and includes pertinent background information regarding concern <br>**(who, what, where, when, and why).** |
    | Description of selected change model for quality improvement proposal | 30 | 30 | Identifies and addresses each step of the selected change model; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Presentation of selected change model for quality improvement analysis | 30 | 30 | Addresses expected outcomes and the role of the DNP-prepared nursing leader in outcomes evaluation and sustainability of the proposed change; uses examples from current evidence that supports assertions and relevant examples from advanced nursing practice. |
    | Conclusion | 10 | 10 | Identifies the main ideas and major conclusions from the body of your report, with minor details left out; summarize the benefits of the proposed change to advanced nursing practice quality improvement and patient safety. |
    | Clarity of writing | 10 | 10 | Use of standard English grammar and sentence structure; no spelling errors or typographical errors; organized around the required components using appropriate headers. |
    | APA format | 10 | 10 | All information taken from another source (even if summarized) appropriately cited in the report (including citation of interview) and listed in references using APA (6th ed.) format<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references |
    | Total: | 100 | 100 | A quality report will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | Introduction to selected advanced nursing practice patient safety concern<br>(10 points) | Excellent introduction of patient safety concern; rationale well presented and purpose fully developed<br>**8–10 points** | Basic understanding and/or limited explanation of patient safety concern and/or inappropriate emphasis<br>**3–7 points** | Little or very general introduction of patient safety concern; little to no explanation; inappropriate emphasis<br>**0–2 points** |
    | Description of selected change model for quality improvement proposal<br>(30 points) | Excellent discussion of selected change model; change model steps supported with examples<br>**20–30 points** | Basic discussion of selected change model; change model steps not supported with examples<br>**09 – 19 points** | Little or very general discussion of selected change model; little or no application of change model steps not supported with examples<br>**0 – 8 points** |
    | Presentation of selected change model for quality improvement analysis<br>(30 points) | Excellent discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability; presentation of change model analysis supported with examples. <br>**Include DNP essentials explored with this assignment.**<br>**20–30 points** | Basic discussion of expected outcomes and role of DNP-prepared nurse in outcomes evaluation and sustainability, and/or presentation of change model analysis not supported with examples. <br>**Include at least one DNP essential explored with this assignment.**<br>**09 – 19 points** | Little or very general discussion of expected outcomes, or missing discussion of role of DNP-prepared nurse in outcomes evaluation/ sustainability; little or no application to change model and/or practice examples. <br>**Does not Include DNP essentials explored with this assignment.**<br>**0 – 8 points** |
    | Conclusion<br>(10 points) | Excellent understanding of change model and quality improvement process; conclusions well evidenced and fully developed<br>**8–10 points** | Basic understanding and/or limited application of change model and quality improvement and/or inappropriate emphasis on an area<br>**3–7 points** | Little understanding of change model and quality improvement; little to no explanation; inappropriate emphasis on an area<br>**0–2 points** |
    | Clarity of writing<br>(10 points) | Excellent use of standard English showing original thought; no spelling or grammar errors; well organized with proper flow of meaning <br>**8–10 points** | Some evidence of own expression and competent use of language; no more than three spelling or grammar errors; well organized thoughts and concepts<br>**3–7 points** | Language needs development; four or more spelling and/or grammar errors; poorly organized thoughts and concepts<br>**0–2 points** |
    | APA format<br>(10 points) | APA format correct with no more than 1–2 minor errors<br>**8–10 points** | Three to five errors in APA format and/or 1–2 citations missing.<br>**3–7 points** | APA formatting contains multiple errors and/or several citations missing<br>**0–2 points** |
    | Total Points Possible = <br>__100 points |

    | | |
    | — | — |
    | **DNP 7500 Organizational and Management Theory – Week #3**<br>**Contributors from the DNP team: Dr. Dionne, Dr. K. Perez, Dr. A. Gonzalez, Dr. Vega Crespo, Dr. Garcia, Dr. Trabanco 03/19 R. 07/20** | 5 |

    ## image2.jpeg

    ## image3.jpg

  • [Solved] project

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  • [Solved] assessment 2

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    Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care. Expand All ## **Introduction** Holistic nursing care is crucial for driving positive health outcomes becaus…

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    Assignment Prompt & Instructions

    Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care.
    Expand All
    ## **Introduction**
    Holistic nursing care is crucial for driving positive health outcomes because it considers the whole person, including their physical, emotional, social, and spiritual needs. This comprehensive approach allows for more personalized care, leading to better patient satisfaction and improved health outcomes. For Bachelor of Science in Nursing (BSN) nurses, understanding holistic nursing care is vital as it equips nurses with the skills to provide comprehensive care, enhancing their ability to promote health and wellness effectively. Furthermore, a solid understanding of pathophysiology, pharmacology, and physical assessment is essential in providing evidence-based holistic nursing care. Together, these elements enable nurses to develop a comprehensive care plan that addresses all aspects of a patient's health, thereby promoting holistic care and improving patient outcomes.
    ## **Instructions**
    For this assessment you will be creating a paper that explores holistic nursing care and how pathophysiology, pharmacology, and physical assessment play a role in delivering holistic care. Your paper should be 3–5 double spaced pages, not counting the title or reference page. You should also be prepared to support your paper with evidence from the literature and professional best practices.
    Your assessment submission will be assessed on the following criteria:
    – Define holistic nursing care.
    – **Definition of Holistic Nursing Care and its Benefits for Patients and Nurses:** The section should provide a clear definition of holistic nursing care and explain its benefits for both patients and nurses. The definition should be accurate and comprehensive, and the benefits should be supported by evidence-based research.
    – Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    – **Explanation of Pathophysiology and Its Role in Nursing Practice:** This section should explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person. The explanation should be detailed and supported by relevant examples.
    – Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs.
    – **Discussion of Pharmacology and Its Role in Nursing Practice:** This section should discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs. The discussion should be comprehensive and supported by relevant examples.
    – Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    – **Description of Physical Assessment and Its Role in Nursing Practice:** This section should describe how physical assessment can help nurses collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care. The description should be detailed and supported by relevant examples.
    – Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    – **Examples of Integration and Application of Knowledge in Clinical Scenarios:** This section should provide examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings. The examples should be relevant and supported by evidence-based research.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    ## **Additional Requirements**
    – **Length of submission:** 3–5 pages of content plus title and reference pages.
    – **Number of references:** Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the [Capella University Library](https://lat.strategiced.com/redirect?linkid=1651) and [BSN Program Library Research Guide](https://capellauniversity.libguides.com/BSN) as needed.
    – **APA formatting:** References and citations are formatted according to current APA style. See the [APA Module](https://lat.strategiced.com/redirect?linkid=2586).
    ## **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 1: Explain how pathophysiology, pharmacology, and physical assessment comprise a holistic approach to nursing care.
    – Define holistic nursing care.
    – Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    – Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient's physical, psychological, and social needs.
    – Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    – Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
    – Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    – Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.