Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 2, 4 of contemporary world history 6th edition by Duiker, William J.
• Lesson
• Minimum of 1 scholarly source (in addition to the textbook)

See additional required resources within the option instructions.

Instructions
For this assignment, select one of the following options:

Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, “White Man’s Burden,” called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these “savage” peoples.

Read the poem at the following link:

• Link (website): White Man’s Burden (Links to an external site.) (Rudyard Kipling)

After reading the poem, address the following in a case study analysis:

• Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
  • Belgium & Africa
  • Britain & India
  • Germany & Africa
  • France & Africa
• Apply social Darwinism to this specific case.
• Analyze the motivations of the invading country?
• How did ethnocentrism manifest in their interactions?
• How does Kipling’s poem apply to your specific example? You can quote lines for comparison.

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject. 

However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations. 

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.

To Prepare:

• Review the Resources and examine the leadership theories and behaviors introduced.
• Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
• Reflect on the leadership behaviors presented in the three resources that you selected for review.

QUESTION

Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

 

Chapter 37

A 67-year-old female patient presents to the emergency room you work at complaining of shortness of breath and pain on the right side of her chest. Upon auscultation of the lung field during the physical exam, you note flatness and diminished breath sounds over the right lung. Her temperature is 101.3°F.

a.            What are possible causes of her symptoms and what tests might you expect to be ordered to determine the specific cause of this patient’s symptoms? Why?

b.            This patient’s husband tells you he does not understand why she feels short of breath. How might you explain to him the lung physiology that underlies her symptoms?

Provide a response to the below answer in at least 50 words in apa format with int-text citations and references:

The two words honor, and protection are equally important in guiding servant leadership. A servant leader uses honor to show right and wrong when exemplifying moral standards of conduct. (McCuistion, 2018) When defining the word honor in leadership we learn that it means to “set values upon someone or something to revere and to reward.” (DelHousaye & Brewer, 2004) A servant leader provides protection to their employees. This requires the leader to create an environment of protection that results in success in the lives of those that the leader protects. I feel as if my current leader provides these two principles. I feel that I can flourish under her successfully and that she always follows values that lead us to reward. (DelHousaye & Brewer, 2004)

Original Question: When we consider the word love as a verb instead of a feeling, the biblical worldview would state that this loving relationship is related to two principles: honor and protection. Explain how these two principles guide servant leadership in the workplace.

Reading, understanding, and appreciating original nursing research literature is essential for evidence-based practice (AACN, 2008; QSEN, 2018).

Purpose:

This assignment provides a learning activity for students to read an original research study and complete a worksheet to demonstrate understanding of the study purpose, design, sample, data collection, analysis, limitations, conclusions, and the importance of reading research literature.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7)

CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8)

CO4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4, 8)

CO5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8)

Assignment Directions:

1. Read over each of the following directions, the required Reading Research Literature worksheet, and grading rubric.
2. Download and complete the required Reading Research Literature (RRL) worksheet (Links to an external site.).
3. Download or access the required article. The required article must be used. O’Connor, M., Tanner, P. , Miller, L.,  Watts, K., & Musiello, T. (2017). Detecting distress: Introducing routine screening in a gynecological cancer setting. Clinical Journal of Oncology Nursing, 21(1), 79-85. Retrieved from  https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?  
    (Links to an external site.)
4. You must use the grading rubric to ensure you are meeting all grading criteria of the worksheet.
5. You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREEby downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
6. Use correct grammar, spelling, punctuation, and in-text APA formatting.
7. Submit the completed Reading Research Literature Worksheet to the Week 6 Assignment.

Reminder

Before preparing your assignment, please review this “Crediting Sources Made Simple (Links to an external site.)“ resource. This tool is intended to help you understand scholarly writing, APA, referencing, and crediting. Please reach out to your instructor with any questions as you prepare your assignment.

References

American Association of Colleges of Nurses (AACN). (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice (2008). Retrieved from http://www.aacnnursing.org/Education-Resources/AACN-Essentials

Quality and Safety Education for Nurses (QSEN). (2018). Quality and safety education for nurses competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas/#evidence-based_practice