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please see attachments. Any use of AI will result in automatic 0 **files (2)** – ## s.evansinstructions.docx – ## S.EvansProjectCommunicationPlan.docx **## s.evansinstructions.docx** 1. **My chosen artifiact is the attached paper.** **2. Write a Paper (1000-1200 Words, APA 7)** In a **formal acade…

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Assignment Prompt & Instructions

please see attachments. Any use of AI will result in automatic 0

**files (2)**

– ## s.evansinstructions.docx

– ## S.EvansProjectCommunicationPlan.docx

**## s.evansinstructions.docx**

1.
**My chosen artifiact is the attached paper.**

**2. Write a Paper (1000-1200 Words, APA 7)**

In a
**formal academic paper**, analyze your selected artifact using the following structure:

**Introduction**

· Define
**ePortfolio** and
**artifacts**, explaining their
**purpose and value** (include at least two cited credible source).

**Artifact Description**

Describe your selected artifact including:

· Identify your selected artifact.

· Explain
**why you chose it** for your ePortfolio.

· Describe the
**original course in your program and assignment** it was part of.

· Explain the
**learning objective** and
**problem addressed** in the project.

· Specify the
**artifact format** (e.g., research paper, PowerPoint, business plan).

**Insights & Professional Application**

· Discuss the
**skills and knowledge** you gained from working on this artifact.

· Relate your learning to at least
**one of the following principles**:

·
**Effective business leadership**

·
**Strategic decision-making**

·
**Managing diverse stakeholders**

· Minimum 2 cited credible sources

**Extrapolation & Hypothetical Application**

· Apply your learning to a
**hypothetical business scenario** that includes one of the above three principles

· Explain how insights gained from your artifact could be used in
**a real-world business context**.

· (For guidance, refer to:
_How to Extrapolate and Apply_ [web article, W5 eReserve]).

· At least 1 cited credible source.

**Value of the Artifact in Your ePortfolio**

· Explain how your
**artifact adds value** to your ePortfolio audience (e.g., employers, doctoral programs).

· Discuss
**how you will use it** to highlight your strengths and achievements.

· Would you make
**any revisions** to improve the artifact? Why or why not?

**Conclusion**

· Summarize key takeaways from your selected artifact.

· Reflect on how it
**enhances your professional ePortfolio**.

**3. Research & Citations**

· Minimum use of sources is described above, totaling a minimum of 5 credible sources.

· Follow
**APA 7th edition formatting** for in-text citations and references.

**4. Submit Your Paper Here to the Assignment**

· Submit your paper to this Assignment tool by the stated due date and time

**5. Review, Revise, and Submit Your Artifact**

· Evaluate whether your
**artifact needs revisions** before adding it to your ePortfolio.

· Consider the following:

· Does it need
**proofreading** or
**formatting improvements**?

· Can you
**enhance clarity or organization**?

· Is there
**instructor feedback** you should incorporate?

· Is it
**professionally presented and easy to read**?

**## S.EvansProjectCommunicationPlan.docx**

2

**Project Communication Plan**

Samantha Evans

APUS

March 2, 2025

**Project Communication Plan**

**Goals of the Communication Plan**

The main aim of this communication plan is to establish appropriate, timely, and consistent communication among all stakeholders in the project. Provision of appropriate information to each stakeholder relevant to their function will ensure transparency, effectiveness, and alignment with organizational goals (Zwikael et al., 2023). The following are specific goals:

· Ensuring all stakeholders understand project goals, timelines, and expectations.

· Reducing misunderstandings by providing accurate and timely updates.

· Facilitating decision-making by keeping key stakeholders well-informed.

· Managing stakeholder concerns proactively to prevent project disruptions.

**Stakeholder Communication Requirements**

Each stakeholder has varying levels of interest, control over the project, and information needs. The following section describes each stakeholder's function, the information they require, and their communication preference.

1.
**Sarah Johnson (Chief Human Resources Officer – Project Sponsor)**

·
**Role:** Provides overall project sponsorship and final decision-making authority.

·
**Information Needed:** High-level project updates, budget reports, risk assessments, and success metrics.

·
**Communication Method:** Executive meetings, email updates, formal reports.

·
**Frequency:** Monthly reports, with additional updates upon request.

·
**Responsible Party:** Project Manager.

2.
**David Carter (HR Director)**

·
**Role:** Oversees project alignment with HR policies and ensures resource allocation.

·
**Information Needed:** Implementation progress, resource utilization, and compliance with HR policies.

·
**Communication Method:** Bi-weekly status meetings, email reports.

·
**Frequency:** Bi-weekly updates and milestone completion reports.

·
**Responsible Party:** Project Manager and Training Coordinator.

3.
**Emily Perez (Training Program Facilitator)**

·
**Role:** Leads the development and execution of training sessions.

·
**Information Needed:** Training schedule, course content, trainee performance metrics, feedback from participants.

·
**Communication Method:** Weekly meetings, training dashboards, performance reports.

·
**Frequency:** Weekly meetings and post-training evaluations.

·
**Responsible Party:** Project Manager and SMEs.

4.
**Departmental Team Leaders**

·
**Role:** Ensure team members are prepared and properly integrated into the company.

·
**Information Needed:** Training schedules, department-specific training content, feedback mechanisms.

·
**Communication Method:** Emails, intranet updates, quarterly progress meetings.

·
**Frequency:** Monthly updates and as needed for specific concerns.

·
**Responsible Party:** Training Coordinator and HR Coordinator.

5.
**New Employees (Trainees)**

·
**Role:** Participants in the training program.

·
**Information Needed:** Training schedules, learning materials, assessment results, feedback channels.

·
**Communication Method:** Learning Management System (LMS), emails, in-person and virtual Q&A sessions.

·
**Frequency:** Pre-training notifications, weekly updates, and post-training surveys.

·
**Responsible Party:** Training Coordinator and IT Support Staff.

**Communication Methods**

Proper communication is an important success factor in the implementation of projects, making timely and proper information available to all concerned stakeholders as per their role and responsibility (Dwivedi & Dwivedi, 2021). Communication mode is dependent on the involvement level of the stakeholder, the nature of the message, and the timeliness of information to be transmitted. Synchronous (real-time) and asynchronous (timed) modes of communication will both be employed so that smooth coordination of the project and participation by the stakeholders may be facilitated.

·
**Meetings:** Regular meetings will serve as the vehicle for strategic communication, reviewing status, and decision-making. Project kick-off meetings, check-ins with stakeholders, and reviews of milestones fall under this category. Stakeholder schedule and nature of the problem will determine arranging meetings such that the matters of utmost importance get addressed when due.

·
**Emails:** Formal e-mail communication will be used to provide project status, action items, and notifications to stakeholders. E-mails provide a reliable and documented means of communication to ensure that all interested parties have access to critical information. They work best for delivering meeting minutes, policy announcements, and progress reports.

·
**Reports and Dashboards:** Project performance dashboards and reports will deliver stakeholders with insights into the most critical project statistics, milestones, and risk assessments. The tools offer a quantified picture of the project's status and allow for data-based decision-making.

·
**Intranet and Learning Management System (LMS):** The company intranet and LMS shall be used for distribution of training material, calendar, and test forms. This offers an ease of accessibility of employees toward training material and progress tracking through the onboarding process.

·
**Virtual Training and Webinars:** Virtual training sessions and webinars will be conducted for remote trainees and stakeholders to make training accessible and interactive. These sites provide interactive learning and allow real-time Q&A sessions, enabling high levels of participant interaction.

**Frequency of Communications**

The following table provides a summary of communication frequency:

| | | | |
| — | — | — | — |
| **Stakeholder** | **Method** | **Frequency** | **Responsible Party** |
| Project Sponsor (Sarah Johnson) | Executive meetings, reports | Monthly | Project Manager |
| HR Director (David Carter) | Bi-weekly status meetings | Bi-weekly | Project Manager, Training Coordinator |
| Training Facilitator (Emily Perez) | Weekly meetings, training dashboards | Weekly | Project Manager, SMEs |
| Team Leaders | Emails, quarterly meetings | Monthly | Training Coordinator, HR Coordinator |
| New Employees | LMS, Q&A sessions | Weekly | Training Coordinator, IT Support Staff |

**Project Team Member Responsibilities in Communication**

Each team member plays a crucial role in ensuring that communication flows smoothly.

·
**Project Manager** (John Doe)

· Oversees the entire project and ensures that stakeholders receive accurate updates.

· Communicates with executives, HR, and key decision-makers.

·
**Training Coordinator** (Jane Smith)

· Facilitates communication between training facilitators and employees.

· Ensures training schedules and materials are communicated effectively.

·
**Subject Matter Experts (SMEs)**

· Develops and delivers training content.

· Provides technical insights to facilitators and trainees.

·
**IT Support Staff**

· Ensures LMS and training technology are accessible and functioning correctly.

· Provides real-time support during training sessions.

·
**HR Coordinator** (Laura Martinez)

· Manages onboarding communication and ensures new hires are well-informed.

· Addresses any HR-related concerns from trainees.

References

Dwivedi, R., & Dwivedi, P. (2021). Role of stakeholders in project success: Theoretical background and approach.
_International journal of finance, insurance and risk management_,
_11_(1), 38-49.
[https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf](https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf)

Zwikael, O., Salmona, M., Meredith, J., & Zarghami, S. A. (2023). Enhancing project stakeholder communication under insufficient knowledge of project management concepts.
_Engineering, Construction and Architectural Management_,
_30_(10), 5007-5029.
[https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html](https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html)

**## S.EvansProjectCommunicationPlan.docx**

2

**Project Communication Plan**

Samantha Evans

APUS

March 2, 2025

**Project Communication Plan**

**Goals of the Communication Plan**

The main aim of this communication plan is to establish appropriate, timely, and consistent communication among all stakeholders in the project. Provision of appropriate information to each stakeholder relevant to their function will ensure transparency, effectiveness, and alignment with organizational goals (Zwikael et al., 2023). The following are specific goals:

· Ensuring all stakeholders understand project goals, timelines, and expectations.

· Reducing misunderstandings by providing accurate and timely updates.

· Facilitating decision-making by keeping key stakeholders well-informed.

· Managing stakeholder concerns proactively to prevent project disruptions.

**Stakeholder Communication Requirements**

Each stakeholder has varying levels of interest, control over the project, and information needs. The following section describes each stakeholder's function, the information they require, and their communication preference.

1.
**Sarah Johnson (Chief Human Resources Officer – Project Sponsor)**

·
**Role:** Provides overall project sponsorship and final decision-making authority.

·
**Information Needed:** High-level project updates, budget reports, risk assessments, and success metrics.

·
**Communication Method:** Executive meetings, email updates, formal reports.

·
**Frequency:** Monthly reports, with additional updates upon request.

·
**Responsible Party:** Project Manager.

2.
**David Carter (HR Director)**

·
**Role:** Oversees project alignment with HR policies and ensures resource allocation.

·
**Information Needed:** Implementation progress, resource utilization, and compliance with HR policies.

·
**Communication Method:** Bi-weekly status meetings, email reports.

·
**Frequency:** Bi-weekly updates and milestone completion reports.

·
**Responsible Party:** Project Manager and Training Coordinator.

3.
**Emily Perez (Training Program Facilitator)**

·
**Role:** Leads the development and execution of training sessions.

·
**Information Needed:** Training schedule, course content, trainee performance metrics, feedback from participants.

·
**Communication Method:** Weekly meetings, training dashboards, performance reports.

·
**Frequency:** Weekly meetings and post-training evaluations.

·
**Responsible Party:** Project Manager and SMEs.

4.
**Departmental Team Leaders**

·
**Role:** Ensure team members are prepared and properly integrated into the company.

·
**Information Needed:** Training schedules, department-specific training content, feedback mechanisms.

·
**Communication Method:** Emails, intranet updates, quarterly progress meetings.

·
**Frequency:** Monthly updates and as needed for specific concerns.

·
**Responsible Party:** Training Coordinator and HR Coordinator.

5.
**New Employees (Trainees)**

·
**Role:** Participants in the training program.

·
**Information Needed:** Training schedules, learning materials, assessment results, feedback channels.

·
**Communication Method:** Learning Management System (LMS), emails, in-person and virtual Q&A sessions.

·
**Frequency:** Pre-training notifications, weekly updates, and post-training surveys.

·
**Responsible Party:** Training Coordinator and IT Support Staff.

**Communication Methods**

Proper communication is an important success factor in the implementation of projects, making timely and proper information available to all concerned stakeholders as per their role and responsibility (Dwivedi & Dwivedi, 2021). Communication mode is dependent on the involvement level of the stakeholder, the nature of the message, and the timeliness of information to be transmitted. Synchronous (real-time) and asynchronous (timed) modes of communication will both be employed so that smooth coordination of the project and participation by the stakeholders may be facilitated.

·
**Meetings:** Regular meetings will serve as the vehicle for strategic communication, reviewing status, and decision-making. Project kick-off meetings, check-ins with stakeholders, and reviews of milestones fall under this category. Stakeholder schedule and nature of the problem will determine arranging meetings such that the matters of utmost importance get addressed when due.

·
**Emails:** Formal e-mail communication will be used to provide project status, action items, and notifications to stakeholders. E-mails provide a reliable and documented means of communication to ensure that all interested parties have access to critical information. They work best for delivering meeting minutes, policy announcements, and progress reports.

·
**Reports and Dashboards:** Project performance dashboards and reports will deliver stakeholders with insights into the most critical project statistics, milestones, and risk assessments. The tools offer a quantified picture of the project's status and allow for data-based decision-making.

·
**Intranet and Learning Management System (LMS):** The company intranet and LMS shall be used for distribution of training material, calendar, and test forms. This offers an ease of accessibility of employees toward training material and progress tracking through the onboarding process.

·
**Virtual Training and Webinars:** Virtual training sessions and webinars will be conducted for remote trainees and stakeholders to make training accessible and interactive. These sites provide interactive learning and allow real-time Q&A sessions, enabling high levels of participant interaction.

**Frequency of Communications**

The following table provides a summary of communication frequency:

| | | | |
| — | — | — | — |
| **Stakeholder** | **Method** | **Frequency** | **Responsible Party** |
| Project Sponsor (Sarah Johnson) | Executive meetings, reports | Monthly | Project Manager |
| HR Director (David Carter) | Bi-weekly status meetings | Bi-weekly | Project Manager, Training Coordinator |
| Training Facilitator (Emily Perez) | Weekly meetings, training dashboards | Weekly | Project Manager, SMEs |
| Team Leaders | Emails, quarterly meetings | Monthly | Training Coordinator, HR Coordinator |
| New Employees | LMS, Q&A sessions | Weekly | Training Coordinator, IT Support Staff |

**Project Team Member Responsibilities in Communication**

Each team member plays a crucial role in ensuring that communication flows smoothly.

·
**Project Manager** (John Doe)

· Oversees the entire project and ensures that stakeholders receive accurate updates.

· Communicates with executives, HR, and key decision-makers.

·
**Training Coordinator** (Jane Smith)

· Facilitates communication between training facilitators and employees.

· Ensures training schedules and materials are communicated effectively.

·
**Subject Matter Experts (SMEs)**

· Develops and delivers training content.

· Provides technical insights to facilitators and trainees.

·
**IT Support Staff**

· Ensures LMS and training technology are accessible and functioning correctly.

· Provides real-time support during training sessions.

·
**HR Coordinator** (Laura Martinez)

· Manages onboarding communication and ensures new hires are well-informed.

· Addresses any HR-related concerns from trainees.

References

Dwivedi, R., & Dwivedi, P. (2021). Role of stakeholders in project success: Theoretical background and approach.
_International journal of finance, insurance and risk management_,
_11_(1), 38-49.
[https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf](https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf)

Zwikael, O., Salmona, M., Meredith, J., & Zarghami, S. A. (2023). Enhancing project stakeholder communication under insufficient knowledge of project management concepts.
_Engineering, Construction and Architectural Management_,
_30_(10), 5007-5029.
[https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html](https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html)

**## s.evansinstructions.docx**

1.
**My chosen artifiact is the attached paper.**

**2. Write a Paper (1000-1200 Words, APA 7)**

In a
**formal academic paper**, analyze your selected artifact using the following structure:

**Introduction**

· Define
**ePortfolio** and
**artifacts**, explaining their
**purpose and value** (include at least two cited credible source).

**Artifact Description**

Describe your selected artifact including:

· Identify your selected artifact.

· Explain
**why you chose it** for your ePortfolio.

· Describe the
**original course in your program and assignment** it was part of.

· Explain the
**learning objective** and
**problem addressed** in the project.

· Specify the
**artifact format** (e.g., research paper, PowerPoint, business plan).

**Insights & Professional Application**

· Discuss the
**skills and knowledge** you gained from working on this artifact.

· Relate your learning to at least
**one of the following principles**:

·
**Effective business leadership**

·
**Strategic decision-making**

·
**Managing diverse stakeholders**

· Minimum 2 cited credible sources

**Extrapolation & Hypothetical Application**

· Apply your learning to a
**hypothetical business scenario** that includes one of the above three principles

· Explain how insights gained from your artifact could be used in
**a real-world business context**.

· (For guidance, refer to:
_How to Extrapolate and Apply_ [web article, W5 eReserve]).

· At least 1 cited credible source.

**Value of the Artifact in Your ePortfolio**

· Explain how your
**artifact adds value** to your ePortfolio audience (e.g., employers, doctoral programs).

· Discuss
**how you will use it** to highlight your strengths and achievements.

· Would you make
**any revisions** to improve the artifact? Why or why not?

**Conclusion**

· Summarize key takeaways from your selected artifact.

· Reflect on how it
**enhances your professional ePortfolio**.

**3. Research & Citations**

· Minimum use of sources is described above, totaling a minimum of 5 credible sources.

· Follow
**APA 7th edition formatting** for in-text citations and references.

**4. Submit Your Paper Here to the Assignment**

· Submit your paper to this Assignment tool by the stated due date and time

**5. Review, Revise, and Submit Your Artifact**

· Evaluate whether your
**artifact needs revisions** before adding it to your ePortfolio.

· Consider the following:

· Does it need
**proofreading** or
**formatting improvements**?

· Can you
**enhance clarity or organization**?

· Is there
**instructor feedback** you should incorporate?

· Is it
**professionally presented and easy to read**?

**## S.EvansProjectCommunicationPlan.docx**

2

**Project Communication Plan**

Samantha Evans

APUS

March 2, 2025

**Project Communication Plan**

**Goals of the Communication Plan**

The main aim of this communication plan is to establish appropriate, timely, and consistent communication among all stakeholders in the project. Provision of appropriate information to each stakeholder relevant to their function will ensure transparency, effectiveness, and alignment with organizational goals (Zwikael et al., 2023). The following are specific goals:

· Ensuring all stakeholders understand project goals, timelines, and expectations.

· Reducing misunderstandings by providing accurate and timely updates.

· Facilitating decision-making by keeping key stakeholders well-informed.

· Managing stakeholder concerns proactively to prevent project disruptions.

**Stakeholder Communication Requirements**

Each stakeholder has varying levels of interest, control over the project, and information needs. The following section describes each stakeholder's function, the information they require, and their communication preference.

1.
**Sarah Johnson (Chief Human Resources Officer – Project Sponsor)**

·
**Role:** Provides overall project sponsorship and final decision-making authority.

·
**Information Needed:** High-level project updates, budget reports, risk assessments, and success metrics.

·
**Communication Method:** Executive meetings, email updates, formal reports.

·
**Frequency:** Monthly reports, with additional updates upon request.

·
**Responsible Party:** Project Manager.

2.
**David Carter (HR Director)**

·
**Role:** Oversees project alignment with HR policies and ensures resource allocation.

·
**Information Needed:** Implementation progress, resource utilization, and compliance with HR policies.

·
**Communication Method:** Bi-weekly status meetings, email reports.

·
**Frequency:** Bi-weekly updates and milestone completion reports.

·
**Responsible Party:** Project Manager and Training Coordinator.

3.
**Emily Perez (Training Program Facilitator)**

·
**Role:** Leads the development and execution of training sessions.

·
**Information Needed:** Training schedule, course content, trainee performance metrics, feedback from participants.

·
**Communication Method:** Weekly meetings, training dashboards, performance reports.

·
**Frequency:** Weekly meetings and post-training evaluations.

·
**Responsible Party:** Project Manager and SMEs.

4.
**Departmental Team Leaders**

·
**Role:** Ensure team members are prepared and properly integrated into the company.

·
**Information Needed:** Training schedules, department-specific training content, feedback mechanisms.

·
**Communication Method:** Emails, intranet updates, quarterly progress meetings.

·
**Frequency:** Monthly updates and as needed for specific concerns.

·
**Responsible Party:** Training Coordinator and HR Coordinator.

5.
**New Employees (Trainees)**

·
**Role:** Participants in the training program.

·
**Information Needed:** Training schedules, learning materials, assessment results, feedback channels.

·
**Communication Method:** Learning Management System (LMS), emails, in-person and virtual Q&A sessions.

·
**Frequency:** Pre-training notifications, weekly updates, and post-training surveys.

·
**Responsible Party:** Training Coordinator and IT Support Staff.

**Communication Methods**

Proper communication is an important success factor in the implementation of projects, making timely and proper information available to all concerned stakeholders as per their role and responsibility (Dwivedi & Dwivedi, 2021). Communication mode is dependent on the involvement level of the stakeholder, the nature of the message, and the timeliness of information to be transmitted. Synchronous (real-time) and asynchronous (timed) modes of communication will both be employed so that smooth coordination of the project and participation by the stakeholders may be facilitated.

·
**Meetings:** Regular meetings will serve as the vehicle for strategic communication, reviewing status, and decision-making. Project kick-off meetings, check-ins with stakeholders, and reviews of milestones fall under this category. Stakeholder schedule and nature of the problem will determine arranging meetings such that the matters of utmost importance get addressed when due.

·
**Emails:** Formal e-mail communication will be used to provide project status, action items, and notifications to stakeholders. E-mails provide a reliable and documented means of communication to ensure that all interested parties have access to critical information. They work best for delivering meeting minutes, policy announcements, and progress reports.

·
**Reports and Dashboards:** Project performance dashboards and reports will deliver stakeholders with insights into the most critical project statistics, milestones, and risk assessments. The tools offer a quantified picture of the project's status and allow for data-based decision-making.

·
**Intranet and Learning Management System (LMS):** The company intranet and LMS shall be used for distribution of training material, calendar, and test forms. This offers an ease of accessibility of employees toward training material and progress tracking through the onboarding process.

·
**Virtual Training and Webinars:** Virtual training sessions and webinars will be conducted for remote trainees and stakeholders to make training accessible and interactive. These sites provide interactive learning and allow real-time Q&A sessions, enabling high levels of participant interaction.

**Frequency of Communications**

The following table provides a summary of communication frequency:

| | | | |
| — | — | — | — |
| **Stakeholder** | **Method** | **Frequency** | **Responsible Party** |
| Project Sponsor (Sarah Johnson) | Executive meetings, reports | Monthly | Project Manager |
| HR Director (David Carter) | Bi-weekly status meetings | Bi-weekly | Project Manager, Training Coordinator |
| Training Facilitator (Emily Perez) | Weekly meetings, training dashboards | Weekly | Project Manager, SMEs |
| Team Leaders | Emails, quarterly meetings | Monthly | Training Coordinator, HR Coordinator |
| New Employees | LMS, Q&A sessions | Weekly | Training Coordinator, IT Support Staff |

**Project Team Member Responsibilities in Communication**

Each team member plays a crucial role in ensuring that communication flows smoothly.

·
**Project Manager** (John Doe)

· Oversees the entire project and ensures that stakeholders receive accurate updates.

· Communicates with executives, HR, and key decision-makers.

·
**Training Coordinator** (Jane Smith)

· Facilitates communication between training facilitators and employees.

· Ensures training schedules and materials are communicated effectively.

·
**Subject Matter Experts (SMEs)**

· Develops and delivers training content.

· Provides technical insights to facilitators and trainees.

·
**IT Support Staff**

· Ensures LMS and training technology are accessible and functioning correctly.

· Provides real-time support during training sessions.

·
**HR Coordinator** (Laura Martinez)

· Manages onboarding communication and ensures new hires are well-informed.

· Addresses any HR-related concerns from trainees.

References

Dwivedi, R., & Dwivedi, P. (2021). Role of stakeholders in project success: Theoretical background and approach.
_International journal of finance, insurance and risk management_,
_11_(1), 38-49.
[https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf](https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf)

Zwikael, O., Salmona, M., Meredith, J., & Zarghami, S. A. (2023). Enhancing project stakeholder communication under insufficient knowledge of project management concepts.
_Engineering, Construction and Architectural Management_,
_30_(10), 5007-5029.
[https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html](https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html)

**## s.evansinstructions.docx**

1.
**My chosen artifiact is the attached paper.**

**2. Write a Paper (1000-1200 Words, APA 7)**

In a
**formal academic paper**, analyze your selected artifact using the following structure:

**Introduction**

· Define
**ePortfolio** and
**artifacts**, explaining their
**purpose and value** (include at least two cited credible source).

**Artifact Description**

Describe your selected artifact including:

· Identify your selected artifact.

· Explain
**why you chose it** for your ePortfolio.

· Describe the
**original course in your program and assignment** it was part of.

· Explain the
**learning objective** and
**problem addressed** in the project.

· Specify the
**artifact format** (e.g., research paper, PowerPoint, business plan).

**Insights & Professional Application**

· Discuss the
**skills and knowledge** you gained from working on this artifact.

· Relate your learning to at least
**one of the following principles**:

·
**Effective business leadership**

·
**Strategic decision-making**

·
**Managing diverse stakeholders**

· Minimum 2 cited credible sources

**Extrapolation & Hypothetical Application**

· Apply your learning to a
**hypothetical business scenario** that includes one of the above three principles

· Explain how insights gained from your artifact could be used in
**a real-world business context**.

· (For guidance, refer to:
_How to Extrapolate and Apply_ [web article, W5 eReserve]).

· At least 1 cited credible source.

**Value of the Artifact in Your ePortfolio**

· Explain how your
**artifact adds value** to your ePortfolio audience (e.g., employers, doctoral programs).

· Discuss
**how you will use it** to highlight your strengths and achievements.

· Would you make
**any revisions** to improve the artifact? Why or why not?

**Conclusion**

· Summarize key takeaways from your selected artifact.

· Reflect on how it
**enhances your professional ePortfolio**.

**3. Research & Citations**

· Minimum use of sources is described above, totaling a minimum of 5 credible sources.

· Follow
**APA 7th edition formatting** for in-text citations and references.

**4. Submit Your Paper Here to the Assignment**

· Submit your paper to this Assignment tool by the stated due date and time

**5. Review, Revise, and Submit Your Artifact**

· Evaluate whether your
**artifact needs revisions** before adding it to your ePortfolio.

· Consider the following:

· Does it need
**proofreading** or
**formatting improvements**?

· Can you
**enhance clarity or organization**?

· Is there
**instructor feedback** you should incorporate?

· Is it
**professionally presented and easy to read**?

**## S.EvansProjectCommunicationPlan.docx**

2

**Project Communication Plan**

Samantha Evans

APUS

March 2, 2025

**Project Communication Plan**

**Goals of the Communication Plan**

The main aim of this communication plan is to establish appropriate, timely, and consistent communication among all stakeholders in the project. Provision of appropriate information to each stakeholder relevant to their function will ensure transparency, effectiveness, and alignment with organizational goals (Zwikael et al., 2023). The following are specific goals:

· Ensuring all stakeholders understand project goals, timelines, and expectations.

· Reducing misunderstandings by providing accurate and timely updates.

· Facilitating decision-making by keeping key stakeholders well-informed.

· Managing stakeholder concerns proactively to prevent project disruptions.

**Stakeholder Communication Requirements**

Each stakeholder has varying levels of interest, control over the project, and information needs. The following section describes each stakeholder's function, the information they require, and their communication preference.

1.
**Sarah Johnson (Chief Human Resources Officer – Project Sponsor)**

·
**Role:** Provides overall project sponsorship and final decision-making authority.

·
**Information Needed:** High-level project updates, budget reports, risk assessments, and success metrics.

·
**Communication Method:** Executive meetings, email updates, formal reports.

·
**Frequency:** Monthly reports, with additional updates upon request.

·
**Responsible Party:** Project Manager.

2.
**David Carter (HR Director)**

·
**Role:** Oversees project alignment with HR policies and ensures resource allocation.

·
**Information Needed:** Implementation progress, resource utilization, and compliance with HR policies.

·
**Communication Method:** Bi-weekly status meetings, email reports.

·
**Frequency:** Bi-weekly updates and milestone completion reports.

·
**Responsible Party:** Project Manager and Training Coordinator.

3.
**Emily Perez (Training Program Facilitator)**

·
**Role:** Leads the development and execution of training sessions.

·
**Information Needed:** Training schedule, course content, trainee performance metrics, feedback from participants.

·
**Communication Method:** Weekly meetings, training dashboards, performance reports.

·
**Frequency:** Weekly meetings and post-training evaluations.

·
**Responsible Party:** Project Manager and SMEs.

4.
**Departmental Team Leaders**

·
**Role:** Ensure team members are prepared and properly integrated into the company.

·
**Information Needed:** Training schedules, department-specific training content, feedback mechanisms.

·
**Communication Method:** Emails, intranet updates, quarterly progress meetings.

·
**Frequency:** Monthly updates and as needed for specific concerns.

·
**Responsible Party:** Training Coordinator and HR Coordinator.

5.
**New Employees (Trainees)**

·
**Role:** Participants in the training program.

·
**Information Needed:** Training schedules, learning materials, assessment results, feedback channels.

·
**Communication Method:** Learning Management System (LMS), emails, in-person and virtual Q&A sessions.

·
**Frequency:** Pre-training notifications, weekly updates, and post-training surveys.

·
**Responsible Party:** Training Coordinator and IT Support Staff.

**Communication Methods**

Proper communication is an important success factor in the implementation of projects, making timely and proper information available to all concerned stakeholders as per their role and responsibility (Dwivedi & Dwivedi, 2021). Communication mode is dependent on the involvement level of the stakeholder, the nature of the message, and the timeliness of information to be transmitted. Synchronous (real-time) and asynchronous (timed) modes of communication will both be employed so that smooth coordination of the project and participation by the stakeholders may be facilitated.

·
**Meetings:** Regular meetings will serve as the vehicle for strategic communication, reviewing status, and decision-making. Project kick-off meetings, check-ins with stakeholders, and reviews of milestones fall under this category. Stakeholder schedule and nature of the problem will determine arranging meetings such that the matters of utmost importance get addressed when due.

·
**Emails:** Formal e-mail communication will be used to provide project status, action items, and notifications to stakeholders. E-mails provide a reliable and documented means of communication to ensure that all interested parties have access to critical information. They work best for delivering meeting minutes, policy announcements, and progress reports.

·
**Reports and Dashboards:** Project performance dashboards and reports will deliver stakeholders with insights into the most critical project statistics, milestones, and risk assessments. The tools offer a quantified picture of the project's status and allow for data-based decision-making.

·
**Intranet and Learning Management System (LMS):** The company intranet and LMS shall be used for distribution of training material, calendar, and test forms. This offers an ease of accessibility of employees toward training material and progress tracking through the onboarding process.

·
**Virtual Training and Webinars:** Virtual training sessions and webinars will be conducted for remote trainees and stakeholders to make training accessible and interactive. These sites provide interactive learning and allow real-time Q&A sessions, enabling high levels of participant interaction.

**Frequency of Communications**

The following table provides a summary of communication frequency:

| | | | |
| — | — | — | — |
| **Stakeholder** | **Method** | **Frequency** | **Responsible Party** |
| Project Sponsor (Sarah Johnson) | Executive meetings, reports | Monthly | Project Manager |
| HR Director (David Carter) | Bi-weekly status meetings | Bi-weekly | Project Manager, Training Coordinator |
| Training Facilitator (Emily Perez) | Weekly meetings, training dashboards | Weekly | Project Manager, SMEs |
| Team Leaders | Emails, quarterly meetings | Monthly | Training Coordinator, HR Coordinator |
| New Employees | LMS, Q&A sessions | Weekly | Training Coordinator, IT Support Staff |

**Project Team Member Responsibilities in Communication**

Each team member plays a crucial role in ensuring that communication flows smoothly.

·
**Project Manager** (John Doe)

· Oversees the entire project and ensures that stakeholders receive accurate updates.

· Communicates with executives, HR, and key decision-makers.

·
**Training Coordinator** (Jane Smith)

· Facilitates communication between training facilitators and employees.

· Ensures training schedules and materials are communicated effectively.

·
**Subject Matter Experts (SMEs)**

· Develops and delivers training content.

· Provides technical insights to facilitators and trainees.

·
**IT Support Staff**

· Ensures LMS and training technology are accessible and functioning correctly.

· Provides real-time support during training sessions.

·
**HR Coordinator** (Laura Martinez)

· Manages onboarding communication and ensures new hires are well-informed.

· Addresses any HR-related concerns from trainees.

References

Dwivedi, R., & Dwivedi, P. (2021). Role of stakeholders in project success: Theoretical background and approach.
_International journal of finance, insurance and risk management_,
_11_(1), 38-49.
[https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf](https://www.researchgate.net/profile/Rajeev-Dwivedi-Phd/publication/351638322_Role_of_Stakeholders_in_Project_Success_Theoretical_Background_and_Approach/links/60a2d50992851cc80b5f3aec/Role-of-Stakeholders-in-Project-Success-Theoretical-Background-and-Approach.pdf)

Zwikael, O., Salmona, M., Meredith, J., & Zarghami, S. A. (2023). Enhancing project stakeholder communication under insufficient knowledge of project management concepts.
_Engineering, Construction and Architectural Management_,
_30_(10), 5007-5029.
[https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html](https://www.emerald.com/insight/content/doi/10.1108/ECAM-02-2022-0154/full/html)

November 6, 2026
[Solved] NUR 640

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**files (2)** – ## NUR640WeeklyDis1-7.pdf – ## NUR640WK5disreponse.pdf **## NUR640WeeklyDis1-7.pdf** NUR 640 Weekly Discussion FYI Remember… I am a Black Haitian American Female live in USA, FL Submission Instructions: • Your initial post should be at least 500 words, formatted, and cited in current…

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**files (2)**

– ## NUR640WeeklyDis1-7.pdf

– ## NUR640WK5disreponse.pdf

**## NUR640WeeklyDis1-7.pdf**

NUR 640 Weekly Discussion

FYI Remember… I am a Black Haitian American Female live in USA, FL

Submission Instructions:

• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources.  Your initial post is
worth 8 points.

Week 1: The PMHNP as a Psychotherapist

Psychotherapy is often misunderstood or devalued.

• Discuss your views of the PMHNP as a psychotherapist

• Discuss whether it is feasible to provide psychotherapy at each patient

encounter

Week2: Dream Interpretation

Freud viewed dreams as the “royal road to the unconscious.”

• Discuss a memorable dream from your childhood. Provide as much detail about
the dream as possible.

• Interpret the dream of two peers using the psychodynamic dream of Freud or
Jung

Week 3: Genogram

A genogram is often used to illustrate the behaviors of a family unit across generations.
The genogram can be used to reduce resistance to harmful family patterns.

• Recall a family with a member who has a history of drug or alcohol dependence.

• Describe how the genogram can be used to address the denial of family unit

addiction to individual family members.

Week 4: Automatic Thoughts

Patients are often asked to write their record their negative thoughts as homework for
Cognitive Behavioral Therapy (CBT) session.

• Explain how difficult this task might be for depressed patients?

• Identify your culture and ethnicity. Describe how negative thoughts are

perceived in your culture.

• Discuss ways you could increase the likelihood that a depressed patient

completes the Automatic Thoughts Download Automatic Thoughts
assignment.

Week 5: The Culture of Family Violence

Identify your culture and how it address family violence.

• In your opinion, what is the best way for a family therapist to bring up the issues
of abuse and violence in a family when those are not the problems that family
members have identified?

Week 6: Grief

A 75-year-old widower walks into your practice to request therapy services. He has
grieved the loss of his wife for the last 28 months; they were married 50 years.

• Explain the significance of interpersonal deficit as it relates to interpersonal
therapy

• Describe how you would ask “very good” questions to facilitate the patient’s
ability to see their own experiences.

Week 7: The Therapist’s Personality

According to Carl Rogers, unconditional positive regard involves basic acceptance and
support of a person, regardless of what the person says or does. The therapist gives
space for the client to express whatever immediate feeling is going on—confusion,
resentment, fear, anger, courage, love, or pride.

• Discuss the role of the therapist’s personality in person-centered psychotherapy.

[https://stu.instructure.com/courses/49953/files/4509652?wrap=1](https://stu.instructure.com/courses/49953/files/4509652?wrap=1)

[https://stu.instructure.com/courses/49953/files/4509652/download?download_frd=1](https://stu.instructure.com/courses/49953/files/4509652/download?download_frd=1)

• Are there particular people who have been or would be especially difficult for
you to unconditionally positively regard?

**## NUR640WK5disreponse.pdf**

Reply from Geslande Dessalines

Culture and family violence

Family violence is understood and addressed very differently across cultures, and my
cultural background as a Haitian American strongly shapes how I interpret family roles,
authority, and conflict. In many Haitian households, the father figure is traditionally viewed as
the dominant authority and overarching protector of the family. He is often responsible for
maintaining order, discipline, and safety within the home. When conflict or violence occurs, the
expectation is frequently that the father will intervene, de-escalate, or discipline as needed. This
dynamic can make it difficult to distinguish between culturally sanctioned discipline, inter-
sibling conflict, and behavior that crosses into abuse. As a result, family violence may not be
openly named as a problem, especially if it aligns with traditional gender roles, particularly
between male children, or parental authority structures.

From a clinical perspective, this cultural framework presents both challenges and
opportunities for family therapists. According to Corey (2023), effective family therapy requires
clinicians to approach families with cultural humility, recognizing that values around authority,
discipline, and protection are deeply embedded and often unquestioned. When abuse or violence
is not identified by family members as a presenting concern, directly confronting it too early or
without cultural sensitivity can lead to resistance, rupture, or premature termination of therapy.

In my opinion, the most effective way for a family therapist to bring up issues of abuse or
violence in such situations is through a gradual, relational, and context-informed approach.
Rather than labeling behaviors as “abusive” from the outset, therapists can begin by exploring
family roles, communication patterns, and definitions of safety and protection. Wheeler (2020)
emphasizes that advanced practice clinicians must assess for violence continuously and subtly,
especially in cultures where hierarchical family structures normalize certain aggressive
behaviors. Asking open-ended questions such as, “How does your family handle conflict when
emotions run high?” or “What does discipline look like in your household?” allows the therapist
to gather critical information without immediately triggering defensiveness.

Another key strategy involves reframing the conversation around shared values. In Haitian
culture, protecting the family and maintaining respect are central values. A therapist can align
concerns about violence with these values by framing safety as an extension of protection rather
than a critique of authority. For example, discussing how fear or physical harm can undermine
respect and long-term family cohesion can open space for reflection. Corey (2023) notes that
reframing is especially powerful in family systems therapy because it allows families to view
problematic patterns through a new, less threatening lens.

Psychoeducation is also essential but must be delivered thoughtfully. Research suggests
that families are more receptive to discussions of violence when therapists normalize stress

responses and explain the impact of aggression on emotional regulation and relational trust
(Douglas & Walsh, 2021). Instead of focusing on blame, therapists can highlight how chronic
exposure to conflict affects children’s mental health, attachment, and coping skills over time.
This approach is consistent with trauma-informed care, which prioritizes safety, empowerment,
and collaboration (Wheeler, 2020).

Importantly, therapists must remain attentive to ethical and legal obligations, particularly
when violence poses immediate risk. However, even mandated reporting can be handled in a
culturally responsive manner by being transparent, supportive, and respectful of the family’s
dignity. Studies show that when therapists clearly explain their role and responsibilities while
maintaining empathy, families are more likely to stay engaged in treatment (Fontes & Plummer,
2022).

In conclusion, addressing abuse and violence in families that have not identified these
issues requires patience, cultural humility, and clinical skill. For Haitian American families,
acknowledging the father’s role as protector while gently challenging harmful expressions of
authority can foster meaningful dialogue. By using open-ended assessment, value-based
reframing, and trauma-informed psychoeducation, family therapists can bring hidden issues of
violence into the therapeutic space in a way that promotes safety, insight, and long-term change.

Reply Alejandro Llanes
Module 5 Discussion

Like all assumptions about family violence, mine are culture-bound. The US dominant
culture encourages a preoccupation with autonomy, family privacy, and individual and collective
resilience. Families subscribing to these principles tend to have low tolerances for violence, view
it as normal and minimal, or otherwise frame it as conflict. Secrecy in the family and the
avoidance of wider community involvement are valued. Victims may remain silent about abuse
due to a desire to protect the family from shame, fear of legal or child protective services
involvement, financial dependency, fear of stigma. Nevertheless, most cultures also stress safe,
respectful, and nurturing treatment of family members, which creates a tension between ensuring
the family remains intact, and protecting the victim.

Culture does not appear to cause family violence, but influences how violence is
interpreted, responded to, and represented. For example, gender roles, authority, spirituality, and
hierarchy may determine the power relationships in families, or who can speak up. Thus, family
therapists should discuss the topic with cultural humility and without assumption. Trauma- and
violence-informed care requires understanding the stigma, social barriers, and cultural context
for a particular family in regard to their response to violence in the home. This allows for safety,

empowerment and mutuality to be prioritized, understanding that past harm can influence
whether individuals disclose to the system (Wathen & Mantler, 2022).

If violence is not identified as the presenting problem, it is best to ask about it routinely
and in a nonjudgmental way. Therapists can explain that they ask all families about conflict and
safety because stress in relationships can affect mental and physical health. This universal
framing reduces stigma, normalizes the experience, and communicates that the therapist is
available to help if the concern changes. It relieves the family of the responsibility for deciding
whether or not their experience was "serious enough" to talk about.

Brief opportunities should be provided for one-on-one contact with individual family
members alone, and therapists must discuss confidentiality and mandated reporting with the
family in a straightforward and forthright manner when asking sensitive questions. One of the
most common reasons for resistance is fear of the unknown, which transparency seeks to counter,
restoring a sense of control and trust in the therapeutic relationship.

Violence questions can be worded to avoid using labels, asking about fear, physical harm,
threatening behavior, or controlling someone. These questions ease survivor determination or
identifying violence in ways that are meaningful to survivors. Screening should not be done in
isolation; it is recommended that screening for intimate partner violence be done in conjunction
with assessment, referral, and access to support services (U.S. Preventive Services Task Force,
2025). Without follow-up resources, disclosure may worsen distress and not lead to feelings of
safety.

Clinicians should carefully consider the risks of situational couple violence and patterns of
coercive control and whether conjoint family therapy could aggravate the risks of intimidation,
severe violence and chronic fear. In those cases, safety planning, individual advocacy and
coordination with community resources may be ethically warranted. Other cultural support
systems, such as extended family and faith communities, should only be included with survivor
consent and as a means to improve safety, not silence.

**## NUR640WK5disreponse.pdf**

Reply from Geslande Dessalines

Culture and family violence

Family violence is understood and addressed very differently across cultures, and my
cultural background as a Haitian American strongly shapes how I interpret family roles,
authority, and conflict. In many Haitian households, the father figure is traditionally viewed as
the dominant authority and overarching protector of the family. He is often responsible for
maintaining order, discipline, and safety within the home. When conflict or violence occurs, the
expectation is frequently that the father will intervene, de-escalate, or discipline as needed. This
dynamic can make it difficult to distinguish between culturally sanctioned discipline, inter-
sibling conflict, and behavior that crosses into abuse. As a result, family violence may not be
openly named as a problem, especially if it aligns with traditional gender roles, particularly
between male children, or parental authority structures.

From a clinical perspective, this cultural framework presents both challenges and
opportunities for family therapists. According to Corey (2023), effective family therapy requires
clinicians to approach families with cultural humility, recognizing that values around authority,
discipline, and protection are deeply embedded and often unquestioned. When abuse or violence
is not identified by family members as a presenting concern, directly confronting it too early or
without cultural sensitivity can lead to resistance, rupture, or premature termination of therapy.

In my opinion, the most effective way for a family therapist to bring up issues of abuse or
violence in such situations is through a gradual, relational, and context-informed approach.
Rather than labeling behaviors as “abusive” from the outset, therapists can begin by exploring
family roles, communication patterns, and definitions of safety and protection. Wheeler (2020)
emphasizes that advanced practice clinicians must assess for violence continuously and subtly,
especially in cultures where hierarchical family structures normalize certain aggressive
behaviors. Asking open-ended questions such as, “How does your family handle conflict when
emotions run high?” or “What does discipline look like in your household?” allows the therapist
to gather critical information without immediately triggering defensiveness.

Another key strategy involves reframing the conversation around shared values. In Haitian
culture, protecting the family and maintaining respect are central values. A therapist can align
concerns about violence with these values by framing safety as an extension of protection rather
than a critique of authority. For example, discussing how fear or physical harm can undermine
respect and long-term family cohesion can open space for reflection. Corey (2023) notes that
reframing is especially powerful in family systems therapy because it allows families to view
problematic patterns through a new, less threatening lens.

Psychoeducation is also essential but must be delivered thoughtfully. Research suggests
that families are more receptive to discussions of violence when therapists normalize stress

responses and explain the impact of aggression on emotional regulation and relational trust
(Douglas & Walsh, 2021). Instead of focusing on blame, therapists can highlight how chronic
exposure to conflict affects children’s mental health, attachment, and coping skills over time.
This approach is consistent with trauma-informed care, which prioritizes safety, empowerment,
and collaboration (Wheeler, 2020).

Importantly, therapists must remain attentive to ethical and legal obligations, particularly
when violence poses immediate risk. However, even mandated reporting can be handled in a
culturally responsive manner by being transparent, supportive, and respectful of the family’s
dignity. Studies show that when therapists clearly explain their role and responsibilities while
maintaining empathy, families are more likely to stay engaged in treatment (Fontes & Plummer,
2022).

In conclusion, addressing abuse and violence in families that have not identified these
issues requires patience, cultural humility, and clinical skill. For Haitian American families,
acknowledging the father’s role as protector while gently challenging harmful expressions of
authority can foster meaningful dialogue. By using open-ended assessment, value-based
reframing, and trauma-informed psychoeducation, family therapists can bring hidden issues of
violence into the therapeutic space in a way that promotes safety, insight, and long-term change.

Reply Alejandro Llanes
Module 5 Discussion

Like all assumptions about family violence, mine are culture-bound. The US dominant
culture encourages a preoccupation with autonomy, family privacy, and individual and collective
resilience. Families subscribing to these principles tend to have low tolerances for violence, view
it as normal and minimal, or otherwise frame it as conflict. Secrecy in the family and the
avoidance of wider community involvement are valued. Victims may remain silent about abuse
due to a desire to protect the family from shame, fear of legal or child protective services
involvement, financial dependency, fear of stigma. Nevertheless, most cultures also stress safe,
respectful, and nurturing treatment of family members, which creates a tension between ensuring
the family remains intact, and protecting the victim.

Culture does not appear to cause family violence, but influences how violence is
interpreted, responded to, and represented. For example, gender roles, authority, spirituality, and
hierarchy may determine the power relationships in families, or who can speak up. Thus, family
therapists should discuss the topic with cultural humility and without assumption. Trauma- and
violence-informed care requires understanding the stigma, social barriers, and cultural context
for a particular family in regard to their response to violence in the home. This allows for safety,

empowerment and mutuality to be prioritized, understanding that past harm can influence
whether individuals disclose to the system (Wathen & Mantler, 2022).

If violence is not identified as the presenting problem, it is best to ask about it routinely
and in a nonjudgmental way. Therapists can explain that they ask all families about conflict and
safety because stress in relationships can affect mental and physical health. This universal
framing reduces stigma, normalizes the experience, and communicates that the therapist is
available to help if the concern changes. It relieves the family of the responsibility for deciding
whether or not their experience was "serious enough" to talk about.

Brief opportunities should be provided for one-on-one contact with individual family
members alone, and therapists must discuss confidentiality and mandated reporting with the
family in a straightforward and forthright manner when asking sensitive questions. One of the
most common reasons for resistance is fear of the unknown, which transparency seeks to counter,
restoring a sense of control and trust in the therapeutic relationship.

Violence questions can be worded to avoid using labels, asking about fear, physical harm,
threatening behavior, or controlling someone. These questions ease survivor determination or
identifying violence in ways that are meaningful to survivors. Screening should not be done in
isolation; it is recommended that screening for intimate partner violence be done in conjunction
with assessment, referral, and access to support services (U.S. Preventive Services Task Force,
2025). Without follow-up resources, disclosure may worsen distress and not lead to feelings of
safety.

Clinicians should carefully consider the risks of situational couple violence and patterns of
coercive control and whether conjoint family therapy could aggravate the risks of intimidation,
severe violence and chronic fear. In those cases, safety planning, individual advocacy and
coordination with community resources may be ethically warranted. Other cultural support
systems, such as extended family and faith communities, should only be included with survivor
consent and as a means to improve safety, not silence.

**## NUR640WeeklyDis1-7.pdf**

NUR 640 Weekly Discussion

FYI Remember… I am a Black Haitian American Female live in USA, FL

Submission Instructions:

• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources.  Your initial post is
worth 8 points.

Week 1: The PMHNP as a Psychotherapist

Psychotherapy is often misunderstood or devalued.

• Discuss your views of the PMHNP as a psychotherapist

• Discuss whether it is feasible to provide psychotherapy at each patient

encounter

Week2: Dream Interpretation

Freud viewed dreams as the “royal road to the unconscious.”

• Discuss a memorable dream from your childhood. Provide as much detail about
the dream as possible.

• Interpret the dream of two peers using the psychodynamic dream of Freud or
Jung

Week 3: Genogram

A genogram is often used to illustrate the behaviors of a family unit across generations.
The genogram can be used to reduce resistance to harmful family patterns.

• Recall a family with a member who has a history of drug or alcohol dependence.

• Describe how the genogram can be used to address the denial of family unit

addiction to individual family members.

Week 4: Automatic Thoughts

Patients are often asked to write their record their negative thoughts as homework for
Cognitive Behavioral Therapy (CBT) session.

• Explain how difficult this task might be for depressed patients?

• Identify your culture and ethnicity. Describe how negative thoughts are

perceived in your culture.

• Discuss ways you could increase the likelihood that a depressed patient

completes the Automatic Thoughts Download Automatic Thoughts
assignment.

Week 5: The Culture of Family Violence

Identify your culture and how it address family violence.

• In your opinion, what is the best way for a family therapist to bring up the issues
of abuse and violence in a family when those are not the problems that family
members have identified?

Week 6: Grief

A 75-year-old widower walks into your practice to request therapy services. He has
grieved the loss of his wife for the last 28 months; they were married 50 years.

• Explain the significance of interpersonal deficit as it relates to interpersonal
therapy

• Describe how you would ask “very good” questions to facilitate the patient’s
ability to see their own experiences.

Week 7: The Therapist’s Personality

According to Carl Rogers, unconditional positive regard involves basic acceptance and
support of a person, regardless of what the person says or does. The therapist gives
space for the client to express whatever immediate feeling is going on—confusion,
resentment, fear, anger, courage, love, or pride.

• Discuss the role of the therapist’s personality in person-centered psychotherapy.

[https://stu.instructure.com/courses/49953/files/4509652?wrap=1](https://stu.instructure.com/courses/49953/files/4509652?wrap=1)

[https://stu.instructure.com/courses/49953/files/4509652/download?download_frd=1](https://stu.instructure.com/courses/49953/files/4509652/download?download_frd=1)

• Are there particular people who have been or would be especially difficult for
you to unconditionally positively regard?

**## NUR640WK5disreponse.pdf**

Reply from Geslande Dessalines

Culture and family violence

Family violence is understood and addressed very differently across cultures, and my
cultural background as a Haitian American strongly shapes how I interpret family roles,
authority, and conflict. In many Haitian households, the father figure is traditionally viewed as
the dominant authority and overarching protector of the family. He is often responsible for
maintaining order, discipline, and safety within the home. When conflict or violence occurs, the
expectation is frequently that the father will intervene, de-escalate, or discipline as needed. This
dynamic can make it difficult to distinguish between culturally sanctioned discipline, inter-
sibling conflict, and behavior that crosses into abuse. As a result, family violence may not be
openly named as a problem, especially if it aligns with traditional gender roles, particularly
between male children, or parental authority structures.

From a clinical perspective, this cultural framework presents both challenges and
opportunities for family therapists. According to Corey (2023), effective family therapy requires
clinicians to approach families with cultural humility, recognizing that values around authority,
discipline, and protection are deeply embedded and often unquestioned. When abuse or violence
is not identified by family members as a presenting concern, directly confronting it too early or
without cultural sensitivity can lead to resistance, rupture, or premature termination of therapy.

In my opinion, the most effective way for a family therapist to bring up issues of abuse or
violence in such situations is through a gradual, relational, and context-informed approach.
Rather than labeling behaviors as “abusive” from the outset, therapists can begin by exploring
family roles, communication patterns, and definitions of safety and protection. Wheeler (2020)
emphasizes that advanced practice clinicians must assess for violence continuously and subtly,
especially in cultures where hierarchical family structures normalize certain aggressive
behaviors. Asking open-ended questions such as, “How does your family handle conflict when
emotions run high?” or “What does discipline look like in your household?” allows the therapist
to gather critical information without immediately triggering defensiveness.

Another key strategy involves reframing the conversation around shared values. In Haitian
culture, protecting the family and maintaining respect are central values. A therapist can align
concerns about violence with these values by framing safety as an extension of protection rather
than a critique of authority. For example, discussing how fear or physical harm can undermine
respect and long-term family cohesion can open space for reflection. Corey (2023) notes that
reframing is especially powerful in family systems therapy because it allows families to view
problematic patterns through a new, less threatening lens.

Psychoeducation is also essential but must be delivered thoughtfully. Research suggests
that families are more receptive to discussions of violence when therapists normalize stress

responses and explain the impact of aggression on emotional regulation and relational trust
(Douglas & Walsh, 2021). Instead of focusing on blame, therapists can highlight how chronic
exposure to conflict affects children’s mental health, attachment, and coping skills over time.
This approach is consistent with trauma-informed care, which prioritizes safety, empowerment,
and collaboration (Wheeler, 2020).

Importantly, therapists must remain attentive to ethical and legal obligations, particularly
when violence poses immediate risk. However, even mandated reporting can be handled in a
culturally responsive manner by being transparent, supportive, and respectful of the family’s
dignity. Studies show that when therapists clearly explain their role and responsibilities while
maintaining empathy, families are more likely to stay engaged in treatment (Fontes & Plummer,
2022).

In conclusion, addressing abuse and violence in families that have not identified these
issues requires patience, cultural humility, and clinical skill. For Haitian American families,
acknowledging the father’s role as protector while gently challenging harmful expressions of
authority can foster meaningful dialogue. By using open-ended assessment, value-based
reframing, and trauma-informed psychoeducation, family therapists can bring hidden issues of
violence into the therapeutic space in a way that promotes safety, insight, and long-term change.

Reply Alejandro Llanes
Module 5 Discussion

Like all assumptions about family violence, mine are culture-bound. The US dominant
culture encourages a preoccupation with autonomy, family privacy, and individual and collective
resilience. Families subscribing to these principles tend to have low tolerances for violence, view
it as normal and minimal, or otherwise frame it as conflict. Secrecy in the family and the
avoidance of wider community involvement are valued. Victims may remain silent about abuse
due to a desire to protect the family from shame, fear of legal or child protective services
involvement, financial dependency, fear of stigma. Nevertheless, most cultures also stress safe,
respectful, and nurturing treatment of family members, which creates a tension between ensuring
the family remains intact, and protecting the victim.

Culture does not appear to cause family violence, but influences how violence is
interpreted, responded to, and represented. For example, gender roles, authority, spirituality, and
hierarchy may determine the power relationships in families, or who can speak up. Thus, family
therapists should discuss the topic with cultural humility and without assumption. Trauma- and
violence-informed care requires understanding the stigma, social barriers, and cultural context
for a particular family in regard to their response to violence in the home. This allows for safety,

empowerment and mutuality to be prioritized, understanding that past harm can influence
whether individuals disclose to the system (Wathen & Mantler, 2022).

If violence is not identified as the presenting problem, it is best to ask about it routinely
and in a nonjudgmental way. Therapists can explain that they ask all families about conflict and
safety because stress in relationships can affect mental and physical health. This universal
framing reduces stigma, normalizes the experience, and communicates that the therapist is
available to help if the concern changes. It relieves the family of the responsibility for deciding
whether or not their experience was "serious enough" to talk about.

Brief opportunities should be provided for one-on-one contact with individual family
members alone, and therapists must discuss confidentiality and mandated reporting with the
family in a straightforward and forthright manner when asking sensitive questions. One of the
most common reasons for resistance is fear of the unknown, which transparency seeks to counter,
restoring a sense of control and trust in the therapeutic relationship.

Violence questions can be worded to avoid using labels, asking about fear, physical harm,
threatening behavior, or controlling someone. These questions ease survivor determination or
identifying violence in ways that are meaningful to survivors. Screening should not be done in
isolation; it is recommended that screening for intimate partner violence be done in conjunction
with assessment, referral, and access to support services (U.S. Preventive Services Task Force,
2025). Without follow-up resources, disclosure may worsen distress and not lead to feelings of
safety.

Clinicians should carefully consider the risks of situational couple violence and patterns of
coercive control and whether conjoint family therapy could aggravate the risks of intimidation,
severe violence and chronic fear. In those cases, safety planning, individual advocacy and
coordination with community resources may be ethically warranted. Other cultural support
systems, such as extended family and faith communities, should only be included with survivor
consent and as a means to improve safety, not silence.

**## NUR640WeeklyDis1-7.pdf**

NUR 640 Weekly Discussion

FYI Remember… I am a Black Haitian American Female live in USA, FL

Submission Instructions:

• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources.  Your initial post is
worth 8 points.

Week 1: The PMHNP as a Psychotherapist

Psychotherapy is often misunderstood or devalued.

• Discuss your views of the PMHNP as a psychotherapist

• Discuss whether it is feasible to provide psychotherapy at each patient

encounter

Week2: Dream Interpretation

Freud viewed dreams as the “royal road to the unconscious.”

• Discuss a memorable dream from your childhood. Provide as much detail about
the dream as possible.

• Interpret the dream of two peers using the psychodynamic dream of Freud or
Jung

Week 3: Genogram

A genogram is often used to illustrate the behaviors of a family unit across generations.
The genogram can be used to reduce resistance to harmful family patterns.

• Recall a family with a member who has a history of drug or alcohol dependence.

• Describe how the genogram can be used to address the denial of family unit

addiction to individual family members.

Week 4: Automatic Thoughts

Patients are often asked to write their record their negative thoughts as homework for
Cognitive Behavioral Therapy (CBT) session.

• Explain how difficult this task might be for depressed patients?

• Identify your culture and ethnicity. Describe how negative thoughts are

perceived in your culture.

• Discuss ways you could increase the likelihood that a depressed patient

completes the Automatic Thoughts Download Automatic Thoughts
assignment.

Week 5: The Culture of Family Violence

Identify your culture and how it address family violence.

• In your opinion, what is the best way for a family therapist to bring up the issues
of abuse and violence in a family when those are not the problems that family
members have identified?

Week 6: Grief

A 75-year-old widower walks into your practice to request therapy services. He has
grieved the loss of his wife for the last 28 months; they were married 50 years.

• Explain the significance of interpersonal deficit as it relates to interpersonal
therapy

• Describe how you would ask “very good” questions to facilitate the patient’s
ability to see their own experiences.

Week 7: The Therapist’s Personality

According to Carl Rogers, unconditional positive regard involves basic acceptance and
support of a person, regardless of what the person says or does. The therapist gives
space for the client to express whatever immediate feeling is going on—confusion,
resentment, fear, anger, courage, love, or pride.

• Discuss the role of the therapist’s personality in person-centered psychotherapy.

[https://stu.instructure.com/courses/49953/files/4509652?wrap=1](https://stu.instructure.com/courses/49953/files/4509652?wrap=1)

[https://stu.instructure.com/courses/49953/files/4509652/download?download_frd=1](https://stu.instructure.com/courses/49953/files/4509652/download?download_frd=1)

• Are there particular people who have been or would be especially difficult for
you to unconditionally positively regard?

**## NUR640WK5disreponse.pdf**

Reply from Geslande Dessalines

Culture and family violence

Family violence is understood and addressed very differently across cultures, and my
cultural background as a Haitian American strongly shapes how I interpret family roles,
authority, and conflict. In many Haitian households, the father figure is traditionally viewed as
the dominant authority and overarching protector of the family. He is often responsible for
maintaining order, discipline, and safety within the home. When conflict or violence occurs, the
expectation is frequently that the father will intervene, de-escalate, or discipline as needed. This
dynamic can make it difficult to distinguish between culturally sanctioned discipline, inter-
sibling conflict, and behavior that crosses into abuse. As a result, family violence may not be
openly named as a problem, especially if it aligns with traditional gender roles, particularly
between male children, or parental authority structures.

From a clinical perspective, this cultural framework presents both challenges and
opportunities for family therapists. According to Corey (2023), effective family therapy requires
clinicians to approach families with cultural humility, recognizing that values around authority,
discipline, and protection are deeply embedded and often unquestioned. When abuse or violence
is not identified by family members as a presenting concern, directly confronting it too early or
without cultural sensitivity can lead to resistance, rupture, or premature termination of therapy.

In my opinion, the most effective way for a family therapist to bring up issues of abuse or
violence in such situations is through a gradual, relational, and context-informed approach.
Rather than labeling behaviors as “abusive” from the outset, therapists can begin by exploring
family roles, communication patterns, and definitions of safety and protection. Wheeler (2020)
emphasizes that advanced practice clinicians must assess for violence continuously and subtly,
especially in cultures where hierarchical family structures normalize certain aggressive
behaviors. Asking open-ended questions such as, “How does your family handle conflict when
emotions run high?” or “What does discipline look like in your household?” allows the therapist
to gather critical information without immediately triggering defensiveness.

Another key strategy involves reframing the conversation around shared values. In Haitian
culture, protecting the family and maintaining respect are central values. A therapist can align
concerns about violence with these values by framing safety as an extension of protection rather
than a critique of authority. For example, discussing how fear or physical harm can undermine
respect and long-term family cohesion can open space for reflection. Corey (2023) notes that
reframing is especially powerful in family systems therapy because it allows families to view
problematic patterns through a new, less threatening lens.

Psychoeducation is also essential but must be delivered thoughtfully. Research suggests
that families are more receptive to discussions of violence when therapists normalize stress

responses and explain the impact of aggression on emotional regulation and relational trust
(Douglas & Walsh, 2021). Instead of focusing on blame, therapists can highlight how chronic
exposure to conflict affects children’s mental health, attachment, and coping skills over time.
This approach is consistent with trauma-informed care, which prioritizes safety, empowerment,
and collaboration (Wheeler, 2020).

Importantly, therapists must remain attentive to ethical and legal obligations, particularly
when violence poses immediate risk. However, even mandated reporting can be handled in a
culturally responsive manner by being transparent, supportive, and respectful of the family’s
dignity. Studies show that when therapists clearly explain their role and responsibilities while
maintaining empathy, families are more likely to stay engaged in treatment (Fontes & Plummer,
2022).

In conclusion, addressing abuse and violence in families that have not identified these
issues requires patience, cultural humility, and clinical skill. For Haitian American families,
acknowledging the father’s role as protector while gently challenging harmful expressions of
authority can foster meaningful dialogue. By using open-ended assessment, value-based
reframing, and trauma-informed psychoeducation, family therapists can bring hidden issues of
violence into the therapeutic space in a way that promotes safety, insight, and long-term change.

Reply Alejandro Llanes
Module 5 Discussion

Like all assumptions about family violence, mine are culture-bound. The US dominant
culture encourages a preoccupation with autonomy, family privacy, and individual and collective
resilience. Families subscribing to these principles tend to have low tolerances for violence, view
it as normal and minimal, or otherwise frame it as conflict. Secrecy in the family and the
avoidance of wider community involvement are valued. Victims may remain silent about abuse
due to a desire to protect the family from shame, fear of legal or child protective services
involvement, financial dependency, fear of stigma. Nevertheless, most cultures also stress safe,
respectful, and nurturing treatment of family members, which creates a tension between ensuring
the family remains intact, and protecting the victim.

Culture does not appear to cause family violence, but influences how violence is
interpreted, responded to, and represented. For example, gender roles, authority, spirituality, and
hierarchy may determine the power relationships in families, or who can speak up. Thus, family
therapists should discuss the topic with cultural humility and without assumption. Trauma- and
violence-informed care requires understanding the stigma, social barriers, and cultural context
for a particular family in regard to their response to violence in the home. This allows for safety,

empowerment and mutuality to be prioritized, understanding that past harm can influence
whether individuals disclose to the system (Wathen & Mantler, 2022).

If violence is not identified as the presenting problem, it is best to ask about it routinely
and in a nonjudgmental way. Therapists can explain that they ask all families about conflict and
safety because stress in relationships can affect mental and physical health. This universal
framing reduces stigma, normalizes the experience, and communicates that the therapist is
available to help if the concern changes. It relieves the family of the responsibility for deciding
whether or not their experience was "serious enough" to talk about.

Brief opportunities should be provided for one-on-one contact with individual family
members alone, and therapists must discuss confidentiality and mandated reporting with the
family in a straightforward and forthright manner when asking sensitive questions. One of the
most common reasons for resistance is fear of the unknown, which transparency seeks to counter,
restoring a sense of control and trust in the therapeutic relationship.

Violence questions can be worded to avoid using labels, asking about fear, physical harm,
threatening behavior, or controlling someone. These questions ease survivor determination or
identifying violence in ways that are meaningful to survivors. Screening should not be done in
isolation; it is recommended that screening for intimate partner violence be done in conjunction
with assessment, referral, and access to support services (U.S. Preventive Services Task Force,
2025). Without follow-up resources, disclosure may worsen distress and not lead to feelings of
safety.

Clinicians should carefully consider the risks of situational couple violence and patterns of
coercive control and whether conjoint family therapy could aggravate the risks of intimidation,
severe violence and chronic fear. In those cases, safety planning, individual advocacy and
coordination with community resources may be ethically warranted. Other cultural support
systems, such as extended family and faith communities, should only be included with survivor
consent and as a means to improve safety, not silence.

November 6, 2026
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November 6, 2026
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**## CodyBoltonWK3.docx**

Codu Bolton

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

**## TimothyDaviswk3.docx**

Timothy Davis

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

**## TimothyDaviswk3.docx**

Timothy Davis

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

**## DiscussionAssignmentInstructions.doc**

[removed]

**## CodyBoltonWK3.docx**

Codu Bolton

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

**## TimothyDaviswk3.docx**

Timothy Davis

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

**## DiscussionAssignmentInstructions.doc**

[removed]

**## CodyBoltonWK3.docx**

Codu Bolton

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

**## TimothyDaviswk3.docx**

Timothy Davis

The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
_Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

November 6, 2026
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**files (2)** – ## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf – TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf **## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf** 1 Technology Integration Video Project (Total Possible Points: 100) You will develop…

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**files (2)**

– ## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf

– TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf

**## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf**

1

Technology Integration Video Project (Total Possible Points: 100)

You will develop a video project in which you will demonstrate your integration of technology in

instructing children and youth with disabilities in your classroom and reflect upon the importance

of technology in instructing diverse learners, including students with special needs. This project is

a semester long project.

The specific components for this project are discussed below:

Technology Integration Video Project Proposal: (25 Points) Due: February 16 by 11:45 P.M. in

GoView Assignment Box

You will write and submit a proposal for your project. The proposal should include:

An identification of the technology standards and content areas standards that your

project will address (the ISTE standards for teachers, the ISTE standards for students, and

the Georgia Standards of Excellence (GSE) or the Common Core State Standards in regard

to technology for content areas). You should plan for at least 3 different technology

standards across 3 different content areas (Math, Reading, and Writing) to be

incorporated within your project.

An identification of three different technologies that you will plan to use within your

project to demonstrate your integration of technology in instructing children and youth with

disabilities

A detailed summary information about each of the three identified technologies (cite

references in APA to literature, websites and other resources that you will use to provide

information about these technologies).

Action plan for video making. that is, action plan about how you will go about making

short video clips, audio recordings, taking photos, collecting student samples of work and

any other relevant artifacts as you will be required to provide evidence that you actually

have incorporated these technologies in the classroom with your students across the

semester. You will use these artifacts to put together the technology integration video at

the end of this project. Within your action plan discuss also how you will address ethical

issues for using the identified technologies (e.g. obtaining required permissions for

videotaping, collecting student’s work samples, and any other artifacts relevant to the

project). It is your responsibility to ensure that your project is ethically sound and that

you have obtained all the necessary permissions for any student/person that appear in

the video and for any used photos, student samples of work, and any other relevant

artifacts. You are required to use the provided by the instructor permission forms for

that purpose. Your school release permission forms and/or permission forms that you

completed for other class in this program will not be sufficient and acceptable. Neither

verbal consent will be sufficient and acceptable. No projects will be reviewed and

consequently graded without the obtained required permissions as per provided

instructions.

2

Submit into the GoView assignment box the signed permission(s) from the parent of

each student that you plan to include in the Technology Integration Video Project no

later than by February 16, 2026.

Maintain documentation of consent until completion of the course – upon course

completion of this course at the end of the semester, you are required to destroy them.

Submit into the GoView assignment box your Technology Integration Video Project

Proposal no later than February 16, 2026.

Technology Integration Video: (50 Points) Due: March 30, 206 by 11:45 P.M. in GoView

Assignment Box

Based on your proposal, you will create a video that demonstrates your integration of three

different technologies in instructing children and youth with disabilities across the semester. The

video (10 minutes) could be in a form of a narrated digital story, or an interactive narrated video

photo montage. You should use the collected across the semester artifacts (e.g., video clips,

audio recordings, pictures of your student work samples, photos of student using a given

technology, and any other relevant artifacts) to tell your video narrated story about your classroom

technology integration. Remember that it is your responsibility to ensure that your project is

ethically sound and that you have obtained all the necessary permissions (e.g. for videotaping,

collecting student’s work samples, and using other artifacts relevant to your project).

The technology integration video should be professionally narrated (that is, you must narrate

your video to provide information on how you integrated three different technologies in instructing

children and youth with disabilities across the semester as well as things that you have learned

about the importance of technology in instructing diverse learners) and visually appealing.

All supportive documentation should be submitted with the video, including but not limited to,

any relevant artifacts, and resources.

To ensure confidentiality of your students and yourself, you are not allowed to use, create

and edit the content of your video with fully AI Video Generators (e.g., invideo AI, Morph

Studio AI, Moon Valley).

Artificial Intelligence (AI):

Per syllabus:

Use of Artificial Intelligence (AI) – No student shall use AI, unless assigned by a faculty member,

in order to generate text, summaries, images, or other materials and submit them as their own

work.

To ensure confidentiality of your students and yourself, you are also not allowed to post

and/or share your video(s) or the link to the video on publicly accessible platforms or

websites (Facebook, TikTok, etc.). You may use You Tube, but only when saved as an

unlisted video and shared the link only with the professor. You have to submit the video in

your GoView assignment box as a secure, password-protected site and share it only with your

university professor and/or as indicated in the permission form.

3

For assistance when making your video you may contact The Odum Library Media Center at

phone number 229-333-5863 or go to the website

http://www.valdosta.edu/academics/library/depts/media-center/

Process Reflection Paper: (25 Points) Due: March 30, 2026, by 11:45 P.M. in GoView

Assignment box

You will write an individual process reflection paper at the end of the project in which you will

reflect on the development and production processes, what worked, did not work, and what

changes you would make for the future if you were to do this project again. In your reflection

paper you should also demonstrate how you have gained a depth of knowledge and understanding

of technology for instructing children and youth with disabilities and the implications for your

future teaching practice as a result of this project. You are required to refer to examples from

your video and supportive documentation in your reflection paper. You are also required to

use 5 different references from the professional literature to support your reflection. In terms

of the format for the Process Reflection Paper, you need to follow APA.

The paper should be at least five pages in length. Use the standard double space and a cover and a

reference page should not be counted toward the required length.

Your headings should correspond to the required components in that way you will not miss any

required components:

Cover page

Development and Production

Knowledge and Understanding of Technology

Grounding in the Professional Literature and Implications for Future Teaching Practice

References

You are required to use the professional literature to support your reflection. This may include

peer-reviewed journal articles, books, and professional websites of the professional organizations.

It is recommended that the grounding in the professional literature be evident across whole

paper rather than in a separate section of the paper.

Permission Forms for Technology Integration Video Project have been provided in the folder

under the same title in this module.

More detailed submission directions will be provided further in the semester.

[http://www.valdosta.edu/academics/library/depts/media-center/](http://www.valdosta.edu/academics/library/depts/media-center/)

4

**TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

**TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

**## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf**

1

Technology Integration Video Project (Total Possible Points: 100)

You will develop a video project in which you will demonstrate your integration of technology in

instructing children and youth with disabilities in your classroom and reflect upon the importance

of technology in instructing diverse learners, including students with special needs. This project is

a semester long project.

The specific components for this project are discussed below:

Technology Integration Video Project Proposal: (25 Points) Due: February 16 by 11:45 P.M. in

GoView Assignment Box

You will write and submit a proposal for your project. The proposal should include:

An identification of the technology standards and content areas standards that your

project will address (the ISTE standards for teachers, the ISTE standards for students, and

the Georgia Standards of Excellence (GSE) or the Common Core State Standards in regard

to technology for content areas). You should plan for at least 3 different technology

standards across 3 different content areas (Math, Reading, and Writing) to be

incorporated within your project.

An identification of three different technologies that you will plan to use within your

project to demonstrate your integration of technology in instructing children and youth with

disabilities

A detailed summary information about each of the three identified technologies (cite

references in APA to literature, websites and other resources that you will use to provide

information about these technologies).

Action plan for video making. that is, action plan about how you will go about making

short video clips, audio recordings, taking photos, collecting student samples of work and

any other relevant artifacts as you will be required to provide evidence that you actually

have incorporated these technologies in the classroom with your students across the

semester. You will use these artifacts to put together the technology integration video at

the end of this project. Within your action plan discuss also how you will address ethical

issues for using the identified technologies (e.g. obtaining required permissions for

videotaping, collecting student’s work samples, and any other artifacts relevant to the

project). It is your responsibility to ensure that your project is ethically sound and that

you have obtained all the necessary permissions for any student/person that appear in

the video and for any used photos, student samples of work, and any other relevant

artifacts. You are required to use the provided by the instructor permission forms for

that purpose. Your school release permission forms and/or permission forms that you

completed for other class in this program will not be sufficient and acceptable. Neither

verbal consent will be sufficient and acceptable. No projects will be reviewed and

consequently graded without the obtained required permissions as per provided

instructions.

2

Submit into the GoView assignment box the signed permission(s) from the parent of

each student that you plan to include in the Technology Integration Video Project no

later than by February 16, 2026.

Maintain documentation of consent until completion of the course – upon course

completion of this course at the end of the semester, you are required to destroy them.

Submit into the GoView assignment box your Technology Integration Video Project

Proposal no later than February 16, 2026.

Technology Integration Video: (50 Points) Due: March 30, 206 by 11:45 P.M. in GoView

Assignment Box

Based on your proposal, you will create a video that demonstrates your integration of three

different technologies in instructing children and youth with disabilities across the semester. The

video (10 minutes) could be in a form of a narrated digital story, or an interactive narrated video

photo montage. You should use the collected across the semester artifacts (e.g., video clips,

audio recordings, pictures of your student work samples, photos of student using a given

technology, and any other relevant artifacts) to tell your video narrated story about your classroom

technology integration. Remember that it is your responsibility to ensure that your project is

ethically sound and that you have obtained all the necessary permissions (e.g. for videotaping,

collecting student’s work samples, and using other artifacts relevant to your project).

The technology integration video should be professionally narrated (that is, you must narrate

your video to provide information on how you integrated three different technologies in instructing

children and youth with disabilities across the semester as well as things that you have learned

about the importance of technology in instructing diverse learners) and visually appealing.

All supportive documentation should be submitted with the video, including but not limited to,

any relevant artifacts, and resources.

To ensure confidentiality of your students and yourself, you are not allowed to use, create

and edit the content of your video with fully AI Video Generators (e.g., invideo AI, Morph

Studio AI, Moon Valley).

Artificial Intelligence (AI):

Per syllabus:

Use of Artificial Intelligence (AI) – No student shall use AI, unless assigned by a faculty member,

in order to generate text, summaries, images, or other materials and submit them as their own

work.

To ensure confidentiality of your students and yourself, you are also not allowed to post

and/or share your video(s) or the link to the video on publicly accessible platforms or

websites (Facebook, TikTok, etc.). You may use You Tube, but only when saved as an

unlisted video and shared the link only with the professor. You have to submit the video in

your GoView assignment box as a secure, password-protected site and share it only with your

university professor and/or as indicated in the permission form.

3

For assistance when making your video you may contact The Odum Library Media Center at

phone number 229-333-5863 or go to the website

http://www.valdosta.edu/academics/library/depts/media-center/

Process Reflection Paper: (25 Points) Due: March 30, 2026, by 11:45 P.M. in GoView

Assignment box

You will write an individual process reflection paper at the end of the project in which you will

reflect on the development and production processes, what worked, did not work, and what

changes you would make for the future if you were to do this project again. In your reflection

paper you should also demonstrate how you have gained a depth of knowledge and understanding

of technology for instructing children and youth with disabilities and the implications for your

future teaching practice as a result of this project. You are required to refer to examples from

your video and supportive documentation in your reflection paper. You are also required to

use 5 different references from the professional literature to support your reflection. In terms

of the format for the Process Reflection Paper, you need to follow APA.

The paper should be at least five pages in length. Use the standard double space and a cover and a

reference page should not be counted toward the required length.

Your headings should correspond to the required components in that way you will not miss any

required components:

Cover page

Development and Production

Knowledge and Understanding of Technology

Grounding in the Professional Literature and Implications for Future Teaching Practice

References

You are required to use the professional literature to support your reflection. This may include

peer-reviewed journal articles, books, and professional websites of the professional organizations.

It is recommended that the grounding in the professional literature be evident across whole

paper rather than in a separate section of the paper.

Permission Forms for Technology Integration Video Project have been provided in the folder

under the same title in this module.

More detailed submission directions will be provided further in the semester.

[http://www.valdosta.edu/academics/library/depts/media-center/](http://www.valdosta.edu/academics/library/depts/media-center/)

4

**TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

**## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf**

1

Technology Integration Video Project (Total Possible Points: 100)

You will develop a video project in which you will demonstrate your integration of technology in

instructing children and youth with disabilities in your classroom and reflect upon the importance

of technology in instructing diverse learners, including students with special needs. This project is

a semester long project.

The specific components for this project are discussed below:

Technology Integration Video Project Proposal: (25 Points) Due: February 16 by 11:45 P.M. in

GoView Assignment Box

You will write and submit a proposal for your project. The proposal should include:

An identification of the technology standards and content areas standards that your

project will address (the ISTE standards for teachers, the ISTE standards for students, and

the Georgia Standards of Excellence (GSE) or the Common Core State Standards in regard

to technology for content areas). You should plan for at least 3 different technology

standards across 3 different content areas (Math, Reading, and Writing) to be

incorporated within your project.

An identification of three different technologies that you will plan to use within your

project to demonstrate your integration of technology in instructing children and youth with

disabilities

A detailed summary information about each of the three identified technologies (cite

references in APA to literature, websites and other resources that you will use to provide

information about these technologies).

Action plan for video making. that is, action plan about how you will go about making

short video clips, audio recordings, taking photos, collecting student samples of work and

any other relevant artifacts as you will be required to provide evidence that you actually

have incorporated these technologies in the classroom with your students across the

semester. You will use these artifacts to put together the technology integration video at

the end of this project. Within your action plan discuss also how you will address ethical

issues for using the identified technologies (e.g. obtaining required permissions for

videotaping, collecting student’s work samples, and any other artifacts relevant to the

project). It is your responsibility to ensure that your project is ethically sound and that

you have obtained all the necessary permissions for any student/person that appear in

the video and for any used photos, student samples of work, and any other relevant

artifacts. You are required to use the provided by the instructor permission forms for

that purpose. Your school release permission forms and/or permission forms that you

completed for other class in this program will not be sufficient and acceptable. Neither

verbal consent will be sufficient and acceptable. No projects will be reviewed and

consequently graded without the obtained required permissions as per provided

instructions.

2

Submit into the GoView assignment box the signed permission(s) from the parent of

each student that you plan to include in the Technology Integration Video Project no

later than by February 16, 2026.

Maintain documentation of consent until completion of the course – upon course

completion of this course at the end of the semester, you are required to destroy them.

Submit into the GoView assignment box your Technology Integration Video Project

Proposal no later than February 16, 2026.

Technology Integration Video: (50 Points) Due: March 30, 206 by 11:45 P.M. in GoView

Assignment Box

Based on your proposal, you will create a video that demonstrates your integration of three

different technologies in instructing children and youth with disabilities across the semester. The

video (10 minutes) could be in a form of a narrated digital story, or an interactive narrated video

photo montage. You should use the collected across the semester artifacts (e.g., video clips,

audio recordings, pictures of your student work samples, photos of student using a given

technology, and any other relevant artifacts) to tell your video narrated story about your classroom

technology integration. Remember that it is your responsibility to ensure that your project is

ethically sound and that you have obtained all the necessary permissions (e.g. for videotaping,

collecting student’s work samples, and using other artifacts relevant to your project).

The technology integration video should be professionally narrated (that is, you must narrate

your video to provide information on how you integrated three different technologies in instructing

children and youth with disabilities across the semester as well as things that you have learned

about the importance of technology in instructing diverse learners) and visually appealing.

All supportive documentation should be submitted with the video, including but not limited to,

any relevant artifacts, and resources.

To ensure confidentiality of your students and yourself, you are not allowed to use, create

and edit the content of your video with fully AI Video Generators (e.g., invideo AI, Morph

Studio AI, Moon Valley).

Artificial Intelligence (AI):

Per syllabus:

Use of Artificial Intelligence (AI) – No student shall use AI, unless assigned by a faculty member,

in order to generate text, summaries, images, or other materials and submit them as their own

work.

To ensure confidentiality of your students and yourself, you are also not allowed to post

and/or share your video(s) or the link to the video on publicly accessible platforms or

websites (Facebook, TikTok, etc.). You may use You Tube, but only when saved as an

unlisted video and shared the link only with the professor. You have to submit the video in

your GoView assignment box as a secure, password-protected site and share it only with your

university professor and/or as indicated in the permission form.

3

For assistance when making your video you may contact The Odum Library Media Center at

phone number 229-333-5863 or go to the website

http://www.valdosta.edu/academics/library/depts/media-center/

Process Reflection Paper: (25 Points) Due: March 30, 2026, by 11:45 P.M. in GoView

Assignment box

You will write an individual process reflection paper at the end of the project in which you will

reflect on the development and production processes, what worked, did not work, and what

changes you would make for the future if you were to do this project again. In your reflection

paper you should also demonstrate how you have gained a depth of knowledge and understanding

of technology for instructing children and youth with disabilities and the implications for your

future teaching practice as a result of this project. You are required to refer to examples from

your video and supportive documentation in your reflection paper. You are also required to

use 5 different references from the professional literature to support your reflection. In terms

of the format for the Process Reflection Paper, you need to follow APA.

The paper should be at least five pages in length. Use the standard double space and a cover and a

reference page should not be counted toward the required length.

Your headings should correspond to the required components in that way you will not miss any

required components:

Cover page

Development and Production

Knowledge and Understanding of Technology

Grounding in the Professional Literature and Implications for Future Teaching Practice

References

You are required to use the professional literature to support your reflection. This may include

peer-reviewed journal articles, books, and professional websites of the professional organizations.

It is recommended that the grounding in the professional literature be evident across whole

paper rather than in a separate section of the paper.

Permission Forms for Technology Integration Video Project have been provided in the folder

under the same title in this module.

More detailed submission directions will be provided further in the semester.

[http://www.valdosta.edu/academics/library/depts/media-center/](http://www.valdosta.edu/academics/library/depts/media-center/)

4

**TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

November 6, 2026
[Solved] Help Needed!

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Help Needed Due 2/20/2026! – [\ \ IMG_6279.jpeg](https://www.sweetstudy.com/files/img-6279-jpeg-10495565 "IMG_6279.jpeg") – [\ \ IMG_6280.jpeg](https://www.sweetstudy.com/files/img-6280-jpeg-10495567 "IMG_6280.jpeg") – [\ \ IMG_6281.jpeg](https://www.sweetstudy.com/files/img-6281-jpeg-10495…

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Help Needed Due 2/20/2026!

– [\
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– [\
\
IMG_6280.jpeg](https://www.sweetstudy.com/files/img-6280-jpeg-10495567 "IMG_6280.jpeg")
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IMG_6281.jpeg](https://www.sweetstudy.com/files/img-6281-jpeg-10495569 "IMG_6281.jpeg")
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IMG_6282.jpeg](https://www.sweetstudy.com/files/img-6282-jpeg-10495571 "IMG_6282.jpeg")
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November 6, 2026
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**files (1)** – ## Nu507Unit6assignment.docx **## Nu507Unit6assignment.docx** Nu 507 Unit 6 assignment **Course Outcome covered in this assignment:** **NU507-3:** Recommend public policy options to meet the needs of various stakeholders. **Directions** For this assignment, you will create a slide an…

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**files (1)**

– ## Nu507Unit6assignment.docx

**## Nu507Unit6assignment.docx**

Nu 507 Unit 6 assignment

**Course Outcome covered in this assignment:**

**NU507-3:** Recommend public policy options to meet the needs of various stakeholders.

**Directions**

For this assignment, you will create a slide and audio presentation in which you will present information in support of your position, whether pro or con, on S.2227 Marijuana Opportunity Reinvestment and Expungement Act (MORE) of 2019.

Please visit
[**Congress.gov**](https://www.congress.gov/bill/116th-congress/senate-bill/2227) for more information on the MORE Act.

You may use PowerPoint, Google Slides, Prezi, or another presentation software of your choosing. Your audio presentation should put forth a
**convincing** argument based on your searches designed to address a group of senators whose support you are trying to obtain.

Your slide and audio presentation will address:

· Title slide with audio

· Introduction of self as a registered voter, professional experience, and position for or against S.2227

· Briefly address S.2227 legislation

· Your state's current public policy addressing marijuana usage

· Use of medical marijuana

· Pros and cons of recreational usage

· Two nursing organization’s stances

· Stakeholders

· Financial implications

· Your position on S.2227 to support how you want your senators to vote when it comes before the senate

· Conclusion: Takeaway points

**Assignment Requirements**

Your writing assignment should:

· A maximum of 15 slides
**(not including the title or reference slide).**

· Professional in appearance and tone, reflecting a thoughtful and meaningful application to your arguments.

· Speak clearly and convincingly and at a measured pace.

· Presentation no longer than
**10 minutes**.

· Follow the conventions of
**Standard English**(correct grammar, punctuation, etc.);

· Be
**well ordered, logical,** and
**unified**, as well as
**original and insightful**;

· Display
**superior content, organization, style,** and
**mechanics**; and

· Use 7th edition
**APA formatting and citation style.**

**## Nu507Unit6assignment.docx**

Nu 507 Unit 6 assignment

**Course Outcome covered in this assignment:**

**NU507-3:** Recommend public policy options to meet the needs of various stakeholders.

**Directions**

For this assignment, you will create a slide and audio presentation in which you will present information in support of your position, whether pro or con, on S.2227 Marijuana Opportunity Reinvestment and Expungement Act (MORE) of 2019.

Please visit
[**Congress.gov**](https://www.congress.gov/bill/116th-congress/senate-bill/2227) for more information on the MORE Act.

You may use PowerPoint, Google Slides, Prezi, or another presentation software of your choosing. Your audio presentation should put forth a
**convincing** argument based on your searches designed to address a group of senators whose support you are trying to obtain.

Your slide and audio presentation will address:

· Title slide with audio

· Introduction of self as a registered voter, professional experience, and position for or against S.2227

· Briefly address S.2227 legislation

· Your state's current public policy addressing marijuana usage

· Use of medical marijuana

· Pros and cons of recreational usage

· Two nursing organization’s stances

· Stakeholders

· Financial implications

· Your position on S.2227 to support how you want your senators to vote when it comes before the senate

· Conclusion: Takeaway points

**Assignment Requirements**

Your writing assignment should:

· A maximum of 15 slides
**(not including the title or reference slide).**

· Professional in appearance and tone, reflecting a thoughtful and meaningful application to your arguments.

· Speak clearly and convincingly and at a measured pace.

· Presentation no longer than
**10 minutes**.

· Follow the conventions of
**Standard English**(correct grammar, punctuation, etc.);

· Be
**well ordered, logical,** and
**unified**, as well as
**original and insightful**;

· Display
**superior content, organization, style,** and
**mechanics**; and

· Use 7th edition
**APA formatting and citation style.**

November 6, 2026
[Solved] Home Care Application

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Executive Solution Overview

**files (2)** – ## HomeCareApplication-Accreditation.docx – ## 460HomeCareAccreditationScenario.pdf **## HomeCareApplication-Accreditation.docx** **_Assignment Instructions_** Within the Allied Health Community media, read the "Home Care: Accreditation Scenario." **In a total of 250-500 words, respo…

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Assignment Prompt & Instructions

**files (2)**

– ## HomeCareApplication-Accreditation.docx

– ## 460HomeCareAccreditationScenario.pdf

**## HomeCareApplication-Accreditation.docx**

**_Assignment Instructions_**

Within the Allied Health Community media, read the "Home Care: Accreditation Scenario."

**In a total of 250-500 words, respond to the questions located in the scenario.**

Attached is Rubric and the full scenario

**## 460HomeCareAccreditationScenario.pdf**

HOME CARE: Accreditation Scenario

Scenario

Many families choose to place their elderly loved ones in this assisted living facility because it has a
reputation as a caring and passionate provider of care throughout the United States. The facility has 225
efficiency apartments, furnished and equipped with the latest technology, in this segment of the health
care industry.

The assisted living facility administrator has provided some thoughts regarding the future of the facility,
especially regarding some recently acquired survey results. Although most scores were very good, there
seems to be a trend of some scores actually dropping, which causes concern. These lower scores seem
to be associated with issues related to communications between the assisted living staff and resident
family members, specifically among the Nursing Assistants, Registered Nurses, Social Services, and
family members. Although the patients are providing high scores for their experiences, the families are
more critical and thorough with the surveys.

The assisted living administrator has done some research regarding the Arizona Health Care Assisted
Living Accreditation Agency and discovered that the agency possesses a very highly touted program
that will provide postmodern systems, processes, and procedures to ensure that the assisted living facil-
ity complies with the very highest standards, including refreshed criteria for caregivers, especially in the
areas of communication and effective patient-family-caregiver protocols. The administrator also found
the agency has an initial accreditation process that involves a comprehensive internal audit of all facility
functions. Every department, including executive management, human resources, accounting, nursing,
social services, dietary, grounds/maintenance, and others will be thoroughly inventoried, including their
policies, procedures, and the review of all employee records. Once approved, the assisted living facility
will be provided an initial accreditation. After one year, the assisted living facility will apply for reaccredita-
tion on an annual basis.

The executive staff, upon the assisted living administrator’s recommendation, has approved the initiative
of gaining this high level of accreditation. The Vice President of Human Resources has been given the
directive of pursing the accreditation. Consider the following questions:

Questions:

1. What type of accreditation does an assisted living facility need?
2. What are the pros and cons for accreditation? What tools would you use to evaluate the pros
and cons?
3. What stakeholders would you include? How would you ensure your primary, secondary, tertiary
stakeholders are informed?

**## 460HomeCareAccreditationScenario.pdf**

HOME CARE: Accreditation Scenario

Scenario

Many families choose to place their elderly loved ones in this assisted living facility because it has a
reputation as a caring and passionate provider of care throughout the United States. The facility has 225
efficiency apartments, furnished and equipped with the latest technology, in this segment of the health
care industry.

The assisted living facility administrator has provided some thoughts regarding the future of the facility,
especially regarding some recently acquired survey results. Although most scores were very good, there
seems to be a trend of some scores actually dropping, which causes concern. These lower scores seem
to be associated with issues related to communications between the assisted living staff and resident
family members, specifically among the Nursing Assistants, Registered Nurses, Social Services, and
family members. Although the patients are providing high scores for their experiences, the families are
more critical and thorough with the surveys.

The assisted living administrator has done some research regarding the Arizona Health Care Assisted
Living Accreditation Agency and discovered that the agency possesses a very highly touted program
that will provide postmodern systems, processes, and procedures to ensure that the assisted living facil-
ity complies with the very highest standards, including refreshed criteria for caregivers, especially in the
areas of communication and effective patient-family-caregiver protocols. The administrator also found
the agency has an initial accreditation process that involves a comprehensive internal audit of all facility
functions. Every department, including executive management, human resources, accounting, nursing,
social services, dietary, grounds/maintenance, and others will be thoroughly inventoried, including their
policies, procedures, and the review of all employee records. Once approved, the assisted living facility
will be provided an initial accreditation. After one year, the assisted living facility will apply for reaccredita-
tion on an annual basis.

The executive staff, upon the assisted living administrator’s recommendation, has approved the initiative
of gaining this high level of accreditation. The Vice President of Human Resources has been given the
directive of pursing the accreditation. Consider the following questions:

Questions:

1. What type of accreditation does an assisted living facility need?
2. What are the pros and cons for accreditation? What tools would you use to evaluate the pros
and cons?
3. What stakeholders would you include? How would you ensure your primary, secondary, tertiary
stakeholders are informed?

**## HomeCareApplication-Accreditation.docx**

**_Assignment Instructions_**

Within the Allied Health Community media, read the "Home Care: Accreditation Scenario."

**In a total of 250-500 words, respond to the questions located in the scenario.**

Attached is Rubric and the full scenario

**## 460HomeCareAccreditationScenario.pdf**

HOME CARE: Accreditation Scenario

Scenario

Many families choose to place their elderly loved ones in this assisted living facility because it has a
reputation as a caring and passionate provider of care throughout the United States. The facility has 225
efficiency apartments, furnished and equipped with the latest technology, in this segment of the health
care industry.

The assisted living facility administrator has provided some thoughts regarding the future of the facility,
especially regarding some recently acquired survey results. Although most scores were very good, there
seems to be a trend of some scores actually dropping, which causes concern. These lower scores seem
to be associated with issues related to communications between the assisted living staff and resident
family members, specifically among the Nursing Assistants, Registered Nurses, Social Services, and
family members. Although the patients are providing high scores for their experiences, the families are
more critical and thorough with the surveys.

The assisted living administrator has done some research regarding the Arizona Health Care Assisted
Living Accreditation Agency and discovered that the agency possesses a very highly touted program
that will provide postmodern systems, processes, and procedures to ensure that the assisted living facil-
ity complies with the very highest standards, including refreshed criteria for caregivers, especially in the
areas of communication and effective patient-family-caregiver protocols. The administrator also found
the agency has an initial accreditation process that involves a comprehensive internal audit of all facility
functions. Every department, including executive management, human resources, accounting, nursing,
social services, dietary, grounds/maintenance, and others will be thoroughly inventoried, including their
policies, procedures, and the review of all employee records. Once approved, the assisted living facility
will be provided an initial accreditation. After one year, the assisted living facility will apply for reaccredita-
tion on an annual basis.

The executive staff, upon the assisted living administrator’s recommendation, has approved the initiative
of gaining this high level of accreditation. The Vice President of Human Resources has been given the
directive of pursing the accreditation. Consider the following questions:

Questions:

1. What type of accreditation does an assisted living facility need?
2. What are the pros and cons for accreditation? What tools would you use to evaluate the pros
and cons?
3. What stakeholders would you include? How would you ensure your primary, secondary, tertiary
stakeholders are informed?

**## HomeCareApplication-Accreditation.docx**

**_Assignment Instructions_**

Within the Allied Health Community media, read the "Home Care: Accreditation Scenario."

**In a total of 250-500 words, respond to the questions located in the scenario.**

Attached is Rubric and the full scenario

**## 460HomeCareAccreditationScenario.pdf**

HOME CARE: Accreditation Scenario

Scenario

Many families choose to place their elderly loved ones in this assisted living facility because it has a
reputation as a caring and passionate provider of care throughout the United States. The facility has 225
efficiency apartments, furnished and equipped with the latest technology, in this segment of the health
care industry.

The assisted living facility administrator has provided some thoughts regarding the future of the facility,
especially regarding some recently acquired survey results. Although most scores were very good, there
seems to be a trend of some scores actually dropping, which causes concern. These lower scores seem
to be associated with issues related to communications between the assisted living staff and resident
family members, specifically among the Nursing Assistants, Registered Nurses, Social Services, and
family members. Although the patients are providing high scores for their experiences, the families are
more critical and thorough with the surveys.

The assisted living administrator has done some research regarding the Arizona Health Care Assisted
Living Accreditation Agency and discovered that the agency possesses a very highly touted program
that will provide postmodern systems, processes, and procedures to ensure that the assisted living facil-
ity complies with the very highest standards, including refreshed criteria for caregivers, especially in the
areas of communication and effective patient-family-caregiver protocols. The administrator also found
the agency has an initial accreditation process that involves a comprehensive internal audit of all facility
functions. Every department, including executive management, human resources, accounting, nursing,
social services, dietary, grounds/maintenance, and others will be thoroughly inventoried, including their
policies, procedures, and the review of all employee records. Once approved, the assisted living facility
will be provided an initial accreditation. After one year, the assisted living facility will apply for reaccredita-
tion on an annual basis.

The executive staff, upon the assisted living administrator’s recommendation, has approved the initiative
of gaining this high level of accreditation. The Vice President of Human Resources has been given the
directive of pursing the accreditation. Consider the following questions:

Questions:

1. What type of accreditation does an assisted living facility need?
2. What are the pros and cons for accreditation? What tools would you use to evaluate the pros
and cons?
3. What stakeholders would you include? How would you ensure your primary, secondary, tertiary
stakeholders are informed?

November 6, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Scenario As the HR consultant contracted to resolve issues related to miscommunication and workforce discontent at the U.S. branch of the Singaporean software solutions provider, you are expected to present…

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Assignment Prompt & Instructions

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

## Scenario

As the HR consultant contracted to resolve issues related to miscommunication and workforce discontent at the U.S. branch of the Singaporean software solutions provider, you are expected to present a change readiness report and then submit a change management plan.

You have read that stakeholder analysis is an important requirement for change management. You know that you will soon need critical information from the VP of the U.S. unit to complete this activity. To convince the VP and the leadership team at both locations to share this critical information with you, you decide to send out a memo on the significance of stakeholder analysis in change management.

## Prompt

Write a short memo explaining the significance of stakeholder analysis. Specifically, you must address the following criteria:

1. Describe the **use of stakeholder analysis** in organizational change management.

– How will the identities of different stakeholders influence their views on change initiatives?
– How can stakeholders encourage or inhibit change in an organization?
2. Identify and explain at least three **benefits of conducting a stakeholder analysis**.
3. Identify the **key people** in the organization:

– Reference the [Leaders’ Self-Evaluations](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20Leaders'%20Self-Evaluations.pdf?isCourseFile=true&ou=2180164) to document your analysis.
– Who are the critical stakeholders in the organization? Refer to the [U.S. Branch Overview](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20U.S.%20Branch%20Overview.pdf?isCourseFile=true&ou=2180164) to identify the critical stakeholders.
– Who could be interested in enabling change in the organization?
– Why do you think these stakeholders will be interested in enabling change?
4. Include at least two valid **questions or additional information** you will need from the company leadership to complete your stakeholder analysis.

– Reference the Leaders’ Self-Evaluations and [Employee Engagement Surveys](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20Employee%20Engagement%20Surveys.pdf?ou=2180164) to document your analysis.

## What to Submit

Submit a 3- to 5-page Word document using double spacing, 12-point Times New Roman font, and one-inch margins. Sources, including course materials, should be cited in APA format and listed on a separate reference page

– [\
\
MBA687U.S.BranchOverview.pdf](https://www.sweetstudy.com/files/mba687u-s-branchoverview-pdf-10495859 "MBA687U.S.BranchOverview.pdf")
– [\
\
MBA687LeadersSelf-Evaluations1.pdf](https://www.sweetstudy.com/files/mba687leadersself-evaluations1-pdf-10495861 "MBA687LeadersSelf-Evaluations1.pdf")
– [\
\
MBA687EmployeeEngagementSurveys1.pdf](https://www.sweetstudy.com/files/mba687employeeengagementsurveys1-pdf-10495863 "MBA687EmployeeEngagementSurveys1.pdf")

November 6, 2026