Hurricane Katrina Case Study

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Description
Summary
To demonstrate what you have learned in this course, for your final written assignment you will
develop a Leadership Analysis case study that addresses multiple aspects of leadership within
an organization and the larger community during a crisis or disaster. This will require you to
identify the leadership styles and strategies used by a municipal level (local), state, or national
public safety agency or organization. Please include transformational or transactional leader
theory.
Option B:
For this option, view these articles as a starting point:
Curtis, C. A. (2018). Organizational networks in times of crisis: Lessons from Katrina. Journal of
Contingencies & Crisis Management, 26(2), 202–211.
Boin, A., Hart, P., McConnell, A., & Preston, T. (2010). Leadership style, crisis response, and blame
management: The case of Hurricane Katrina. Public Administration, 88(3), 706–723.
For either option, you will develop a 7–10-page analysis that examines leadership types,
theories, and scholarly literature relevant to the organization/situation and provides a
recommendation of the most effective leadership model as applied to the scenario and community. See the scoring guide for more details.
In your paper:
Provide a broad description of the organization, the problem, and the leader involved.
Identify the agency or organization selected and the leader selected for your analysis.
Identify the problem facing that leader in terms of the crisis or disaster.
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Elaborate on that leader’s preparation (education, skills, and experience that prepared him or her
for the leadership response).
Analyze how the leader’s style and practices relate to emerging leadership theories.
Determine the leadership style (primary) used by the leader to respond to the crisis or disaster
and identify the ancillary leadership styles employed to address different stakeholders.
Analyze the ethical implication of the leader’s decisions and communication choices.
In concluding remarks, determine how the leader’s decisions and communication practices
promoted or failed to promote social responsibility.
Additional Requirements

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Developmental assessment of children and adolescents

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Developmental assessment of children and adolescents is essential because it observes the growth
and changes in the child over time. A developmental assessment allows the Psychiatric Mental
Health Nurse Practitioner (PMHNP) to compare developmental growth to expected
achievements of children of the same age and identify any delays in developmental milestones.
The identification of any abnormalities prompts a need to refer a child to the appropriate clinician for further testing. The Centers for Disease Control and Prevention (2019) recognized
that early intervention could change a child’s developmental path and improve outcomes for not
only the child but families and communities as well. The earlier the detection of abnormal
development, the higher the chances the child has in reaching his or her best potential with
intervention (Centers for Disease Control and Prevention, 2019).
Assessment Instruments
Dominic-R- is a comprehensive child self-report screening tool that is used to diagnose common mental health problems in children ages 6 to 11. The instrument provides instant results in
diagnosing “separation anxiety, generalized anxiety, depression and dysthymia, ADHD,
oppositional defiant disorder, conduct disorder, and specific phobia” (Sadock, Sadock, & Ruiz,
2014). The highly standardized test combines colorful pictures, text, and a voiceover with child interaction. The instrument uses a child named “Dominic,” who experiences symptoms in question, from the child’s point of view (Sadock et al., 2014). Dominic-R uses the combination of auditory and visual symptoms to achieve a better understanding versus the use of traditional questionnaires. According to Sadock, Sadock, and Ruiz (2014), “information gleaned from this instrument can also be applied in conjunction with clinical information to the DSM-5” (p. 1111).
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Dominic-R is appropriate for children as young as the age of 6. Cognitive theories recommend external data input through multiple sensory channels, achieves the enhancement of information processing (Dominic Interaction, 2009). This assessment instrument is more
relatable to a child or adolescent versus an adult as it is driven towards limited comprehension
of abstract concepts that apply to this age group.
Reynolds Child Depression Scale- 2nd Edition (RCDS-2)- is an adolescent self-report screening tool that measures the severity of depression in 11-20-year old. The RCDS-2 assesses for
dysphoric mood, anhedonia-negative affect, negative self-evaluation, and somatic complaints
(Ortuño-Sierra et al., 2017). This tool uses a 30-item questionnaire that uses a Likert scale to assess the severity of the depression. The rationale that this assessment is used in adolescents versus adults in the diagnosis of major depression disorder (MDD) in children and adolescence can directly affect academic performance, increase the risk for attempted suicide and increase the risk of suffering from depression as an adult (Ortuño-Sierra et al., 2017). Early intervention is ideal.
Treatment Options
Pediatric Medical Dance/Movement Therapy- is a dance therapy designed for childhood and adolescent with disorders such as ADHD, mental disability, anxiety, depression, and disordered eating (Tortora, 2019). Pediatric medical DMT is practiced in both in-patient and out-patient
settings to engage children in dance/movement providing psychosocial support. The goals of
therapy are to improve experiences and address concerns related to medical illness (Tortora,
2019). DMT has been identified as successful in improving stress management, improving
quality of life, manages pain, reduces anxiety and depression, and improves body self-image
(Tortora, 2019).
Play Therapy- therapy used in children ages 3-12. Play therapy typically is a weekly 30 to a 60-
the minute session that is used to assist children in addressing and resolving problems (Association
for Play Therapy, n.d.). Play therapy is designed to assist children in learning how to cope with
difficult emotions and find solutions to problems through natural play (Association for Play
Therapy, n.d.).
Parents Role
Parents play a significant role in the assessment and treatment of the child and adolescent as
they are likely the first to recognize a change. As clinicians, we rely on parents to keep the child
compliant with visits and keep us updated on treatment failures and successes. The
participation of the parent ultimately predicts the child or adolescent’s outcome. Negligence of
the parent failing to comply with treatment or lack of alerting clinicians of developmental delays
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impacts the child’s care and ability to seek intervention, which ultimately decreases the likelihood
of the child successfully reaching his or her potential. Ignoring signs or symptoms of anxiety or
depression could lead to the worsening of symptoms as an adult or self-harm.
References
Centers for Disease Control and Prevention. (2019). Why act early if you’re concerned about development? Retrieved from https://www.cdc.gov/ncbddd/actearly/whyActEarly.html
Dominic Interaction. (2009). Children ages 6 to 11. Retrieved from
http://www.dominicinteractive.com/21_en.jsp
Ortuño-Sierra, J., Artio-Solana, R., Inchausti, F., Chocarro de Luis, E., Lucas Molina, B., Pérez de Albéniz, A., & Fonseca-Pedrero, E. (2017). Screening for depressive symptoms in
adolescents at school: New validity evidence on the short form of the Reynolds
Depression Scale. PloS one, 12(2). https://doi.org/10.1371/journal.pone.0170950
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry:
Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Tortora, S. (2019). Children are born to dance! Pediatric medical dance/movement therapy:
The view from integrative pediatric oncology. Children (Basel, Switzerland), 6(1), 14.

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Identifying Channels of Distribution

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Foundations of Marketing – Week 3 Assignment
Identifying Channels of Distribution
For this week’s assignment pick a product with which you are very familiar with or take the time
to go through your clothes closet and try and find a product made in the USA, or one that you
can anticipate being able to research easily.
Map the supply chain of your product as far back as is feasible. A simple example is a diamond
sold by a local jewelry store, purchased direct from diamond wholesalers in the Netherlands,
bought by wholesalers from diamond centers in South Africa, and brought out of mines owned
by a company in South Africa. Identify as many participants in the channel as possible by
company name and location.
Identify the mode of transportation used between each stage in the channel.
Identify by name and location the component parts of the product if any.
The requirements below must be met for your paper to be accepted and graded:
Write between 500 – 750 words (approximately 2 – 3 pages) using Microsoft Word.
Attempt APA style.
Use font size 12 and 1” margins.
Include cover page and reference page.
At least 60% of your paper must be original content/writing.
No more than 40% of your content/information may come from references.
Use at least two references from outside the course material, preferably from EBSCOhost. Text

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Violent Crime in the United States

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This paper addresses prevalence, impact, and variation in violent crime. Your paper must include the following sections:

What is violent crime? What crimes are considered violent crimes in the United States? Who decides which crimes count as violent crimes?
Prevalence. What is the violent crime rate in the U.S.? How has this changed from the 1970s to the 2000s? What are some of the proposed reasons for these changes?
Criminals and victims. Who is most likely to commit violent crime? Who is most likely to be the victim of violent crime? Do these patterns differ across types of violent crime?
Reference/Bibliography section.

This criterion is linked to a Learning OutcomeWhat is violent crime?: What crimes are considered violent crimes in the United States (23)?
What is violent crime?: Who decides which crimes count as violent crimes ?
This criterion is linked to a Learning OutcomePrevalence: What is the violent crime rate in the U.S.?
This criterion is linked to a Learning OutcomePrevalence: How has this changed from the 1970s to the 2000s?
Criminals and victims: Who is most likely to commit violent crime?
This criterion is linked to a Learning OutcomePrevalence: What are some of the proposed reasons for these changes?
Criminals and vicitms: Who is most likely to be the victim of violent crime?
Criminals and victims: Do these patterns differ across types of violent crime?
Reference/Bibliography section