Most people would agree that good leadership is essential to an organization's success. But what does good leadership really mean? What does it look like in everyday operations of an organization? There is no universal agreement on the answer to those questions.It's likely that by the time you complete your working life, you will have encountered leaders you considered to be at all points on the spectrum, from "good" to "bad" and from effective to ineffective. Think specifically about what those differences were.Watch this TedTalk about good and bad leaders.The Perfect Boss (YouTube 15:57)After watching the video and reviewing the article, what do you think a perfect leader looks like? Using the job occupation you selected for the Work Samples activities, develop a profile of the "perfect leader" for that context.Address the following in a thoughtful post of at least 500 words:What characteristics and behaviors are important in your perfect leader? Be specific. What would they do, be, say? And, what would they not do, be and say? Be thorough and specific.What leadership theory or theories are relevant to this profile? Why did you choose these? Why are they better than the others?How does the culture of the organization relate to the leadership processes you have envisioned?Is this profile of a perfect leader applicable across all jobs and industries, or is it unique in any ways to your specific job? Explain your answer.Return to this discussion activity throughout the module week and reply with meaningful comments to a minimum of one of your colleagues.

Building TrustDwight thinks that new managers must know how to create and maintain trust with their employees. He views communication as a major component of establishing trusting relationships. Dwight has set up two real situations that he wants his new hires to evaluate and comment upon in a short three-minute video presentation to the group.Skill #2: Build trust in INDIVIDUAL relationships both locally and at a distance. In the recent meeting with the new managers, Dwight at Easy Chairs wanted to emphasize the importance of communication in leading. Dwight reported an occurrence that happened in the production department just the other day. Sally Hill was sitting alone at the lunch table when Dwight passed by. Saying hello and getting an unusually quiet reply, Dwight stopped to ask if things were alright. Sally said things were fine, but she did not look fine. He wondered if something was wrong. Sally, who runs the conveyor belts on the production line, has been on the job since EC began, and she is very good at her job. Dwight was right. Things were not good for her on the production line. She was sitting at the lunch counter rather than going back to the floor and her job. It seems that Sally's new floor supervisor, Jessie, has decided to implement a production efficiency study so that he could measure her efficiency of motion. At first, Sally took Jessie at his word that the study was to see if she could improve her time and therefore get more work completed faster. It wasn't until she overheard him telling someone else that he was thinking of getting a robot to do her job that she lost faith in him and the company. Shouldn't they be telling her about this possible change? Is it fair to just announce the change one day and her be out of a job the next? Jessie just lied to her. Not sure of what she heard, Sally consulted some of the other production workers who do different jobs. The said there had been rumors but they knew Dwight and Ike would never do something that drastic without consulting with them. Sally just wasn't sure. Worse yet, Jessie made her write down all the data for the study and questioned her if she left numbers blank. She lost track often and her work began to suffer. Jessie began to come down hard on her and finally put her on probation. When this happened, she finally confided in others only to find that several felt Jessie did not trust them. Jessie seemed to question what they were doing. Only a week after Dwight began to investigate Sally's unhappiness things came to a head in the department. Jessie had a team meeting to get at the reasons why production rates had dropped. He talked for 30 minutes. He asked for people's opinions and no one would reply. One person asked permission to speak but asked only if the study would take much longer. Finally, Jessie dismissed the team. Jessie did not understand; when he first arrived, everyone was happy and helpful. Hadn't he always been straight with them? Why was everyone so unhappy now? Jessie finally saw that he had a problem, but he wasn't quite sure what it was. Dwight approached Jessie a few days after the meeting and asked him if the rumors he heard about using robots to replace some of the production workers were true; Jessie finally knew what was wrong. Do you?Skill #3: Build trust in TEAM relationships both locally and at a distance.In week one Dwight and Ike explained that EC expanded into the Asian Market. They are concerned that things could be going better for the distributors if they had better teamwork with the groups in Japan and Korea. The current EC teams report that the Asian teams seem quiet when they meet and are not as quick to respond to the new plans. Personal "chit-chat" is at a minimum and seems to be one-sided. The EC teams are getting stressed out because they are always taking calls either late at night or early in the morning to catch the Japanese/South Korean working hours. Overall, they just feel that they are being tested and are coming up wanting. Creating trust in a virtual team, especially those with members from abroad, is particularly hard. How can you help the EC team be successful? Show Dwight how you would set up a new international team and how you might help the existing teams now.Directions: By FRIDAY, complete the following: Create a three-minute video, using the instructions found in the Elevator Pitch Introduction, to present your conclusions on resolving the issues of trust in the two scenarios. Scenario one should seek to comment on the following points: Identify and explain the trust issues that Jessie has with his direct report. How did he create this problem? What can he do to correct the issue? Scenario two should explain to Dwight how to set up a successful team, establish trust in a culturally diverse environment. It should also include ways now to bolster the trust in the existing teams. Explain the influence of cultural IQ in virtual meetings and how and why it can cloud success. In the discussion of the Asian teams, research the cultural differences in creating trust relationships between Americans and the Japanese and South Koreans. Explain specifically how this relates to the experience of the EC team members. Identifying and describing the steps that should be taken by team members to make the virtual experience work. This template should be something that all teams can follow in the future. Be sure to include a step for cultural diversity if these virtual meetings are cross-cultural. Explain why and how these steps will create trust in the relationship. Both scenarios should include a detailed discussion of the communications issues present and how best to address them for better relationships in the future. You must use course material to support your responses and APA in-text citations with a reference list. Since it is a video, you will need a separate reference listing for any sources you reference in the video.I will make the video I just need the writing. Please use the provided sources and 2 other sources. APA format.

FOCUSED SOAP NOTEAssignment 1: Assessing the Genitalia and RectumPatients are frequently uncomfortable discussing with health care professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.GENITALIA ASSESSMENTSubjective:CC: “I have bumps on my bottom that I want to have checked out.”HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.PMH: AsthmaMedications: Symbicort 160/4.5mcgAllergies: NKDAFH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERDSocial: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)Objective:VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbsHeart: RRR, no murmursLungs: CTA, chest wall symmetricalGenital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labiaAbd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurneyDiagnostics: HSV specimen obtainedAssessment:ChancrePLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.To prepare:With regard to the SOAP note case study provided:Review this week’s Learning Resources, and consider the insights they provide about the case study.Consider what history would be necessary to collect from the patient in the case study.Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.To complete:Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study. Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.Analyze the subjective portion of the note. List additional information that should be included in the documentation.Analyze the objective portion of the note. List additional information that should be included in the documentation.Is the assessment supported by the subjective and objective information? Why or Why not?Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.Learning ResourcesNote: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.REQUIRED READINGSBall, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel's guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.Chapter 16, “Breasts and Axillae” (pp. 350-369)This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.Chapter 18, “Female Genitalia” (pp. 416-465)In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.Chapter 19, “Male Genitalia” (pp. 466-484)The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.Chapter 20, “Anus, Rectum, and Prostate” (pp. 485-500)This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.Chapter 5, “Amenorrhea” (pp. 47-60)Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.Chapter 6, “Breast Lumps and Nipple Discharge” (pp. 61-72)This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.Chapter 7, “Breast Pain” (pp. 73-80)Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.Chapter 27, “Penile Discharge” (pp. 318-324)The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.Chapter 36, “Vaginal Bleeding” (pp. 419-433)In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient, as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.Chapter 37, “Vaginal Discharge and Itching” (pp. 434-445)This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.Chapter 3, "Adult Preventative Care Visits" ("Gender Specific Screenings"; p. 137)Note: Download the Physical Examination Objective Data Checklist to use as you complete the Head-to-Toe Physical Assessment Video assignment.Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby's guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.This Physical Examination Objective Data Checklist was published as a companion to Seidel's guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/Cucci, E. Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/ Sabbagh, C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045Retrieved from the Walden Library Databases. Westhoff, C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20(1), 5–10.Retrieved from the Walden Library databases. This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete.Centers for Disease Control and Prevention. (2012). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/#This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved from http://www.med-ed.virginia.edu/courses/rad/index.htmlThis website provides an introduction to radiology and imaging. For this week, focus on genitourinary radiology, as well as the cross-sectional female pelvis and the cross-sectional male pelvis in abdominal radiology.REQUIRED MEDIAOnline media for Seidel's Guide to Physical ExaminationIt is highly recommended that you access and view the resources included with the course text, Seidel's Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.OPTIONAL RESOURCESLeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions.Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562)In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584)The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)