Author: PAPERLINK

 
Today is Constitution Day; we celebrate and remember this day because this the day that our Constitution was signed.  
For this day your assignment is to write a 100–150-word paragraph on this topic:  Are civic responsibility and civic engagement important
in maintaining our democracy?  Be sure to write a topic sentence stating your position on the question; write an explanation of the 
topic sentence, and then supply two pieces of evidence with explanation and commentary for each piece.  Finally, tell how you yourself are actively participating in or how you plan to engage in civic responsibility.
Civic Responsibility
“Civic responsibility means active participation in the public life of a community in an informed, committed, and constructive manner, with a focus on the common good.* ”
*Definition from: Tennessee State University, “Defining 

 
Assignment Details
Recently, human resources (HR) recruiters have utilized their company Web site job board, online job boards, social media, and other industry-specific job boards or Web sites to fill all types of positions. As an HR recruiter, you are in need of new employees for a forecasted expansion to a call center that is opening up in 2 months and that is just 20 miles away. Think creatively and find some new, unique, and innovative ways to find candidates. Research and address the following:
Discuss 2 new technology options that the company could use to source candidates.
Would you also use these new technology options to recruit new managers? Why or why not?
Have you found any data that supports the effectiveness of the new technology options for finding qualified candidates?
Do you feel like these new technology options are just trends? Why or why not? 

Since the COVID tracking project has discontinued, there is no single federal database with all covid data.  However, the Center for Disease Control (CDC) COVID Data Tracker contains links out to covid data for states and counties. 
Use the links provided by the CDC COVID data tracker to find the covid data for your state: https://data.cdc.gov/Case-Surveillance/United-States-COVID-19-Cases-and-Deaths-by-State-o/9mfq-cb36/data
Sort the data by state and then by submission date.  Copy all of the data for your state to a new sheet.
Create a new column AR in the database labeled % positive. The formula to calculate % positive should be = AD1/AP1. Format the cell for percentage. Copy the cell down the column for all dates of your state.
Using the data, develop a linear regression time series analysis for deaths (column D), % tested, and % positive. Answer the following questions:

What is the null and alternative hypothesis for each variable?
What was the r squared for each variable? What does this mean?
What was the p-value of each test? What does this mean?
For those tests which were significant, use the model to predict the value of the variable seven days after the end of the workshop.

Write a short report (1 to 2 pages for each variable) that includes the results of your analysis. Present the results and discuss the implications of your findings. Include whatever graphs or statistical output you may have generated in answering these questions along with a short explanation of your analysis. What conclusions concerning COVID19 may you draw from your analysis?

Below you will find three (3) options. You are to choose only one (1) option and follow the instructions for the topic you chose. After you choose the topic, carefully read the assignment, and then follow the instructions for the essay as stated above. If you have any questions, please do not hesitate to ask me anything, any time! Option 1: Native Americans at Time of Contact: Follow the links and choose two of the Native American tribes listed below: Karankawa Comanche Apache https://www.tshaonline.org/handbook/entries/karankawa-indians https://www.tshaonline.org/handbook/entries/comanche-indians https://www.tshaonline.org/handbook/entries/apache-indians Write a comparative essay of the two tribes you selected bringing to bear information regarding their tribe name origin, geographical location, their culture and language, politics, and their experiences with explorers (Spanish, French, American) How were experiences the same or different as Europe colonized America? What effects did colonization have on their language, politics, and culture? Where did we see evidence of their culture today? Option 2: Missions and Presidios Outline and give examples of the differences between missions and presidios. Be sure to include answers to the following points in your essay. The geographical locations of the missions/presidios The founders and objectives, and any alliances or enemies of the missions/presidios The inhabitants, the purpose of the mission/presidio The success or failure of the missions/presidios. State reasons for the success or failure. Provide evidence of the missions/presidios today. How do they play into our culture? https://www.tshaonline.org/handbook/entries/spanish-missions https://www.tshaonline.org/handbook/entries/presidios Option 3 Law and (dis)Order In this option you have the choice of writing about both sides of Law and Order. Outlaws: Follow this link to learn about the other side of Texas History. Choose two notorious outlaws or institutions of disreputable behavior: https://www.wideopencountry.com/8-infamous-texas-outlaws-history/ or Ladies of the Night: Use link to read about a specific aspect of Texas crime: https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2167&context=ethj Once you have selected your topic, write an essay which answers the following questions. Remember to provide examples, and details. How did these figures emerge as “outlaws” or brothel owners or workers? How did these folks and establishments affect society? eg the establishment of settlements, towns, cities. How did their actions affect or influence law and order? What evidence do we see today of this aspect of early Texas History? Or You may write about the other side of law and order: The Texas Rangers: Follow these links to learn about the inception of the Texas Rangers and examine their position as a body of law enforcement. Write an essay that answers the following questions providing examples and details. How and why did the Rangers originate? What was their status at inception and how did it change? How effective were the Rangers as law enforcement? Give examples. What did the Rangers do to shut down the outlaws and the brothels? https://www.tshaonline.org/handbook/entries/texas-rangers https://www.tsl.texas.gov/treasures/law/index.html https://www.legendsofamerica.com/tx-rangers/ https://www.dps.texas.gov/section/texas-rangers/history-texas-rangers

Episodic Visit: Gastrointestinal Focused Note

For this Assignment, you will work with a patient with a gastrointestinal condition that you examined during the last three weeks. You will complete your second Episodic/Focused Note Template Form for this course where you will gather patient information, relevant diagnostic and treatment information, and reflect on health promotion and disease prevention in light of patient factors, such as age, ethnic group, PMH, socioeconomic, cultural background, etc. In this week’s Learning Resources, please review the Focused Note resources for guidance on writing Focused Notes.

Note: All Focused Notes must be signed, and each page must be initialed by your preceptor. When you submit your Focused Notes, you should include the complete Focused Note as a Word document and pdf/images of each page that is initialed and signed by your preceptor. You must submit your Focused Notes using Turnitin.

Note: Electronic signatures are not accepted. If both files are not received by the due date, faculty will deduct points per the Walden Late Policies.

 

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To prepare:

·        Use the Episodic/Focused Note Template found in the Learning Resources for this week to complete this Assignment.

·        Select a patient that you examined during the last three weeks based on any gastrointestinal conditions. With this patient in mind, address the following in a Focused Note:

Assignment:

·        Subjective: What details did the patient provide regarding her personal and medical history?

·        Objective: What observations did you make during the physical assessment?

·        Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?

·        Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.

·        Reflection notes: What would you do differently in a similar patient evaluation?

Note: Your Focused Note Assignment must be signed by Day 7 of Week 6.

By Day 7

Submit your Episodic/Focused Note Assignment. (Note: You will submit two files, your Focused Note Assignment, and a Word document of pdf/images of each page that is initialed and signed by your preceptor by Day 7 of Week 6.)

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1.     To submit your completed assignment, save your Assignment as WK6Assgn2_LastName_Firstinitial

2.     Then, click on Start Assignment near the top of the page.

3.     Next, click on Upload File and select Submit Assignment for review.

Rubric

PRAC_6531_Week6_Assignment2_Rubric

PRAC_6531_Week6_Assignment2_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeOrganization of Write-up	10 to >6.0 pts Excellent All information organized in logical sequence; follows acceptable format and utilizes expected headings. 6 to >3.0 pts Good Information generally organized in logical sequence; follows acceptable format and utilizes expected headings. 3 to >0.0 pts Fair Errors in format; information intermittently organized. Headings are used some of the time. 0 pts Poor Errors in format; information disorganized. Headings are not used appropriately.	10 pts
This criterion is linked to a Learning OutcomeThoroughness of History	20 to >15.0 pts Excellent Thoroughly documents all pertinent history components for type of note; includes critical as well as supportive information. 15 to >11.0 pts Good Documents most pertinent examination components. 11 to >7.0 pts Fair Documents some pertinent examination components. 7 to >0 pts Poor Physical examination cursory; misses several pertinent components.	20 pts
This criterion is linked to a Learning OutcomeHistory of Present Illness	10 to >6.0 pts Excellent Thoroughly documents all 8 aspects of HPI and pertinent other data relevant to chief complaint. Includes critical as well as supportive information. 6 to >4.0 pts Good Documents at least 6 aspects of the HPI and pertinent other data relevant to chief complaint. Includes critical information. 4 to >2.0 pts Fair Documents at least 4 aspects of HPI and some data pertinent to chief complaint. Lacks some critical information or rambling in history. 2 to >0 pts Poor Missing many aspects of HPI and pertinent data. Critical information missing.	10 pts
This criterion is linked to a Learning OutcomeThoroughness of Physical Exam	10 to >7.0 pts Excellent Thoroughly documents all pertinent examination components for type of note. 7 to >4.0 pts Good Documents most pertinent examination components. 4 to >2.0 pts Fair Documents some pertinent examination components. 2 to >0 pts Poor Physical examination cursory; misses several pertinent components.	10 pts
This criterion is linked to a Learning OutcomeDiagnostic Reasoning	10 to >7.0 pts Excellent Assessment consistent with prior documentation. Clear justification for diagnosis. Notes all secondary problems. Cost effective when ordering diagnostic tests. 7 to >4.0 pts Good Assessment consistent with prior documentation. Clear justification for diagnosis. Notes most secondary problems. 4 to >2.0 pts Fair Assessment mostly consistent with prior documentation. Fails to clearly justify diagnosis or note secondary problems or orders inappropriate diagnostic tests. 2 to >0 pts Poor Assessment not consistent with prior documentation. Fails to clearly justify diagnosis or note secondary problems or orders inappropriate diagnostic tests.	10 pts
This criterion is linked to a Learning OutcomeTreatment Plan/Patient Education	20 to >15.0 pts Excellent Treatment plan addresses all issues raised by diagnoses, excellent insight into patient’s needs. Medications prescribed are appropriate and full prescription is included. Evidence based decisions. Cost effective treatment. 15 to >10.0 pts Good Treatment plan addresses most issues raised by diagnoses. Medications prescribed are appropriate but include 1 or 2 error in writing prescription. 10 to >5.0 pts Fair Treatment plan fails to address most issues raised by diagnoses. Medications are inappropriate or include 3 or more errors in writing prescription. 5 to >0 pts Poor Minimal treatment plan addressed. Medications are inappropriate or poorly written prescription.	20 pts
This criterion is linked to a Learning OutcomePatient Education / Follow Up / Reflection	10 to >8.0 pts Excellent Patient education addresses all issues raised by diagnoses, excellent insight into patient’s needs. Follow up plan in appropriate and reflects acuity of illness. Reflection is thoughtful and in depth. 8 to >5.0 pts Good Patient education addresses most issues raised by diagnoses. Follow up plan is appropriate but lacks specifics Reflection is thoughtful and in depth. 5 to >3.0 pts Fair Patient education fails to address most issues raised by diagnoses. Follow up plan is lacking specifics or is inappropriate for patient acuity. Reflection is brief, vague. and does not discuss anything that would have been done in addition to or differently. 3 to >0 pts Poor Minimal patient education addressed. Follow up plan is inappropriate Reflection is absent.	10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation. Professional language utilized	5 pts Excellent Uses correct grammar, spelling, and punctuation with no errors. Professional language utilized. 4 pts Good Contains a few (1-2) grammar, spelling, and punctuation errors. Contains a few errors (1 or 2) in professional language use. 2 pts Fair Contains several (3-4) grammar, spelling, and punctuation errors. Contains several errors (3 -4) in professional language use. 0 pts Poor Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Contains many errors in professional language use.	5 pts
This criterion is linked to a Learning OutcomeScholarly References and Clinical Practice Guidelines. The assignment includes a minimum of 3 scholarly references that are not older than 5 years. Clinical practice guidelines are included if applicable.	5 pts Excellent Contains parenthetical/in-text citations and at least 3 evidenced based references less than 5 years old are listed. Clinical practice guidelines are cited if applicable. 4 pts Good Contains parenthetical/in-text citations and at least 2 evidenced based references less than 5 years old are listed. Clinical practice guidelines are cited if applicable. 2 pts Fair Contains parenthetical/in-text citations and at least 1 evidenced based reference less than 5 years old is listed. Clinical practice guidelines are not cited if applicable. 0 pts Poor Contains no parenthetical/in-text citations and 0 evidenced based references listed. Clinical practice guidelines are not cited if applicable.	5 pts
Total Points: 100

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Assignment 1

APA format – 1 page

imagine the following:

A local school with children in grades kindergarten through 6 recently had a “lockdown” after the principal received an anonymous call that someone was coming to “shoot up the school.” The principal made an announcement over the loudspeaker instructing everyone in the building to lockdown immediately. The students and teachers knew from previous drills that this meant to hide wherever they were, lock the doors, and remain silent. The teachers and other school personnel were confused and concerned, as they had not been told that a drill was taking place. They tried to remain calm but their worry was apparent to some of the children. Despite being told to be quiet, the children throughout the school were whispering about what they thought might be happening. Some children asked their teachers what was happening but the teachers told them to stay silent and hide. It was clear to many students that their teachers did not know the reason for the lockdown. The lockdown went on for much longer than their usual drills; after 45 minutes of hiding in their locked classrooms, the principal announced that everyone could unlock their doors and go back to their regular routine. The teachers attempted to resume the day’s normal activities, but they were distressed and many of the children were showing signs of trauma.
please answer the following:

1.   What signs of trauma might you see in the children after this experience?

2.     Imagine that you are a teacher or counselor in this school. What would you do to respond to the students’ trauma reactions in the hours after the lockdown? What would you do in the few days that followed? (Refer specifically to the Psychological First Aid information in Content Guide 2 and information from Levine & Kline’s books.) https://www.nctsn.org/treatments-and-practices/psychological-first-aid-and-skills-for-psychological-recovery/about-pfa

3.   Imagine that you are a parent of a child in the school and your child came home in distress. What would you do to support your child and to prevent longer-term traumatic reactions to the event?

Please refer to these

• An article entitled Helping Children Cope with Traumatic Events (2020) by Melinda Smith, M.A., Lawrence Robinson, and Jeanne Segal, Ph.D.
• Racine, N., Eirich, R., Dimitropoulos, G., Hartwick, C., & Madigan, S. (2020). Development of trauma symptoms following adversity in childhood: The moderating role of protective factors. Child Abuse & Neglect, 101, 104375. https://www.cyriltarquinio.com/app/download/5817694808/1-s2.0-S0145213420300259-main.pdf

 Assignment 2 – 1 page

 please read the short discussion sections in the two studies below that asks children about their growth – one after a natural disaster and the other after a car accident:

• Cryder, C. H., Kilmer, R. P., Tedeschi, R. G., & Calhoun, L. G. (2006). An exploratory study of posttraumatic growth in children following a natural disaster. American Journal of Orthopsychiatry, 76, 65–69.
• Salter, E., & Stallard, P. (2004). Posttraumatic growth in child survivors of a road traffic accident. Journal of Traumatic Stress, 17, 335–340.

Then, read the article that considers posttraumatic growth – as well as the harm – that can influence our interventions with children:

• Kilmer, R. P., Gil-Rivas, V., Griese, B., Hardy, S. J., Hafstad, G. S., & Alisic, E. (2014). Posttraumatic growth in children and youth: clinical implications of emerging research literature. The American Journal of Orthopsychiatry, 84(5), 506–518.

respond to the following four questions:

1.   What were the strongest areas of growth that children reported? Which areas were surprising to you?

2.   What additional questions might you have liked to ask the children in these studies? Explain your answer, please.

3.   How do you think taking PTG into account can change a counselor’s interventions with a child and family?

4.   How and when would you imagine raising the issue of PTG with a child and family to be respectful of their experience of crisis?

 

Assignment 3 – 3 pages

A typical case study is a written narrative of some real-life event, situation, or experience centered in a problem or issue faced by a person, group of persons, organization, community, or even an entire society. Case studies are intended to test your understanding of important concepts and discover how to sharpen your intellectual skills of analysis, synthesis, evaluation, critical thinking, and application. Cases add realism to the course and allow you to apply the concepts in a controlled setting while increasing your involvement in the material.

For this Case Study assignment, you will begin by reviewing the case study of a three-year-old child named Tessie, whose mother has come in for an assessment of trauma. Please refer to the following four (4) readings for this module and the CANS assessment tool:

• National Child Traumatic Stress Network. (n.d.) What is a trauma screen tool or process?
• National Child Traumatic Stress Network. (n.d.) What is trauma-informed mental health assessment and why is it important?
• Scheeringa, M. (n.d.). PTSD for Children 6 Years and Younger. Retrieved from PTSD: National Center for PTSD, US Department of Veteran Affairs.
• Kisiel, C., Lyons, J.S., Blaustein, M., Fehrenbach, T., Griffin, G., Germain, J., Saxe, G., Ellis, H., Praed Foundation, & National Child Traumatic Stress Network. (2010). Child and adolescent needs and strengths (CANS) manual: The NCTSN CANS Comprehensive – Trauma Version: A comprehensive information integration tool for children and adolescents exposed to traumatic events. Chicago, IL: Praed Foundation/Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.

Case Study of Tessie

Consider this case study of a 3-year-old girl, named Tessie. In this scenario, you are the counselor who will meet with Tessie’s mother, Barbara, who was referred to your agency to treat Tessie and the family following the opening of a child protective services case on the family. This is the only information you have on Tessie, her mother Barbara, and their family:

Barbara had noticed a rash on Tessie’s genital area that would not go away for several months and so she took Tessie to the doctor. The doctor took an STD test, found it to be positive, and called CPS. Barbara was stunned knowing that no men had been near Tessie. She half thought it must be the devil’s work.

Barbara is a single mother with four children living in their two-bedroom apartment in Washington Heights, NY: Tessie, 3; Hector, 16; Etan, 17; and Victor, 19. Barbara has been depressed and does not keep up with the home or with her own self-care since the father of the three older children left the family eight years ago. Tessie’s father has not been involved with the family.

CPS required the three sons to be tested for STDs as none would admit to having sexual contact with Tessie and there were no other males who had contact with her. Victor was found to have an STD and he was arrested for the sexual abuse of Tessie. The family was torn up: furious, disbelieving, anguished about Victor’s and Tessie’s welfare, etc.

In her initial interview with CPS, Barbara told the worker that Tessie was just a “problem child”: refusing lately to go to bed and insisting that she sleep with her mother, whom she kept constantly awake by her nightmares and tossing and turning. Barbara said that Tessie’s bad temper, throwing things, and never settling down forced Barbara to smack her sometimes. “Then she got nice and quiet and didn’t make a peep for days,” Barbara said.

Directions

Your role is to assess the possible exposure to trauma and the trauma reactions that Tessie is showing by using the multiple domains of a comprehensive trauma assessment. To accomplish this, imagine you have the opportunity to interview Barbara. Then, in a written format answer the following five questions:

1.   What questions you would like to ask Barbara? Please list ONLY your top 6 questions! For each question, state your reason for asking it. How does each question contribute to the assessment of an important domain of Tessie’s life covered in a CANS assessment?

2.   Please identify 3-4 possible signs that would indicate that Tessie is having some longer-term trauma reactions. Describe each sign and what it might indicate that would need further exploration with Barbara.

3.   Please describe how you will engage Barbara in the assessment process knowing that she is guarded and overwhelmed herself.

4.   Please spell out the picture that is forming in your mind about Tessie’s possible trauma exposure.

5.   What are the risk and protective factors in Tessie’s situation that could enter into her treatment?

 

 

 

Interested Topic: Green & Sustainable Accounting in mid and small business in developing country

Research Proposal Draft Written/Submitted to Writing Center Assignment:  

• Mini-Research Proposal: Using the previous weeks’ assignments, develop a 10-12 page mini-research proposal using this template that outlines a feasible, original research project within your field of study that includes:
  • Title Page
  • Introduction 
  • Background information on the research topic
  • Statement of the research problem
  • Research questions
  • Significance of the study
  • Literature Review 
    • A brief review of existing literature related to your research topic
    • Theoretical framework or key concepts guiding your research
    • Identification of gaps in the literature 
  • Research Design and Methodology 
    • Qualitative or Quantitative
    • Data collection methods (e.g., surveys, interviews, experiments)
  • References, formatted in APA 7th edition. 
• Rough draft of the research proposal submitted to the Writing Center.

The sensory systems are largely intertwined with the nervous system because the nervous system receives sensations and interprets what they mean. When there is damage to part of a sensory system, it may change the sensory experience.

Imagine you have been asked to write an article for a popular medical magazine on the role of the sensory system and the effects of damage within it.

Choose 2 of the 5 senses.

Write a 1,050- to 1,400-word article on how damage to the nervous system affects the sensory experience. Include the following:

• Identify which nervous system structures are involved in that sensory system.
• Identify which peripheral nervous system structures are involved in the chosen sensory systems, including sensory and motor neurons.
• Explain potential or hypothetical damage to the structures.
• Describe how the damage has affected the nervous system’s function, including autonomic nervous system responses (parasympathetic and sympathetic) as well as somatic nervous system responses.
• Explain why this change in the nervous system has occurred.
• Explain external indicators, or symptoms, of the damage.
• Describe how the sensory experience may be different because of this damage.

Include a minimum of 2 peer-reviewed sources.

Format your article according to APA guidelines.

Project management models, methods, and artifacts are identified and selected in various ways with the purpose of properly leading and managing projects. To address the project needs of the organization, it may be necessary to understand methodologies and artifacts from many governing bodies (such as lean, six sigma, etc.) to implement a project management style that complements your delivery culture.

In this assessment, you will create a 7- to 10-slide PowerPoint presentation where you select at least four project methodologies (or frameworks) and compare their delivery approach and artifacts used to manage projects.

• Select four project management methodologies.
• Explain the delivery process for each methodology. Assess supporting artifacts used to manage projects for each methodology.
• Compare the selected methodologies, referencing practical use in today’s environment.
• Determine the model you would use in your workplace to manage projects. Explain why it would be the most effective approach to project management.

Students will conduct research and write a 4-5 page (1000 words minimum) paper discussing a famous and perhaps infamous court case in American history that, either in your opinion or popular community opinion had a wrong verdict (outcome) to the case and why. For instance, in the OJ Simpson case, many people believed he was guilty of murdering Nicole Brown and Ron Goldman, yet he was found innocent in criminal court. The paper would discuss the details of the case, how the prosecution and defense argued, how the verdict was reached, etc. (You cannot use this case!) The paper is to discuss how the verdict was reached and whether the controversial verdict rested with the prosecution’s failure to prove the defendant’s guilt or with the defense’s lack of argument, etc (win/lose). Also, discuss the facts of the case and debate the arguments brought forth from both parties. Additionally, based on the information researched, the students are to take a side in whether they believe the defendant is innocent or guilty in the crime accused and debate why they believe so at the end of the research paper. The paper must be in APA format and contain an introduction, the body of the research. and a conclusion. The paper MUST contain in-text citations from at least three sources The research paper should give an “abstract” on a separate paper (attached before your written researched paper) that includes why the specific court case choice was chosen and where most of your research was conducted. Don’t forget a Works Cited Page at the end! APA Style: