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  • [Solved] Nursing homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NUR650SmartGoalEvaluationinstructions.docx – NUR650CLSmartGoals.pptx **## NUR650SmartGoalEvaluationinstructions.docx** Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7…

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    Assignment Prompt & Instructions

    – ## NUR650SmartGoalEvaluationinstructions.docx

    – NUR650CLSmartGoals.pptx

    **## NUR650SmartGoalEvaluationinstructions.docx**

    Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation.  Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

    Use the following questions to guide your response:

    1. What were you expecting from the experience before you started?

    2. Why were you expecting this?

    3. Why did you choose this goal?

    4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

    5. What is the most valuable experience you acquired?

    6. What impact did the experience have on your everyday life?

    7. What did you learn that was directly related to your course objectives?

    **Submission Instructions:**

    · Submit your paper as a Word Document through the Turnitin inbox below.

    · You will use the paper for your video presentation.

    · Submit the Link to your video presentation as a comment under the assignment section.

    · Here are some guides to help you with your video submission:

    ·
    [How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

    ·
    [How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

    ·
    [How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

    · Follow all directions for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **SMART Goal Evaluation Rubric** |
    | **Criteria** | **Ratings** | **Points** |
    | Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
    | Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
    | Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
    | Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
    | **Total Points** | **50** |

    **NUR650CLSmartGoals.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

    **NUR650CLSmartGoals.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

    **## NUR650SmartGoalEvaluationinstructions.docx**

    Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation.  Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

    Use the following questions to guide your response:

    1. What were you expecting from the experience before you started?

    2. Why were you expecting this?

    3. Why did you choose this goal?

    4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

    5. What is the most valuable experience you acquired?

    6. What impact did the experience have on your everyday life?

    7. What did you learn that was directly related to your course objectives?

    **Submission Instructions:**

    · Submit your paper as a Word Document through the Turnitin inbox below.

    · You will use the paper for your video presentation.

    · Submit the Link to your video presentation as a comment under the assignment section.

    · Here are some guides to help you with your video submission:

    ·
    [How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

    ·
    [How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

    ·
    [How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

    · Follow all directions for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **SMART Goal Evaluation Rubric** |
    | **Criteria** | **Ratings** | **Points** |
    | Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
    | Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
    | Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
    | Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
    | **Total Points** | **50** |

    **NUR650CLSmartGoals.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

    **## NUR650SmartGoalEvaluationinstructions.docx**

    Think back to the five SMART goals you created earlier in the term. Write a reflection paper following APA format and consisting of 750-1000 words in length. Then, create a 5–7-minute reflection video using the word document which evaluates each SMART goal that you created. Use Teams, Zoom, or Canvas Studio's Screen Capture feature to record your presentation.  Your face must be visible on camera (in the corner as you present your paper). You must introduce yourself and show your identification. You must dress professionally or your presentation will not be graded.

    Use the following questions to guide your response:

    1. What were you expecting from the experience before you started?

    2. Why were you expecting this?

    3. Why did you choose this goal?

    4. Did you learn anything about a different group in society (i.e., different age, profession, ethnic, racial or socio-economic group)? What did you learn?

    5. What is the most valuable experience you acquired?

    6. What impact did the experience have on your everyday life?

    7. What did you learn that was directly related to your course objectives?

    **Submission Instructions:**

    · Submit your paper as a Word Document through the Turnitin inbox below.

    · You will use the paper for your video presentation.

    · Submit the Link to your video presentation as a comment under the assignment section.

    · Here are some guides to help you with your video submission:

    ·
    [How do I record a Canvas Studio video with a webcam in a course?Links to an external site.](https://community.canvaslms.com/docs/DOC-14265-50736850213)

    ·
    [How do I upload media files in my Canvas Studio account?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-upload-media-files-in-my-Canvas-Studio-account/ta-p/1705)

    ·
    [How do I get a public link or embed code for media in Canvas Studio?Links to an external site.](https://community.canvaslms.com/t5/Studio/How-do-I-get-a-public-link-or-embed-code-for-media-in-Canvas/ta-p/1712)

    · Follow all directions for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **SMART Goal Evaluation Rubric** |
    | **Criteria** | **Ratings** | **Points** |
    | Content Reflection | **Exemplary – 11-15 points** Reflection demonstrates a high degree of critical thinking in applying, analyzing, and evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Insightful and relevant connections made through contextual explanations, inferences, and examples. | **Accomplished – 6-10 points** Reflection demonstrates some degree of critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions activities, and/or assignments. Connections made through explanations, inferences, and/or examples. | **Developing – 1-5 points** Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating key course concepts and theories from readings, lectures, media, discussions, activities, and/or assignments Minimal connections made through explanations, inferences, and/or examples. | **Unsatisfactory – 0 points** Reflection lacks critical thinking. Superficial connections are made with key course concepts and course materials, activities, and/or assignments. | 15 points |
    | Personal Growth | **Exemplary – 16-20 points** Conveys strong evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications. | **Accomplished – 11-15 points** Conveys evidence of reflection on own work with a personal response to the self-assessment questions posed. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. | **Developing – 1-10 points** Conveys limited evidence of reflection on own work in response to the self-assessment questions posed. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. | **Unsatisfactory – 0 points** Conveys inadequate evidence of reflection on own work in response to the self-assessment questions posed. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. | 20 points |
    | Word Document and Video Presentation | **Exemplary – 8-10 points** All sections of the assignment are completed fully and described in the word document in great detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Well spoken, professional and clearly organized using standard English, characterized by elements of a strong oral presentation delivery, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 75% of the time. Seemed to read from notes <25% of the time. | **Accomplished – 6-7 points** At least 75% of the assignment is completed and described in the document with some detail. The word document is 750-1000 words in length. Video presentation is between 5 and 7 minutes. Above average oral presentation delivery and logically organized using standard English with minor errors e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 50 and <75%% of the time. Seemed to read from notes >50% of the time.. | **Developing – 1-5 points** The word document contains at least 50% of the assignment. However, the document does not contain detailed examples. The word document is 749-500 words in length. Video presentation is between 5 and 7 minutes. Average and/or casual oral presentation delivery that is sometimes unclear and/or with some errors in grammar, e.g., good eye contact, clear audible voice, posed, controlled and smooth delivery with good language skills and pronunciation for > 25% and <50% of the time. Seemed to read from notes <50% of the time. | **Unsatisfactory – 0 points** The word document contains less than 50% of the required content. the word document is less than 500 words in length. Did not create video presentation and/or is less than 5 minutes long or more than 8 minutes long. Seemed to read from notes >50% of the time. | 10 points |
    | Use of Citations, Writing Mechanics and APA Formatting Guidelines | **Exemplary – 5 points** The reference page contains at least the required current scholarly academic reference and text reference. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent and in-text citations. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Accomplished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent, and in-text citations. Presentation contains few grammatical, punctuation and spelling errors. | **Unsatisfactory – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided or in-text citations. Presentation contains numerous grammatical, punctuation, and spelling errors. | 5 points |
    | **Total Points** | **50** |

    **NUR650CLSmartGoals.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur650clsmartgoals-pptx-10327513)

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  • [Solved] week 7 focused soap note

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Focused soap note. Use evidence based practice. APA format. Please follow soap notes pearls Due in 48 hrs – ## PEDSSOAPnotepearlscopy.docx – ## Week7PEDSSOAPNoteTemplate1.docx **## PEDSSOAPnotepearlscopy.docx** **PEDS SOAP NOTE PEARLS** · **HPI**- always include assessment of diet, activity, elimin…

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    Assignment Prompt & Instructions

    Focused soap note. Use evidence based practice. APA format. Please follow soap notes pearls
    Due in 48 hrs

    – ## PEDSSOAPnotepearlscopy.docx

    – ## Week7PEDSSOAPNoteTemplate1.docx

    **## PEDSSOAPnotepearlscopy.docx**

    **PEDS SOAP NOTE PEARLS**

    ·
    **HPI**- always include assessment of diet, activity, elimination, sleep

    · If has temp always document how temp was take- oral, axilla etc and what was last temp

    · If had any meds get name, dose, last time given

    · Ensure to include ALL aspects of OLDCARTS

    ·
    **PE**

    · Every exam WCC or focused should include a skin assessment. Skin intact to thorax, bilateral UE and LE, no bruising, ecchymosis of skin tears noted.

    · Include completes assessment for HEENT

    · Head- ensure to examine fontanelles and document if open/closed

    · Eyes-ensure to document complete assessment

    · Ears-ensure to include cones of light exam

    · Nose-ensure to include bilateral nare exam

    · Sinus- ensure to include complete sinus exam

    · Mouth- ensure to include buccal mucosa, dentition

    · Throat- ensure complete exam

    · Tonsil- ensure proper grading using tonsil scale

    · Lymph nodes-document names of all lymph nodes head and neck and their assessment

    · Cardio- ensure have S1, S2, no M/R/G

    · Lungs- CTA bilateral UL/LL/laterally, anterior and posterior

    · MSK- ensure to document proper strength scale 5+/5+, etc

    · Reflexes- ensure to document proper scale 2+/2+, etc

    ·
    **Assessment**

    · Need to provide rationale for all diff dx and final dx- how were they ruled in/out

    ·
    **Plan**

    · Need detailed patient education- saying educated oh healthy diet not enough- need specifics- exactly what should their diet include

    · Ensure to have ER precautions and specifics of when the patient should follow-up and why

    · Anticipatory guidance should be included in all WCC- use Bright Futures resources

    · All medication should include education on medication side effects

    · All WCC need to have growth chart properly documented and plotted

    **\*\* Details are important- If is was not documented it was not done.****

    **## Week7PEDSSOAPNoteTemplate1.docx**

    H61.22 | Impacted cerumen, left ear

    Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
    Education:
    Do not use anything to clean the ears
    F/U: In 9 months for annual check up or PRN
    **Subjective, Objective, Assessment, Plan (SOAP) Notes**

    | | |
    | — | — |
    | **Student name:** | **Course:** |
    | **Patient name (initials only):** | **Date: Time:** |
    | **Ethnicity:** | **Age: Sex:** |
    | **SUBJECTIVE** |
    | **CC:** |
    | **HPI:** |
    | **Medications:** |
    | **Past medical history:** |
    | **Allergies:** |
    | **Birth hx: (use only on well child visits):** |
    | **Immunizations:** |
    | **Hospitalizations:** |
    | **Past surgical history:** |
    | **Social history:** |
    | **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
    | **FAMILY HISTORY** |
    | **Mother:** |
    | **MGM:** |
    | **MGF:** |
    | **Father:** |
    | **PGM:** |
    | **PGF:** |
    | |
    | **REVIEW OF SYSTEMS** |
    | **General:** | **Cardiovascular:** |
    | **Skin:** | **Respiratory:** |
    | **Eyes:** | **Gastrointestinal:** |
    | **Ears:** | **Genitourinary/Gynecological:** |
    | **Nose/Mouth/Throat:** | **Musculoskeletal:** |
    | **Breast: Heme/Lymph/Endo:** | **Neurological:** |
    | | **Psychiatry:** |
    | **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
    | **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
    | **General appearance:** |
    | **Skin:** |
    | **HEENT:** |
    | **Cardiovascular:** |
    | **Respiratory:** |
    | **Gastrointestinal:** |
    | **Genitourinary:** |
    | **Musculoskeletal:** |
    | **Neurological:** |
    | **Psychiatric:** |
    | **Labs performed in office the day of visit:** |
    | |
    | **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
    | **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
    | **Plan/therapeutics/diagnostics;** |
    | **Education provided:** |
    | **CPT Code:** |
    | **Anticipatory guidance (well child visit only)** |

    **References:**

    **## Week7PEDSSOAPNoteTemplate1.docx**

    H61.22 | Impacted cerumen, left ear

    Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
    Education:
    Do not use anything to clean the ears
    F/U: In 9 months for annual check up or PRN
    **Subjective, Objective, Assessment, Plan (SOAP) Notes**

    | | |
    | — | — |
    | **Student name:** | **Course:** |
    | **Patient name (initials only):** | **Date: Time:** |
    | **Ethnicity:** | **Age: Sex:** |
    | **SUBJECTIVE** |
    | **CC:** |
    | **HPI:** |
    | **Medications:** |
    | **Past medical history:** |
    | **Allergies:** |
    | **Birth hx: (use only on well child visits):** |
    | **Immunizations:** |
    | **Hospitalizations:** |
    | **Past surgical history:** |
    | **Social history:** |
    | **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
    | **FAMILY HISTORY** |
    | **Mother:** |
    | **MGM:** |
    | **MGF:** |
    | **Father:** |
    | **PGM:** |
    | **PGF:** |
    | |
    | **REVIEW OF SYSTEMS** |
    | **General:** | **Cardiovascular:** |
    | **Skin:** | **Respiratory:** |
    | **Eyes:** | **Gastrointestinal:** |
    | **Ears:** | **Genitourinary/Gynecological:** |
    | **Nose/Mouth/Throat:** | **Musculoskeletal:** |
    | **Breast: Heme/Lymph/Endo:** | **Neurological:** |
    | | **Psychiatry:** |
    | **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
    | **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
    | **General appearance:** |
    | **Skin:** |
    | **HEENT:** |
    | **Cardiovascular:** |
    | **Respiratory:** |
    | **Gastrointestinal:** |
    | **Genitourinary:** |
    | **Musculoskeletal:** |
    | **Neurological:** |
    | **Psychiatric:** |
    | **Labs performed in office the day of visit:** |
    | |
    | **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
    | **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
    | **Plan/therapeutics/diagnostics;** |
    | **Education provided:** |
    | **CPT Code:** |
    | **Anticipatory guidance (well child visit only)** |

    **References:**

    **## PEDSSOAPnotepearlscopy.docx**

    **PEDS SOAP NOTE PEARLS**

    ·
    **HPI**- always include assessment of diet, activity, elimination, sleep

    · If has temp always document how temp was take- oral, axilla etc and what was last temp

    · If had any meds get name, dose, last time given

    · Ensure to include ALL aspects of OLDCARTS

    ·
    **PE**

    · Every exam WCC or focused should include a skin assessment. Skin intact to thorax, bilateral UE and LE, no bruising, ecchymosis of skin tears noted.

    · Include completes assessment for HEENT

    · Head- ensure to examine fontanelles and document if open/closed

    · Eyes-ensure to document complete assessment

    · Ears-ensure to include cones of light exam

    · Nose-ensure to include bilateral nare exam

    · Sinus- ensure to include complete sinus exam

    · Mouth- ensure to include buccal mucosa, dentition

    · Throat- ensure complete exam

    · Tonsil- ensure proper grading using tonsil scale

    · Lymph nodes-document names of all lymph nodes head and neck and their assessment

    · Cardio- ensure have S1, S2, no M/R/G

    · Lungs- CTA bilateral UL/LL/laterally, anterior and posterior

    · MSK- ensure to document proper strength scale 5+/5+, etc

    · Reflexes- ensure to document proper scale 2+/2+, etc

    ·
    **Assessment**

    · Need to provide rationale for all diff dx and final dx- how were they ruled in/out

    ·
    **Plan**

    · Need detailed patient education- saying educated oh healthy diet not enough- need specifics- exactly what should their diet include

    · Ensure to have ER precautions and specifics of when the patient should follow-up and why

    · Anticipatory guidance should be included in all WCC- use Bright Futures resources

    · All medication should include education on medication side effects

    · All WCC need to have growth chart properly documented and plotted

    **\*\* Details are important- If is was not documented it was not done.****

    **## Week7PEDSSOAPNoteTemplate1.docx**

    H61.22 | Impacted cerumen, left ear

    Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
    Education:
    Do not use anything to clean the ears
    F/U: In 9 months for annual check up or PRN
    **Subjective, Objective, Assessment, Plan (SOAP) Notes**

    | | |
    | — | — |
    | **Student name:** | **Course:** |
    | **Patient name (initials only):** | **Date: Time:** |
    | **Ethnicity:** | **Age: Sex:** |
    | **SUBJECTIVE** |
    | **CC:** |
    | **HPI:** |
    | **Medications:** |
    | **Past medical history:** |
    | **Allergies:** |
    | **Birth hx: (use only on well child visits):** |
    | **Immunizations:** |
    | **Hospitalizations:** |
    | **Past surgical history:** |
    | **Social history:** |
    | **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
    | **FAMILY HISTORY** |
    | **Mother:** |
    | **MGM:** |
    | **MGF:** |
    | **Father:** |
    | **PGM:** |
    | **PGF:** |
    | |
    | **REVIEW OF SYSTEMS** |
    | **General:** | **Cardiovascular:** |
    | **Skin:** | **Respiratory:** |
    | **Eyes:** | **Gastrointestinal:** |
    | **Ears:** | **Genitourinary/Gynecological:** |
    | **Nose/Mouth/Throat:** | **Musculoskeletal:** |
    | **Breast: Heme/Lymph/Endo:** | **Neurological:** |
    | | **Psychiatry:** |
    | **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
    | **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
    | **General appearance:** |
    | **Skin:** |
    | **HEENT:** |
    | **Cardiovascular:** |
    | **Respiratory:** |
    | **Gastrointestinal:** |
    | **Genitourinary:** |
    | **Musculoskeletal:** |
    | **Neurological:** |
    | **Psychiatric:** |
    | **Labs performed in office the day of visit:** |
    | |
    | **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
    | **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
    | **Plan/therapeutics/diagnostics;** |
    | **Education provided:** |
    | **CPT Code:** |
    | **Anticipatory guidance (well child visit only)** |

    **References:**

    **## PEDSSOAPnotepearlscopy.docx**

    **PEDS SOAP NOTE PEARLS**

    ·
    **HPI**- always include assessment of diet, activity, elimination, sleep

    · If has temp always document how temp was take- oral, axilla etc and what was last temp

    · If had any meds get name, dose, last time given

    · Ensure to include ALL aspects of OLDCARTS

    ·
    **PE**

    · Every exam WCC or focused should include a skin assessment. Skin intact to thorax, bilateral UE and LE, no bruising, ecchymosis of skin tears noted.

    · Include completes assessment for HEENT

    · Head- ensure to examine fontanelles and document if open/closed

    · Eyes-ensure to document complete assessment

    · Ears-ensure to include cones of light exam

    · Nose-ensure to include bilateral nare exam

    · Sinus- ensure to include complete sinus exam

    · Mouth- ensure to include buccal mucosa, dentition

    · Throat- ensure complete exam

    · Tonsil- ensure proper grading using tonsil scale

    · Lymph nodes-document names of all lymph nodes head and neck and their assessment

    · Cardio- ensure have S1, S2, no M/R/G

    · Lungs- CTA bilateral UL/LL/laterally, anterior and posterior

    · MSK- ensure to document proper strength scale 5+/5+, etc

    · Reflexes- ensure to document proper scale 2+/2+, etc

    ·
    **Assessment**

    · Need to provide rationale for all diff dx and final dx- how were they ruled in/out

    ·
    **Plan**

    · Need detailed patient education- saying educated oh healthy diet not enough- need specifics- exactly what should their diet include

    · Ensure to have ER precautions and specifics of when the patient should follow-up and why

    · Anticipatory guidance should be included in all WCC- use Bright Futures resources

    · All medication should include education on medication side effects

    · All WCC need to have growth chart properly documented and plotted

    **\*\* Details are important- If is was not documented it was not done.****

    **## Week7PEDSSOAPNoteTemplate1.docx**

    H61.22 | Impacted cerumen, left ear

    Patient 10 yr old female who comes in with mom for evaluation of left ear muffled hearing. Patient denies any other associated symptoms including sore throat, recent cold, fever, nausea, vomiting, nasal discharge or problem with right ear. Ear assessment performed. BL TMs unable to assess at this time due to wax build up. Patient BL ears irrigated, using syringe irrigation kit and moderate amount of wax drainage observed from right ear. Severe wax drainage observed left ear. Immediately after irrigation patient verbalized improvement. BL TMs observed, pearly gray, good cone of light. No redness, swelling , or discharge noticed.
    Education:
    Do not use anything to clean the ears
    F/U: In 9 months for annual check up or PRN
    **Subjective, Objective, Assessment, Plan (SOAP) Notes**

    | | |
    | — | — |
    | **Student name:** | **Course:** |
    | **Patient name (initials only):** | **Date: Time:** |
    | **Ethnicity:** | **Age: Sex:** |
    | **SUBJECTIVE** |
    | **CC:** |
    | **HPI:** |
    | **Medications:** |
    | **Past medical history:** |
    | **Allergies:** |
    | **Birth hx: (use only on well child visits):** |
    | **Immunizations:** |
    | **Hospitalizations:** |
    | **Past surgical history:** |
    | **Social history:** |
    | **Developmental Assessment: (include on well child visit only but may be necessary for problem focused notes)** |
    | **FAMILY HISTORY** |
    | **Mother:** |
    | **MGM:** |
    | **MGF:** |
    | **Father:** |
    | **PGM:** |
    | **PGF:** |
    | |
    | **REVIEW OF SYSTEMS** |
    | **General:** | **Cardiovascular:** |
    | **Skin:** | **Respiratory:** |
    | **Eyes:** | **Gastrointestinal:** |
    | **Ears:** | **Genitourinary/Gynecological:** |
    | **Nose/Mouth/Throat:** | **Musculoskeletal:** |
    | **Breast: Heme/Lymph/Endo:** | **Neurological:** |
    | | **Psychiatry:** |
    | **OBJECTIVE (Document PERTINENT systems only, Minimum 3 for problem focused, all systems for well child exam)** |
    | **Weight: Height: BMI: BP: Temp: Pulse: Resp:**<br>**(Insert plotted growth chart below on all well child soap notes)** |
    | **General appearance:** |
    | **Skin:** |
    | **HEENT:** |
    | **Cardiovascular:** |
    | **Respiratory:** |
    | **Gastrointestinal:** |
    | **Genitourinary:** |
    | **Musculoskeletal:** |
    | **Neurological:** |
    | **Psychiatric:** |
    | **Labs performed in office the day of visit:** |
    | |
    | **Diagnosis (must complete this section and explain how all differential diagnoses were ruled in or ruled out)** |
    | **Differential diagnoses:**<br>1. Diagnosis, (ICD 10 code and reference):<br>2. Diagnosis, (ICD 10 code and reference):<br>3. Diagnosis (ICD 10 code and reference): | **Diagnosis**(ICD 10 code and reference): |
    | **Plan/therapeutics/diagnostics;** |
    | **Education provided:** |
    | **CPT Code:** |
    | **Anticipatory guidance (well child visit only)** |

    **References:**

    – 1
    – 2

  • [Solved] 508slp4

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    **SLP 4: Creating a Culturally Responsive School Climate** That describes the role of educational leaders, teachers, and students in creating a culturally responsive school climate. Your audience for this presentation should be stakeholders at an educational institution who need to be made aware of …

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    **SLP 4: Creating a Culturally Responsive School Climate**
    That describes the role of educational leaders, teachers, and students in creating a culturally responsive school climate. Your audience for this presentation should be stakeholders at an educational institution who need to be made aware of best practices related to creating a culturally responsive school climate.
    National Center on Safe Supportive Learning Environments. (2017). [_School climate improvement action guide for working with families_](https://safesupportivelearning.ed.gov/sites/default/files/SCIRP/actionguidefamilywhole.pdf) _._ School Climate Improvement Resource Package. https://safesupportivelearning.ed.gov/sites/default/files/SCIRP/actionguidefamilywhole.pdf
    Lehmann, C. (2016). [_How leaders can improve their schools’ cultural competence_](https://www.edutopia.org/article/improving-our-cultural-competence-chris-lehmann). Edutopia. https://www.edutopia.org/article/improving-our-cultural-competence-chris-lehmann

  • [Solved] mod 5 cl replys

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] 508d4

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    Share two resources from the module readings or from your SLP that you feel are most useful to your development as a culturally competent educator or educational leader. Discuss why you feel these resources are useful to you in your current or future role in an educational setting. National Center o…

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    Assignment Prompt & Instructions

    Share two resources from the module readings or from your SLP that you feel are most useful to your development as a culturally competent educator or educational leader. Discuss why you feel these resources are useful to you in your current or future role in an educational setting.
    National Center on Safe Supportive Learning Environments. (2017). [_School climate improvement action guide for working with families_](https://safesupportivelearning.ed.gov/sites/default/files/SCIRP/actionguidefamilywhole.pdf) _._ School Climate Improvement Resource Package. https://safesupportivelearning.ed.gov/sites/default/files/SCIRP/actionguidefamilywhole.pdf
    Lehmann, C. (2016). [_How leaders can improve their schools’ cultural competence_](https://www.edutopia.org/article/improving-our-cultural-competence-chris-lehmann). Edutopia. https://www.edutopia.org/article/improving-our-cultural-competence-chris-lehmann

  • [Solved] CULT. ANTHRO. 4

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    This assignment requires you to write S A's in response to all of the following: Part 1 In your own words, differentiate two distinctive features of cultural anthropology, ethnocentrism and cultural relativism. Give examples. Part 2 Provide a cross-cultural overview of balanced and unbalanced modes …

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    Assignment Prompt & Instructions

    This assignment requires you to write S A's in response to all of the following:
    Part 1 In your own words, differentiate two distinctive features of cultural anthropology, ethnocentrism and cultural relativism. Give examples.
    Part 2 Provide a cross-cultural overview of balanced and unbalanced modes of exchange. Give examples.
    Part 3 How have anthropologists attempted to explain the universality of the incest taboo, including rare instances where brother-sister marriage is broadly favored? Give examples.

  • [Solved] Self Reflexion

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  • [Solved] G250

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    – ## Week2GENE250.docx **## Week2GENE250.docx** **Moral Reasoning Paper Prompt**: Use the cheating dilemma from the Grisez reading and what you have learned from the other assigned readings to compare utilitarian reasoning with Natural Law, Decalogue-based reasoning. Would utilitarian reasoning prov…

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    Assignment Prompt & Instructions

    – ## Week2GENE250.docx

    **## Week2GENE250.docx**

    **Moral Reasoning Paper Prompt**: Use the cheating dilemma from the Grisez reading and what you have learned from the other assigned readings to compare utilitarian reasoning with Natural Law, Decalogue-based reasoning. Would utilitarian reasoning provide a different recommendation than the one Grisez gives? Explain your answer by writing a short paper that contains the following elements:

    · Is between 500 and 700 words long.

    · Has a clear, focused thesis or unifying message.

    · Is well organized with smooth transitions from point to point.

    · Makes excellent use of the assigned Week 2
    **Study Materials**(ie. readings) and the terms
    **_Natural Law_** and/or
    **_Moral Law_** to help shed light on the main points of the paper.

    · Cites properly from the course texts, Scripture references, or outside sources using either MLA, APA, or Chicago Manual of Style.

    · Demonstrates a polished writing style and is free from all spelling, grammar, and punctuations errors.

    **RUBRIC:**

    | | | |
    | — | — | — |
    | **Short Paper Grading Rubric** |
    | **Criteria** | **Ratings** | **Pts** |
    | Thesis or Organizing Principle | **5 pts**<br>**Exemplary**<br>The paper has a clear, focused thesis, purpose, or unifying message that matches the claims made throughout the paper.<br>**4 pts**<br>**Good**<br>The paper has a thesis, purpose, or unifying message that could be more clear.<br>**3 pts**<br>**Fair**<br>The paper suggests some semblance of an overarching message to unify the claims made throughout the paper, but it is not clearly stated.<br>**2 pts**<br>**Poor**<br>The paper fails to convey a unifying message to connect the claims made throughout the paper. | / 5 pts |
    | Organization, Development, Integration, and Support | **25 pts**<br>**Exemplary**<br>The paper is very well-organized and transitions smoothly from paragraph to paragraph and from idea to idea. Quotes, if used, are integrated well into the flow of the paper.<br>**22 pts**<br>**Good**<br>The paper is fairly well-organized and demonstrates some difficulty transitioning from paragraph to paragraph and from idea to idea. Quotes, if used, may not be well integrated into the flow of the paper.<br>**19 pts**<br>**Fair**<br>The paper lacks organization and does not transition well from paragraph to paragraph and from idea to idea. Quotes, if used, are not well integrated into the flow of the paper.<br>**14 pts**<br>**Poor**<br>The paper's structure and transitions are very poor. Quotes, if used, are not integrated into the flow of the paper. | / 25 pts |
    | Quality of Content and Use of Assigned Readings | **25 pts**<br>**Exemplary**<br>The paper responds well to the assignment instructions while demonstrating a keen understanding of the authors' positions presented in the assigned readings.<br>**22 pts**<br>**Good**<br>The paper responds well to the assignment instructions, but it could demonstrate a better understanding of the authors' positions presented in the assigned readings.<br>**19 pts**<br>**Fair**<br>The paper misses some important features included in the assignment instructions. The student struggles to demonstrate a satisfactory understanding of the authors' positions presented in the assigned readings.<br>**14 pts**<br>**Poor**<br>The paper does not follow the assignment instructions. The student does not demonstrate an understanding of the authors' positions presented in the assigned readings. | / 25 pts |
    | Mastery of Course Material | **20 pts**<br>**Exemplary**<br>The paper demonstrates an excellent grasp of the concepts presented in the course as they relate to the Decalogue. Terms are used correctly and with conceptual precision. Key points and insights are explained in a clear and articulate manner.<br>**17 pts**<br>**Good**<br>The paper demonstrates a fairly good grasp of the concepts presented in the course as they relate to the Decalogue. Terms are for the most part used correctly. Some insights or key points are made clear.<br>**15 pts**<br>**Fair**<br>The paper has difficulty demonstrating a good grasp of the concepts presented in the course. Terms are often not used correctly or are used in a way that is different from the assigned readings.<br>**11 pts**<br>**Poor**<br>The paper fails to demonstrate a grasp of the concepts presented in the course as they relate to the Decalogue. The essay uses terms in a way that is entirely different from the assigned readings. | / 20 pts |
    | Citations and Academic Style Formatting | **10 pts**<br>**Exemplary**<br>The paper correctly uses one of the three academic style and formatting conventions (Turabian, MLA, or APA) for all citations. The works cited, bibliography, or reference page matches the style chosen and is without error.<br>**9 pts**<br>**Good**<br>The paper uses one of the three academic style and formatting conventions (Turabian, MLA, or APA) for citations but may contain minor errors. The works cited, bibliography, or reference page matches the style chosen but may have minor errors.<br>**7 pts**<br>**Fair**<br>The paper resembles one of the three academic style and formatting conventions (Turabian, MLA, or APA), but citations contain errors or may be missing. The works cited, bibliography, or reference page does not match the style chosen, has significant errors, or is missing.<br>**5 pts**<br>**Poor**<br>The paper does not demonstrate a discernible system of documentation (Turabian, MLA, or APA). Quotes are used, but citations are missing. | / 10 pts |
    | Grammar, Punctuation, Style, and Mechaincs | **15 pts**<br>**Exemplary**<br>The paper demonstrates a polished writing style, excellent word choice, and is free from all grammatical, spelling, and punctuation errors.<br>**12 pts**<br>**Good**<br>The paper demonstrates an effective writing style but contains some grammatical, spelling, and punctuation errors and/or instances of poor word choice.<br>**9 pts**<br>**Fair**<br>The paper’s style lacks overall effectiveness. There are a number of major grammatical, spelling, and punctuation errors and/or many instances of poor word choice.<br>**5 pts**<br>**Poor**<br>The paper’s style is not at all effective, and the essay contains major grammatical, punctuation, spelling, or word choice errors. | / 15 pts |

    **## Week2GENE250.docx**

    **Moral Reasoning Paper Prompt**: Use the cheating dilemma from the Grisez reading and what you have learned from the other assigned readings to compare utilitarian reasoning with Natural Law, Decalogue-based reasoning. Would utilitarian reasoning provide a different recommendation than the one Grisez gives? Explain your answer by writing a short paper that contains the following elements:

    · Is between 500 and 700 words long.

    · Has a clear, focused thesis or unifying message.

    · Is well organized with smooth transitions from point to point.

    · Makes excellent use of the assigned Week 2
    **Study Materials**(ie. readings) and the terms
    **_Natural Law_** and/or
    **_Moral Law_** to help shed light on the main points of the paper.

    · Cites properly from the course texts, Scripture references, or outside sources using either MLA, APA, or Chicago Manual of Style.

    · Demonstrates a polished writing style and is free from all spelling, grammar, and punctuations errors.

    **RUBRIC:**

    | | | |
    | — | — | — |
    | **Short Paper Grading Rubric** |
    | **Criteria** | **Ratings** | **Pts** |
    | Thesis or Organizing Principle | **5 pts**<br>**Exemplary**<br>The paper has a clear, focused thesis, purpose, or unifying message that matches the claims made throughout the paper.<br>**4 pts**<br>**Good**<br>The paper has a thesis, purpose, or unifying message that could be more clear.<br>**3 pts**<br>**Fair**<br>The paper suggests some semblance of an overarching message to unify the claims made throughout the paper, but it is not clearly stated.<br>**2 pts**<br>**Poor**<br>The paper fails to convey a unifying message to connect the claims made throughout the paper. | / 5 pts |
    | Organization, Development, Integration, and Support | **25 pts**<br>**Exemplary**<br>The paper is very well-organized and transitions smoothly from paragraph to paragraph and from idea to idea. Quotes, if used, are integrated well into the flow of the paper.<br>**22 pts**<br>**Good**<br>The paper is fairly well-organized and demonstrates some difficulty transitioning from paragraph to paragraph and from idea to idea. Quotes, if used, may not be well integrated into the flow of the paper.<br>**19 pts**<br>**Fair**<br>The paper lacks organization and does not transition well from paragraph to paragraph and from idea to idea. Quotes, if used, are not well integrated into the flow of the paper.<br>**14 pts**<br>**Poor**<br>The paper's structure and transitions are very poor. Quotes, if used, are not integrated into the flow of the paper. | / 25 pts |
    | Quality of Content and Use of Assigned Readings | **25 pts**<br>**Exemplary**<br>The paper responds well to the assignment instructions while demonstrating a keen understanding of the authors' positions presented in the assigned readings.<br>**22 pts**<br>**Good**<br>The paper responds well to the assignment instructions, but it could demonstrate a better understanding of the authors' positions presented in the assigned readings.<br>**19 pts**<br>**Fair**<br>The paper misses some important features included in the assignment instructions. The student struggles to demonstrate a satisfactory understanding of the authors' positions presented in the assigned readings.<br>**14 pts**<br>**Poor**<br>The paper does not follow the assignment instructions. The student does not demonstrate an understanding of the authors' positions presented in the assigned readings. | / 25 pts |
    | Mastery of Course Material | **20 pts**<br>**Exemplary**<br>The paper demonstrates an excellent grasp of the concepts presented in the course as they relate to the Decalogue. Terms are used correctly and with conceptual precision. Key points and insights are explained in a clear and articulate manner.<br>**17 pts**<br>**Good**<br>The paper demonstrates a fairly good grasp of the concepts presented in the course as they relate to the Decalogue. Terms are for the most part used correctly. Some insights or key points are made clear.<br>**15 pts**<br>**Fair**<br>The paper has difficulty demonstrating a good grasp of the concepts presented in the course. Terms are often not used correctly or are used in a way that is different from the assigned readings.<br>**11 pts**<br>**Poor**<br>The paper fails to demonstrate a grasp of the concepts presented in the course as they relate to the Decalogue. The essay uses terms in a way that is entirely different from the assigned readings. | / 20 pts |
    | Citations and Academic Style Formatting | **10 pts**<br>**Exemplary**<br>The paper correctly uses one of the three academic style and formatting conventions (Turabian, MLA, or APA) for all citations. The works cited, bibliography, or reference page matches the style chosen and is without error.<br>**9 pts**<br>**Good**<br>The paper uses one of the three academic style and formatting conventions (Turabian, MLA, or APA) for citations but may contain minor errors. The works cited, bibliography, or reference page matches the style chosen but may have minor errors.<br>**7 pts**<br>**Fair**<br>The paper resembles one of the three academic style and formatting conventions (Turabian, MLA, or APA), but citations contain errors or may be missing. The works cited, bibliography, or reference page does not match the style chosen, has significant errors, or is missing.<br>**5 pts**<br>**Poor**<br>The paper does not demonstrate a discernible system of documentation (Turabian, MLA, or APA). Quotes are used, but citations are missing. | / 10 pts |
    | Grammar, Punctuation, Style, and Mechaincs | **15 pts**<br>**Exemplary**<br>The paper demonstrates a polished writing style, excellent word choice, and is free from all grammatical, spelling, and punctuation errors.<br>**12 pts**<br>**Good**<br>The paper demonstrates an effective writing style but contains some grammatical, spelling, and punctuation errors and/or instances of poor word choice.<br>**9 pts**<br>**Fair**<br>The paper’s style lacks overall effectiveness. There are a number of major grammatical, spelling, and punctuation errors and/or many instances of poor word choice.<br>**5 pts**<br>**Poor**<br>The paper’s style is not at all effective, and the essay contains major grammatical, punctuation, spelling, or word choice errors. | / 15 pts |

  • [Solved] Hypothetical Case Study

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    Executive Solution Overview

    You will be completing your final project during this module – creating a [hypothetical case study](https://uwf.instructure.com/courses/60849/files/14938766?wrap=1 "PM Hypothetical Case Study Project Rubric.pdf") of a performance issue in an organization. The final document should be 8-11 pages, 12 …

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    Assignment Prompt & Instructions

    You will be completing your final project during this module – creating a [hypothetical case study](https://uwf.instructure.com/courses/60849/files/14938766?wrap=1 "PM Hypothetical Case Study Project Rubric.pdf")
    of a performance issue in an organization. The final document should be 8-11 pages, 12 point font, single spaced, and you are encouraged to be creative in how to display the information as if this was a case study that you were going to share with your hypothetical company.
    Here are the major sections that will be required for your case study:
    1. **Executive Summary** – Provide a less-than-1-page summary of the (hypothetical) performance management project, as if an executive of the organization only has 2 minutes to read it. This should be written in plain language (no behavioral jargon). Include the purpose of the document, the major points, results, and recommendations. Writing this is best saved for last, but should be included as the stand alone first page of your case report. Feel free to look online for examples of executive summary documents for inspiration.
    2. **The Problem (1-2 pages, single spaced)**
    1. **Describe the Organization** – Include the hypothetical company name, location(s), industry, products/services provided, years in operation, and number of employees. How is the organization performing as a whole? Is there anything unique about it?
    2. **Pinpoint the Performance Issue** – Select a hypothetical performance issue to assess. Pinpoint the behavior associated with the performance, and describe the outputs of that performance. Ensure any pinpoints are specific and pass the “dead person’s test”! Were leaders in the organization using any labels/generalities/states to describe the issue? How did you address that? How did the organization discover the issue?
    3. **Describe Why It Matters** – Why does this performance matter? Describe potential impacts to the business, the staff, the clients/customers, and society as a whole.
    4. **Why is PM the Appropriate Solution** – Describe to the team what Performance Management is (briefly) and describe why behavior science is the best choice for helping resolve this issue.
    3. **The Assessments (3-4 pages, single spaced, not including the PDC and ABC table)**
    1. **Historical Assessment –** Briefly describe the purpose and process of conducting a historical assessment. Describe the organizational documents you would review to influence your interventions. Are there past performance data available, and what does it look like? Are there industry or organizational standards/policies that need to be taken into consideration? Specify at least 3 sources of historical information you would seek out related to the performance.
    2. **Indirect Assessment 1 –** Describe the process you would complete to conduct a Performance Diagnostic checklist, and what the purpose of the tool is. Who would you interview? How many people? Complete the PDC checklist for one hypothetical interview, and provide the completed checklist with your case report.
    3. **Indirect Assessment 2 –** Describe the process of conducting a PICNIC™ analysis, and what the purpose of the analysis is. Who would you interview? Complete an analysis of the undesired performance and the desired performance, including at least 5 potential consequences for each and their PICNIC™ labels. Include the ABC table with your case study.
    4. **Direct Assessment –** After completing your indirect assessments, what would direct observation of the performance issue look like? Describe how you would collect data on the behavior of interest. Are these fundamental, derived, or some other type of measure? How would you control for reactivity of staff? What MOs might be impacting staff? Refer back to your course readings.
    5. **Preference Assessment –** Include an assessment of staff preferences for potential reinforcers in your process. How will you conduct the preference assessment for staff? How often? Include a brief example of the tool you will use to assess, and include at least 10 items/experiences in your array.
    4. **The Solutions (1-2 pages, single spaced)**
    1. **Antecedent Interventions** – Describe the current antecedents that you discovered during your assessment. Are they effective? How would you change the existing antecedents, and what antecedents would you add to the environment to help improve performance? Describe at least 3 antecedent intervention suggestions. Refer back to your assessments and readings to justify your selections.
    2. **Consequence Interventions** – Describe the current consequences that you discovered during your assessment. Are they effective? How would you change the existing consequence systems, and what additional consequences would you add to encourage staff performance? Describe at least 3 consequence intervention suggestions. Refer back to your assessments and readings to justify your selections.
    3. **Selected Interventions** – Choose one antecedent and one consequence intervention that you believe will be the most effective, given the results of the assessment. Describe the hypothesized cost and resources required for implementation.
    5. **The Results (1-2 pages (with graphs), single spaced)**
    1. Create a hypothetical graph of the performance of an employee, and add 2 phase change lines as if you had chosen to intervene with your antecedent and consequence. Do you think the interventions would work?
    2. Create a hypothetical graph of a business result (revenue, productivity, expenses, staff/client satisfaction, etc.) related to the performance, and add the same phase changes. Would business result changes be apparent immediately after staff performance changed?
    3. Briefly describe the result of your intervention. Did either of the interventions work? If no, why? If yes, how did the organization benefit from your intervention?
    6. **Summary (<1 page, single spaced)**
    Provide a short summary and description of what you learned of from your hypothetical project.
    —
    To be successful and ace the assignment, ensure that you review the [project rubric](https://uwf.instructure.com/courses/60849/files/14938766?wrap=1 "PM Hypothetical Case Study Project Rubric.pdf")
    and make sure your final product meets the following criteria:
    – Project contains less than 3 grammatical or spelling errors
    – Citations are in APA format, and
    – are used throughout the document to justify and support the case study.
    – No fewer than 10 citations/references from the course or other peer-reviewed journals are included.
    **Executive Summary:**
    – Is less than 1 page,
    – written in plain language, and
    – contains a summary of purpose, major points, results, and recommendations.
    **Problem:**
    – Includes the description of the organization,
    – behavior and output pinpoints that pass “the dead person’s test”,
    – why it matters, and
    – why PM is the appropriate solution.
    **Assessment:**
    – Includes the purpose and process for all assessments.
    – 3 sources of historical information are included for the historical assessment.
    **PICNIC:**
    – ABC table is included and
    – includes both desired and undesired behavior for analysis, and
    – 5 categorized consequences for each.
    **Performance Diagnostic Checklist:**
    – Completed PDC checklist is provided.
    **Preference assessment:**
    – Preference assessment is included,
    – 10 items/experiences are in the array, and
    – describes the procedure for conducting the assessment.
    **Solutions:**
    – Current antecedents and consequences are described based on the assessment.
    – 3 interventions for each are selected.
    – 2 final interventions are included, with the costs and resources required described.
    **Results:**
    – Includes one behavior graph with phase change lines,
    – one business result graph, and
    – a brief description of the hypothetical result.
    Bonus points are available as well!
    **+5 Bonus**: Is formatted in a professional or creative manner AND includes a performance or permanent product checklist in the direct observation assessment section.
    or
    **+3 Bonus**: Is formatted in a professional or creative manner OR includes a performance or permanent product checklist in the direct observation assessment section.

  • [Solved] Business Finance – Economics English Homework

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    \ Screenshot2025-06-19at11.37.29AM.png](https://www.sweetstudy.com/files/screenshot2025-06-19at11-37-29am-png "Screenshot2025-06-19at11.37.29AM.png")

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    Assignment Prompt & Instructions

    \
    Screenshot2025-06-19at11.37.29AM.png](https://www.sweetstudy.com/files/screenshot2025-06-19at11-37-29am-png "Screenshot2025-06-19at11.37.29AM.png")