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  • [Solved] FOCUSED NOTE

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    – ## EpisodicVisitPEDS1.docx **## EpisodicVisitPEDS1.docx** Episodic Visit: Adolescent Focused Note (Ages 13-17) **SENARIO- SICK VISIT-PATIENT SORE THROAT.** Focused Notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learnin…

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    Assignment Prompt & Instructions

    – ## EpisodicVisitPEDS1.docx

    **## EpisodicVisitPEDS1.docx**

    Episodic Visit: Adolescent Focused Note (Ages 13-17)

    **SENARIO- SICK VISIT-PATIENT SORE THROAT.**

    Focused Notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Focused Notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.

    For this Assignment, you will work with an adolescent patient that you examined during the last 3 weeks and complete a Focused Note Template in which 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, past medical history (PMH), socio-economic status, cultural background, etc. In this week’s Learning Resources, please refer to 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**](https://waldenu.instructure.com/courses/172095/modules/items/6936684)

    **To prepare:**

    · Review the Focused Note Checklist provided in this week’s Learning Resources and consider how you will develop your Focused Note for this week’s Assignment.

    · Use the Focused SOAP Note Template and the example found in the Learning Resources for this week to complete this Assignment.

    · Select an adolescent patient that you examined during the last 3 weeks. With this patient in mind, address the following in a Focused Note.

    **Assignment**

    · Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent as well as possible reasons for these discrepancies.

    · Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.

    · Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. 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? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.

    · Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?

    **Note**: Your Focused Note Assignment must be signed by Day 7 of Week 3.

    **SICK VISIT-PATIENT SORE THROAT**.

    Rubric

    **PRAC_6541_Week3_Assignment2_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week3_Assignment2_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeOrganization of Write-up | **10 to >6.0 ptsExcellent** All information organized in logical sequence; follows acceptable format and utilizes expected headings.<br> <br>**6 to >3.0 ptsGood** Information generally organized in logical sequence; follows acceptable format and utilizes expected headings.<br> <br>**3 to >0.0 ptsFair** Errors in format; information intermittently organized. Headings are used some of the time.<br> <br>**0 ptsPoor** 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 ptsExcellent** Thoroughly documents all pertinent history components for type of note; includes critical as well as supportive information.<br> <br>**15 to >11.0 ptsGood** Documents most pertinent examination components.<br> <br>**11 to >7.0 ptsFair** Documents some pertinent examination components.<br> <br>**7 to >0 ptsPoor** Physical examination cursory; misses several pertinent components. | 20 pts |
    | This criterion is linked to a Learning OutcomeHistory of Present Illness | **10 to >6.0 ptsExcellent** Thoroughly documents all 8 aspects of HPI and pertinent other data relevant to chief complaint. Includes critical as well as supportive information.<br> <br>**6 to >4.0 ptsGood** Documents at least 6 aspects of the HPI and pertinent other data relevant to chief complaint. Includes critical information.<br> <br>**4 to >2.0 ptsFair** Documents at least 4 aspects of HPI and some data pertinent to chief complaint. Lacks some critical information or rambling in history.<br> <br>**2 to >0 ptsPoor** 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 ptsExcellent** Thoroughly documents all pertinent examination components for type of note.<br> <br>**7 to >4.0 ptsGood** Documents most pertinent examination components.<br> <br>**4 to >2.0 ptsFair** Documents some pertinent examination components.<br> <br>**2 to >0 ptsPoor** Physical examination cursory; misses several pertinent components. | 10 pts |
    | This criterion is linked to a Learning OutcomeDiagnostic Reasoning | **10 to >7.0 ptsExcellent** Assessment consistent with prior documentation. Clear justification for diagnosis. Notes all secondary problems. Cost effective when ordering diagnostic tests.<br> <br>**7 to >4.0 ptsGood** Assessment consistent with prior documentation. Clear justification for diagnosis. Notes most secondary problems.<br> <br>**4 to >2.0 ptsFair** Assessment mostly consistent with prior documentation. Fails to clearly justify diagnosis or note secondary problems or orders inappropriate diagnostic tests.<br> <br>**2 to >0 ptsPoor** 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 ptsExcellent** 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.<br> <br>**15 to >10.0 ptsGood** Treatment plan addresses most issues raised by diagnoses. Medications prescribed are appropriate but include 1 or 2 error in writing prescription.<br> <br>**10 to >5.0 ptsFair** Treatment plan fails to address most issues raised by diagnoses. Medications are inappropriate or include 3 or more errors in writing prescription.<br> <br>**5 to >0 ptsPoor** 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 ptsExcellent** 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.<br> <br>**8 to >5.0 ptsGood** Patient education addresses most issues raised by diagnoses. Follow up plan is appropriate but lacks specifics Reflection is thoughtful and in depth.<br> <br>**5 to >3.0 ptsFair** 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.<br> <br>**3 to >0 ptsPoor** 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors. Professional language utilized.<br> <br>**4 ptsGood** Contains a few (1-2) grammar, spelling, and punctuation errors. Contains a few errors (1 or 2) in professional language use.<br> <br>**2 ptsFair** Contains several (3-4) grammar, spelling, and punctuation errors. Contains several errors (3 -4) in professional language use.<br> <br>**0 ptsPoor** 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 ptsExcellent** 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.<br> <br>**4 ptsGood** 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.<br> <br>**2 ptsFair** 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.<br> <br>**0 ptsPoor** 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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    **## EpisodicVisitPEDS1.docx**

    Episodic Visit: Adolescent Focused Note (Ages 13-17)

    **SENARIO- SICK VISIT-PATIENT SORE THROAT.**

    Focused Notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Focused Notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.

    For this Assignment, you will work with an adolescent patient that you examined during the last 3 weeks and complete a Focused Note Template in which 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, past medical history (PMH), socio-economic status, cultural background, etc. In this week’s Learning Resources, please refer to 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**](https://waldenu.instructure.com/courses/172095/modules/items/6936684)

    **To prepare:**

    · Review the Focused Note Checklist provided in this week’s Learning Resources and consider how you will develop your Focused Note for this week’s Assignment.

    · Use the Focused SOAP Note Template and the example found in the Learning Resources for this week to complete this Assignment.

    · Select an adolescent patient that you examined during the last 3 weeks. With this patient in mind, address the following in a Focused Note.

    **Assignment**

    · Subjective: What details did the patient or parent provide regarding the personal and medical history? Include any discrepancies between the details provided by the child and details provided by the parent as well as possible reasons for these discrepancies.

    · Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any growth and development or psychosocial issues.

    · Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. 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? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.

    · Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?

    **Note**: Your Focused Note Assignment must be signed by Day 7 of Week 3.

    **SICK VISIT-PATIENT SORE THROAT**.

    Rubric

    **PRAC_6541_Week3_Assignment2_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week3_Assignment2_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeOrganization of Write-up | **10 to >6.0 ptsExcellent** All information organized in logical sequence; follows acceptable format and utilizes expected headings.<br> <br>**6 to >3.0 ptsGood** Information generally organized in logical sequence; follows acceptable format and utilizes expected headings.<br> <br>**3 to >0.0 ptsFair** Errors in format; information intermittently organized. Headings are used some of the time.<br> <br>**0 ptsPoor** 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 ptsExcellent** Thoroughly documents all pertinent history components for type of note; includes critical as well as supportive information.<br> <br>**15 to >11.0 ptsGood** Documents most pertinent examination components.<br> <br>**11 to >7.0 ptsFair** Documents some pertinent examination components.<br> <br>**7 to >0 ptsPoor** Physical examination cursory; misses several pertinent components. | 20 pts |
    | This criterion is linked to a Learning OutcomeHistory of Present Illness | **10 to >6.0 ptsExcellent** Thoroughly documents all 8 aspects of HPI and pertinent other data relevant to chief complaint. Includes critical as well as supportive information.<br> <br>**6 to >4.0 ptsGood** Documents at least 6 aspects of the HPI and pertinent other data relevant to chief complaint. Includes critical information.<br> <br>**4 to >2.0 ptsFair** Documents at least 4 aspects of HPI and some data pertinent to chief complaint. Lacks some critical information or rambling in history.<br> <br>**2 to >0 ptsPoor** 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 ptsExcellent** Thoroughly documents all pertinent examination components for type of note.<br> <br>**7 to >4.0 ptsGood** Documents most pertinent examination components.<br> <br>**4 to >2.0 ptsFair** Documents some pertinent examination components.<br> <br>**2 to >0 ptsPoor** Physical examination cursory; misses several pertinent components. | 10 pts |
    | This criterion is linked to a Learning OutcomeDiagnostic Reasoning | **10 to >7.0 ptsExcellent** Assessment consistent with prior documentation. Clear justification for diagnosis. Notes all secondary problems. Cost effective when ordering diagnostic tests.<br> <br>**7 to >4.0 ptsGood** Assessment consistent with prior documentation. Clear justification for diagnosis. Notes most secondary problems.<br> <br>**4 to >2.0 ptsFair** Assessment mostly consistent with prior documentation. Fails to clearly justify diagnosis or note secondary problems or orders inappropriate diagnostic tests.<br> <br>**2 to >0 ptsPoor** 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 ptsExcellent** 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.<br> <br>**15 to >10.0 ptsGood** Treatment plan addresses most issues raised by diagnoses. Medications prescribed are appropriate but include 1 or 2 error in writing prescription.<br> <br>**10 to >5.0 ptsFair** Treatment plan fails to address most issues raised by diagnoses. Medications are inappropriate or include 3 or more errors in writing prescription.<br> <br>**5 to >0 ptsPoor** 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 ptsExcellent** 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.<br> <br>**8 to >5.0 ptsGood** Patient education addresses most issues raised by diagnoses. Follow up plan is appropriate but lacks specifics Reflection is thoughtful and in depth.<br> <br>**5 to >3.0 ptsFair** 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.<br> <br>**3 to >0 ptsPoor** 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors. Professional language utilized.<br> <br>**4 ptsGood** Contains a few (1-2) grammar, spelling, and punctuation errors. Contains a few errors (1 or 2) in professional language use.<br> <br>**2 ptsFair** Contains several (3-4) grammar, spelling, and punctuation errors. Contains several errors (3 -4) in professional language use.<br> <br>**0 ptsPoor** 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 ptsExcellent** 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.<br> <br>**4 ptsGood** 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.<br> <br>**2 ptsFair** 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.<br> <br>**0 ptsPoor** 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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  • [Solved] Can this be don in 4 hours? 8pages

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    Executive Solution Overview

    COVER pg and Cite PG not included in 8pg.. 5 sources in the past 5 years!!! https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/citation/4597266730006731?auth=SAML NASW code ethics – **Standards and indicators for cultural competency in social work practice** WebsiteNASW, n.d.stick…

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    Assignment Prompt & Instructions

    COVER pg and Cite PG not included in 8pg.. 5 sources in the past 5 years!!!
    https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/citation/4597266730006731?auth=SAML
    NASW code ethics
    – **Standards and indicators for cultural competency in social work practice** WebsiteNASW, n.d.sticky_note_2 Note: Read pages 19–28.linkView online
    – Mark Best practice standards in social work supervision as done![Document: Best practice standards in social work supervision](https://capella.alma.exlibrisgroup.com/leganto/nui/assets/images/item-types/svg/DO.svg) **Best practice standards in social work supervision** DocumentNASW, n.d.sticky_note_2 Note: Read pages 19–27.
    \
    Updated-Tech-Standards-2017.pdf](https://www.sweetstudy.com/files/updated-tech-standards-2017-pdf "Updated-Tech-Standards-2017.pdf")
    \
    5017.docx](https://www.sweetstudy.com/files/5017-docx "5017.docx")

  • [Solved] Integrative Learning Project: Final

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    Executive Solution Overview

    – ## IntegrativeLearningProjectAssignmentInstructions.docx **## IntegrativeLearningProjectAssignmentInstructions.docx** BUSI 650 **Integrative Learning Project Assignment Instructions** **Overview** The purpose of this project is to integrate concepts from the textbook into operational management sc…

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    Assignment Prompt & Instructions

    – ## IntegrativeLearningProjectAssignmentInstructions.docx

    **## IntegrativeLearningProjectAssignmentInstructions.docx**

    BUSI 650

    **Integrative Learning Project Assignment Instructions**

    **Overview**

    The purpose of this project is to integrate concepts from the textbook into operational management scenarios. There is room for process improvements in every organization. How would you improve processes in the operations of your organization (or an organization you would like to research)? The organization is not the primary focus of this assignment. The primary focus is how you would integrate concepts that you learn in this course into process improvement opportunities.

    Multiple assignments are put together in the final week of this course to complete the project. The Organizational Setting assignment is where the majority of the organizational research will be used. The Annotated Bibliography assignment is where key chapter concepts are researched in order to use them in the Integration of Key Chapter Concepts section. The Outline assignment provides a high-level overview of each required component of the project. The Introduction assignment provides an opportunity to introduce the topic of the project, identify the chapter concepts that will be explored, and provide expectations for the reader. The Integrative Learning Project Final Assignment incorporates all of these assignments. The outline will be converted into a Table of Contents (the format will need to be updated). The Introduction and Organizational Setting will be copied and pasted into the final document. Research from the Annotated Bibliography will be used to support the discussion in the Integration of Key Chapter Concepts section. The remaining components of the project will be developed and incorporated as described in the below assignment instructions.

    **Instructions**

    For the
    **Integrative Learning Project Assignment**, you will research a particular, authentic company/industry or a fabricated company/industry. (No one in this course should write anything regarding their government or organizational relationship that could create doubt about crossing lines that would disclose confidential information
    _of any kind_.  It would be better to create a fictional situation. It is up to you to use your informed judgment.) The ILP must be written in current APA format and must include the following major elements:

    · Title Page

    · Table of Contents

    · Abstract

    · Introduction

    · It should be no more than ½ page in length.

    · Reference the APA Publication Manual, 7th edition, section 3.4 for suggested components of an introduction and section 2.27 for formatting.

    · Organizational Setting

    · In at least 2 pages:

    · Describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors)

    · Define your customers are (internal and external)

    · Identify what value you add to the organization (how you help the organization achieve its mission)

    · Highlight the role Christianity currently plays in this organization (if it is a secular organization, what Christian values are built into the organization?).

    · The student must clearly state if the company/industry is fabricated (not statement required for authentic company/industry.

    · Integration of Chapter Concepts to the Organizational Setting

    · Select 8 different key concepts from the textbook that seem to be most applicable to your organizational setting. Some examples of key concepts include supply chain management, Six Sigma, innovation, etc. Provide an in-depth discussion of each of your chosen key concepts and its application to your organizational setting.

    · For each concept, provide a comprehensive description, what benefit it may offer to your organization, and what needs to be done in order to successfully implement this topic into your organization.

    · For each concept, integrate appropriate biblical references. Explain how these concepts magnify God’s plan for you.

    · This section of your project requires at least 14 pages of graduate-level content and analysis. No more than 1 block quote is allowed in the paper.

    · Conclusion

    · It should be no more than ½ page in length.

    · Provide major recommendations and summative conclusion for the organization.

    · References: You must include at least 15 scholarly sources formatted in current APA style. Each reference must be current, having been published within the last 3 years, or, if older, must contribute important information relevant to historical background.

    · Appendices: Include at least 3 well-developed and professional documents. Appendices often include information that is somewhat confidential, detail-oriented, and/or tends to change often. Some examples include:

    · Action Planning: This specifies objectives, responsibilities, and timelines for completion of objectives.

    · Description of Strategic Planning Process Used: This describes the process used to develop the plan, who was involved, the number of meetings, any major lessons learned to improve planning, etc.

    · Strategic Analysis Data: This includes information generated during the external analysis (e.g., environmental scan) and internal analysis (e.g., SWOT analysis). It also includes a list of strategic issues identified during these analyses.

    · Goals for Board and Chief Executive Officer: Goals of the board and CEO must be directly aligned with goals identified during strategic planning. This appendix will list goals for the board and can also include recommendations for redesigning board committees associated with strategic goals. These can be used (along with the CEO job description) to form the basis for performance evaluations of the CEO.

    · Budget Planning: This depicts both the resources as well as the required funding for obtaining and using the resources needed to achieve the strategic goals. Budgets are often depicted for each term of the year of the strategic plan.

    · Operating Plan: This describes the major goals and activities to be accomplished over the coming fiscal year.

    · Financial Reports: These include last year's budget (with estimated expenses and the actual amounts spent), this year's current budget (again, with estimated amounts and actual amounts spent), a balance sheet (or, in the case of a nonprofit organization, a statement of financial position), an income statement (or, in the case of a nonprofit organization, a statement of financial activities), etc.

    · Monitoring and Evaluation of Plan: This includes criteria for monitoring and evaluating as well as the responsibilities and frequencies of monitoring the implementation of the plan.

    · Communication of Plan: This describes the actions that will be taken to communicate the plan and/or portions of it and describe to whom the plan will be communicated.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

    **## IntegrativeLearningProjectAssignmentInstructions.docx**

    BUSI 650

    **Integrative Learning Project Assignment Instructions**

    **Overview**

    The purpose of this project is to integrate concepts from the textbook into operational management scenarios. There is room for process improvements in every organization. How would you improve processes in the operations of your organization (or an organization you would like to research)? The organization is not the primary focus of this assignment. The primary focus is how you would integrate concepts that you learn in this course into process improvement opportunities.

    Multiple assignments are put together in the final week of this course to complete the project. The Organizational Setting assignment is where the majority of the organizational research will be used. The Annotated Bibliography assignment is where key chapter concepts are researched in order to use them in the Integration of Key Chapter Concepts section. The Outline assignment provides a high-level overview of each required component of the project. The Introduction assignment provides an opportunity to introduce the topic of the project, identify the chapter concepts that will be explored, and provide expectations for the reader. The Integrative Learning Project Final Assignment incorporates all of these assignments. The outline will be converted into a Table of Contents (the format will need to be updated). The Introduction and Organizational Setting will be copied and pasted into the final document. Research from the Annotated Bibliography will be used to support the discussion in the Integration of Key Chapter Concepts section. The remaining components of the project will be developed and incorporated as described in the below assignment instructions.

    **Instructions**

    For the
    **Integrative Learning Project Assignment**, you will research a particular, authentic company/industry or a fabricated company/industry. (No one in this course should write anything regarding their government or organizational relationship that could create doubt about crossing lines that would disclose confidential information
    _of any kind_.  It would be better to create a fictional situation. It is up to you to use your informed judgment.) The ILP must be written in current APA format and must include the following major elements:

    · Title Page

    · Table of Contents

    · Abstract

    · Introduction

    · It should be no more than ½ page in length.

    · Reference the APA Publication Manual, 7th edition, section 3.4 for suggested components of an introduction and section 2.27 for formatting.

    · Organizational Setting

    · In at least 2 pages:

    · Describe the mission of your organization (e.g., what product or service is provided, to what intended markets, and how the product or service is distinct from those offered by competitors)

    · Define your customers are (internal and external)

    · Identify what value you add to the organization (how you help the organization achieve its mission)

    · Highlight the role Christianity currently plays in this organization (if it is a secular organization, what Christian values are built into the organization?).

    · The student must clearly state if the company/industry is fabricated (not statement required for authentic company/industry.

    · Integration of Chapter Concepts to the Organizational Setting

    · Select 8 different key concepts from the textbook that seem to be most applicable to your organizational setting. Some examples of key concepts include supply chain management, Six Sigma, innovation, etc. Provide an in-depth discussion of each of your chosen key concepts and its application to your organizational setting.

    · For each concept, provide a comprehensive description, what benefit it may offer to your organization, and what needs to be done in order to successfully implement this topic into your organization.

    · For each concept, integrate appropriate biblical references. Explain how these concepts magnify God’s plan for you.

    · This section of your project requires at least 14 pages of graduate-level content and analysis. No more than 1 block quote is allowed in the paper.

    · Conclusion

    · It should be no more than ½ page in length.

    · Provide major recommendations and summative conclusion for the organization.

    · References: You must include at least 15 scholarly sources formatted in current APA style. Each reference must be current, having been published within the last 3 years, or, if older, must contribute important information relevant to historical background.

    · Appendices: Include at least 3 well-developed and professional documents. Appendices often include information that is somewhat confidential, detail-oriented, and/or tends to change often. Some examples include:

    · Action Planning: This specifies objectives, responsibilities, and timelines for completion of objectives.

    · Description of Strategic Planning Process Used: This describes the process used to develop the plan, who was involved, the number of meetings, any major lessons learned to improve planning, etc.

    · Strategic Analysis Data: This includes information generated during the external analysis (e.g., environmental scan) and internal analysis (e.g., SWOT analysis). It also includes a list of strategic issues identified during these analyses.

    · Goals for Board and Chief Executive Officer: Goals of the board and CEO must be directly aligned with goals identified during strategic planning. This appendix will list goals for the board and can also include recommendations for redesigning board committees associated with strategic goals. These can be used (along with the CEO job description) to form the basis for performance evaluations of the CEO.

    · Budget Planning: This depicts both the resources as well as the required funding for obtaining and using the resources needed to achieve the strategic goals. Budgets are often depicted for each term of the year of the strategic plan.

    · Operating Plan: This describes the major goals and activities to be accomplished over the coming fiscal year.

    · Financial Reports: These include last year's budget (with estimated expenses and the actual amounts spent), this year's current budget (again, with estimated amounts and actual amounts spent), a balance sheet (or, in the case of a nonprofit organization, a statement of financial position), an income statement (or, in the case of a nonprofit organization, a statement of financial activities), etc.

    · Monitoring and Evaluation of Plan: This includes criteria for monitoring and evaluating as well as the responsibilities and frequencies of monitoring the implementation of the plan.

    · Communication of Plan: This describes the actions that will be taken to communicate the plan and/or portions of it and describe to whom the plan will be communicated.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    Page 2 of 2

  • [Solved] Morphology

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    Define Morphology (morphemes) – ## MorphologyEssay515rev.docx **## MorphologyEssay515rev.docx** Assignment: The Importance of Morphology Instruction in Elementary Education Write a minimum 1.5-page essay explaining what morphology is and why it is important for elementary students to learn about mor…

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    Define Morphology (morphemes)

    – ## MorphologyEssay515rev.docx

    **## MorphologyEssay515rev.docx**

    Assignment: The Importance of Morphology Instruction in Elementary Education

    Write a minimum 1.5-page essay explaining what morphology is and why it is important for elementary students to learn about morphology. Your essay should demonstrate a clear understanding of the concept and provide specific examples of how knowledge of morphology can enhance reading, writing, and vocabulary development in young learners. Include a minimum of four credible sources, see suggestions below. View the rubric in Blackboard before you submit. Proofread well to avoid a loss of points for writing errors. Suspicion of AI technology use will result in a grade of zero.

    The essay must include:

    introductory paragraph

    · define morphology in your own words

    · explain why morphology is relevant for teaching elementary students

    body paragraphs

    · explain the components of morphology (morphemes, prefixes, suffixes, root words, etc.)

    · explain how understanding morphology supports literacy skills such as decoding, spelling, and comprehension

    · provide examples of ways to teach morphology (teaching word parts, word play, word families (not rime: writ
    **er**, writ
    **ten**, writ
    **ing**, etc.)

    conclusion

    · summarize the key points discussed/explained

    · reflect on long-term benefits of morphological awareness/knowledge for students

    Formatting:

    Must be a minimum of 1.5 pages, double-spaced, Times New Roman 12-point font, 1-inch margins, APA 7th edition formatting. Remember to cite properly within the text and on the references page.

    Reliable sources: The Reading League, Reading Rockets, Reading Universe, Readworks, Edutopia, Reading Research Quarterly, International Literacy Association, Colorín Colorado, Florida Center for Reading Research, 95% Group, Really Great Reading, NEA, IDA.

    **## MorphologyEssay515rev.docx**

    Assignment: The Importance of Morphology Instruction in Elementary Education

    Write a minimum 1.5-page essay explaining what morphology is and why it is important for elementary students to learn about morphology. Your essay should demonstrate a clear understanding of the concept and provide specific examples of how knowledge of morphology can enhance reading, writing, and vocabulary development in young learners. Include a minimum of four credible sources, see suggestions below. View the rubric in Blackboard before you submit. Proofread well to avoid a loss of points for writing errors. Suspicion of AI technology use will result in a grade of zero.

    The essay must include:

    introductory paragraph

    · define morphology in your own words

    · explain why morphology is relevant for teaching elementary students

    body paragraphs

    · explain the components of morphology (morphemes, prefixes, suffixes, root words, etc.)

    · explain how understanding morphology supports literacy skills such as decoding, spelling, and comprehension

    · provide examples of ways to teach morphology (teaching word parts, word play, word families (not rime: writ
    **er**, writ
    **ten**, writ
    **ing**, etc.)

    conclusion

    · summarize the key points discussed/explained

    · reflect on long-term benefits of morphological awareness/knowledge for students

    Formatting:

    Must be a minimum of 1.5 pages, double-spaced, Times New Roman 12-point font, 1-inch margins, APA 7th edition formatting. Remember to cite properly within the text and on the references page.

    Reliable sources: The Reading League, Reading Rockets, Reading Universe, Readworks, Edutopia, Reading Research Quarterly, International Literacy Association, Colorín Colorado, Florida Center for Reading Research, 95% Group, Really Great Reading, NEA, IDA.

  • [Solved] Climate Change Contributing to Wildland Fires

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    How is climate change contributing to wildland fires, and how should the fire service adjust and prepare?

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    How is climate change contributing to wildland fires, and how should the fire service adjust and prepare?

  • [Solved] Lesson plan update

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    Attached I have my lesson plan that got scored 19/28. I also have attached the feedback given to me directly from my professor. I only need my lesson plan edited and revised based on the feedback my professor provided. If you look at feedback page scroll down to wear it says "FEEDBACK REPORT" this s…

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    Attached I have my lesson plan that got scored 19/28. I also have attached the feedback given to me directly from my professor. I only need my lesson plan edited and revised based on the feedback my professor provided. If you look at feedback page scroll down to wear it says "FEEDBACK REPORT" this section onward will provide you with the information needed to be revised in the lesson plan.
    \
    700.5PBPTemplateApril2025-4-Literacy.docx](https://www.sweetstudy.com/files/700-5pbptemplateapril2025-4-literacy-docx-10316061 "700.5PBPTemplateApril2025-4-Literacy.docx")
    \
    700.5PBPTemplateApril2025-4-Literacy-Feedback1.pdf](https://www.sweetstudy.com/files/700-5pbptemplateapril2025-4-literacy-feedback1-pdf-10316063 "700.5PBPTemplateApril2025-4-Literacy-Feedback1.pdf")

  • [Solved] summer 3

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    \ emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10316077 "emptyfile.docx")

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    \
    emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10316077 "emptyfile.docx")

  • [Solved] NUR505 4

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    – ## NUR505W4.docx **## NUR505W4.docx** **DISCUSSION:** A. Describe the family structure of some East Indian Hindu families and the effect the family organization may have on health-seeking behavior. B. What are the contributing factors that lead to the high birth rate in Haiti and among Haitian imm…

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    – ## NUR505W4.docx

    **## NUR505W4.docx**

    **DISCUSSION:**

    A. Describe the family structure of some East Indian Hindu families and the effect the family organization may have on health-seeking behavior.

    B. What are the contributing factors that lead to the high birth rate in Haiti and among Haitian immigrants?

    C. List religious needs a Jewish client may have while being hospitalized with which nursing staff can assist.

    **INSTRUCTIONS:**

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

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    PLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTS

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-4)

    ## image1.png

    **## NUR505W4.docx**

    **DISCUSSION:**

    A. Describe the family structure of some East Indian Hindu families and the effect the family organization may have on health-seeking behavior.

    B. What are the contributing factors that lead to the high birth rate in Haiti and among Haitian immigrants?

    C. List religious needs a Jewish client may have while being hospitalized with which nursing staff can assist.

    **INSTRUCTIONS:**

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

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    PLEASE SEE RUBRIC BELOW FOR SCORE OF 10 POINTS

    ![A screenshot of a white sheet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur505-4)

    ## image1.png

  • [Solved] Portfolio

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    – ## Instructions.docx – ## GradingRubric.docx – 6thEdition.pdf **## Instructions.docx** **Instructions** 1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h Field Experience Hours: 10 **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professio…

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    Assignment Prompt & Instructions

    – ## Instructions.docx

    – ## GradingRubric.docx

    – 6thEdition.pdf

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

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  • [Solved] Week 4 Case Study

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    Executive Solution Overview

    **Gastrointestinal Function:** R.H. is a 74-year-old black woman, who presents to the family practice clinic for a scheduled appointment. She complains of feeling bloated and constipated for the past month, some-times going an entire week with only one bowel movement. Until this episode, she has bee…

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    Assignment Prompt & Instructions

    **Gastrointestinal Function:**
    R.H. is a 74-year-old black woman, who presents to the family practice clinic for a scheduled appointment. She complains of feeling bloated and constipated for the past month, some-times going an entire week with only one bowel movement. Until this episode, she has been very regular all of her life, having a bowel movement every day or every other day. She reports straining most of the time and it often takes her 10 minutes at a minimum to initiate a bowel movement. Stools have been extremely hard. She denies pain during straining. A recent colonoscopy was negative for tumors or other lesions. She has not yet taken any medications to provide relief for her constipation. Furthermore, she reports frequent heartburn (3–4 times each week), most often occur-ring soon after retiring to bed. She uses three pillows to keep herself in a more upright position during sleep. On a friend’s advice, she purchased a package of over-the-counter aluminum hydroxide tablets to help relieve the heartburn. She has had some improvement since she began taking the medicine. She reports using naproxen as needed for arthritic pain her hands and knees. She states that her hands and knees are extremely stiff when she rises in the morning. Because her arthritis has been getting worse, she has stopped taking her daily walks and now gets very little exercise.
    **Case Study Questions**
    1. In your own words define constipation and name the risk factors that might lead to develop constipation. List recommendations you would give to a patient who is suffering from constipation. You might use a previous experience you might have.
    2. Based on the clinical manifestations on R.H. case study, name and explain signs and symptoms presented that are compatible with the constipation diagnosis. Complement your list with signs and symptoms not present on the case study.
    3. Sometimes as an associate diagnosis and a complication, patients with constipation could have anemia. Would you consider that possibility based on the information provided on the case study?
    **Endocrine Function:**
    **Case Study Questions**
    1. In which race and ethnic groups is DM more prevalent? Based on C.B. clinical manifestations, please compile the signs and symptoms that she is exhibiting that are compatible with the Diabetes Mellitus Type 2 diagnosis.
    2. If C.B. develop a bacterial pneumonia on her right lower lobe, how would you expect her Glycemia values to be? Explain and support your answer.
    3. What would be the best initial therapy non-pharmacologic and pharmacologic to be recommended to C.B?
    **Submission Instructions:**
    – You must complete both case studies.
    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.