Tag: Model Answer

  • [Solved] SMART GOALS RELFECTION

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    – ## SMARTGOALSREFLECTION.docx **## SMARTGOALSREFLECTION.docx** **SMART GOALS REFLECTION- Psychotherapy** Use the five SMART goals listed below to Write a reflection paper following APA format and consisting of 750-850words in length. Use the following questions to guide your response: 1. What were…

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    – ## SMARTGOALSREFLECTION.docx

    **## SMARTGOALSREFLECTION.docx**

    **SMART GOALS REFLECTION- Psychotherapy**

    Use the five SMART goals listed below to Write a reflection paper following APA format and consisting of 750-850words in length.

    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?

    **SMART Goal #1 –** Develop Proficiency in Conducting Initial Psychiatric
    Evaluations
    • Specific: As a psychiatric mental health nurse practitioner (PMHNP) student, the goal
    is to conduct at least 10 comprehensive psychiatric evaluations under the supervision
    of a licensed provider during this clinical term. This will occur in an outpatient mental
    health clinic setting. The aim is to refine diagnostic skills, history-taking, and mental
    status examination based on DSM-5-TR guidelines .
    • Measurable: Success is measured by completing 10 evaluations and receiving feedback
    from the preceptor on each.
    • Achievable: This is attainable given that patients are seen daily and there is structured
    supervision.
    • Relevant: This aligns with course objectives and builds critical foundational skills for
    psychotherapy practice.
    • Timely: This will be accomplished by the end of the 6-week term.

    **SMART Goal #2 – Master the Use of Cognitive Behavioral Therapy**
    (CBT) Techniques
    • Specific: Learn and apply basic CBT techniques with at least five patients diagnosed
    with anxiety or depression. These techniques include cognitive restructuring, behavioral
    activation, and thought records
    • Measurable: Maintain documentation of at least five CBT-focused sessions with patient
    response notes.
    • Achievable: This is realistic as CBT is a common modality used in clinical practice, and
    the clinic serves patients with related diagnoses.
    • Relevant: CBT is evidence-based and widely used in PMHNP psychotherapy
    • Timely: Goal will be achieved by week 6 of the term.

    **SMART Goal #3 – Increase Confidence in Managing**
    **Transference and Countertransference**

    Specific: Actively identify, reflect upon, and discuss instances of transference and
    countertransference in at least five supervision sessions during the clinical rotation.
    • Measurable: Maintain a reflective journal and supervisor feedback notes as evidence.
    • Achievable: Possible because of consistent preceptor supervision and training that
    focuses on psychotherapy.
    • Relevant: Understanding these dynamics is essential for therapeutic alliance and
    ethical practice.
    • Timely: Documentation and reflection will be completed by the end of the term.

    **SMART Goal #4 – Improve Documentation and Use of Psychotherapy**
    **Billing Codes**
    • Specific: Learn to accurately document psychotherapy sessions and apply appropriate CPT
    billing codes for at least 10 sessions.
    • Measurable: Maintain a log of 10 accurately coded notes, verified by the preceptor.
    • Achievable: Attainable with structured supervision and EHR access.
    • Relevant: Accurate documentation and billing are necessary for compliance and
    reimbursement.
    • Timely: Completion expected by week 5 of clinical term.

    **SMART Goal #5 – Enhance Cultural Competency in**
    **Therapeutic Interactions**
    • Specific: Implement culturally responsive care strategies during psychotherapy with at
    least five patients from diverse backgrounds, guided by cultural formulation interviews
    (Lewis-Fernández et al., 2017).
    • Measurable: Reflective summaries and supervision feedback will be used to measure
    this goal.
    • Achievable: Realistic due to diverse patient demographics in the clinical site.
    • Relevant: Cultural competence enhances therapeutic outcomes and is a core
    professional standard (Campinha-Bacote, 2018).
    • Timely: Goal to be achieved by week 5 of clinical.

    **## SMARTGOALSREFLECTION.docx**

    **SMART GOALS REFLECTION- Psychotherapy**

    Use the five SMART goals listed below to Write a reflection paper following APA format and consisting of 750-850words in length.

    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?

    **SMART Goal #1 –** Develop Proficiency in Conducting Initial Psychiatric
    Evaluations
    • Specific: As a psychiatric mental health nurse practitioner (PMHNP) student, the goal
    is to conduct at least 10 comprehensive psychiatric evaluations under the supervision
    of a licensed provider during this clinical term. This will occur in an outpatient mental
    health clinic setting. The aim is to refine diagnostic skills, history-taking, and mental
    status examination based on DSM-5-TR guidelines .
    • Measurable: Success is measured by completing 10 evaluations and receiving feedback
    from the preceptor on each.
    • Achievable: This is attainable given that patients are seen daily and there is structured
    supervision.
    • Relevant: This aligns with course objectives and builds critical foundational skills for
    psychotherapy practice.
    • Timely: This will be accomplished by the end of the 6-week term.

    **SMART Goal #2 – Master the Use of Cognitive Behavioral Therapy**
    (CBT) Techniques
    • Specific: Learn and apply basic CBT techniques with at least five patients diagnosed
    with anxiety or depression. These techniques include cognitive restructuring, behavioral
    activation, and thought records
    • Measurable: Maintain documentation of at least five CBT-focused sessions with patient
    response notes.
    • Achievable: This is realistic as CBT is a common modality used in clinical practice, and
    the clinic serves patients with related diagnoses.
    • Relevant: CBT is evidence-based and widely used in PMHNP psychotherapy
    • Timely: Goal will be achieved by week 6 of the term.

    **SMART Goal #3 – Increase Confidence in Managing**
    **Transference and Countertransference**

    Specific: Actively identify, reflect upon, and discuss instances of transference and
    countertransference in at least five supervision sessions during the clinical rotation.
    • Measurable: Maintain a reflective journal and supervisor feedback notes as evidence.
    • Achievable: Possible because of consistent preceptor supervision and training that
    focuses on psychotherapy.
    • Relevant: Understanding these dynamics is essential for therapeutic alliance and
    ethical practice.
    • Timely: Documentation and reflection will be completed by the end of the term.

    **SMART Goal #4 – Improve Documentation and Use of Psychotherapy**
    **Billing Codes**
    • Specific: Learn to accurately document psychotherapy sessions and apply appropriate CPT
    billing codes for at least 10 sessions.
    • Measurable: Maintain a log of 10 accurately coded notes, verified by the preceptor.
    • Achievable: Attainable with structured supervision and EHR access.
    • Relevant: Accurate documentation and billing are necessary for compliance and
    reimbursement.
    • Timely: Completion expected by week 5 of clinical term.

    **SMART Goal #5 – Enhance Cultural Competency in**
    **Therapeutic Interactions**
    • Specific: Implement culturally responsive care strategies during psychotherapy with at
    least five patients from diverse backgrounds, guided by cultural formulation interviews
    (Lewis-Fernández et al., 2017).
    • Measurable: Reflective summaries and supervision feedback will be used to measure
    this goal.
    • Achievable: Realistic due to diverse patient demographics in the clinical site.
    • Relevant: Cultural competence enhances therapeutic outcomes and is a core
    professional standard (Campinha-Bacote, 2018).
    • Timely: Goal to be achieved by week 5 of clinical.

  • [Solved] helpppp

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    Based on your readings in Lesson 4, how would you address the problems listed below? Refer to the typical child's physical, cognitive, and socioemotional characteristics as you establish expectations. Use the information in your book about the manner in which a child thinks and interacts in early ch…

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    Based on your readings in Lesson 4, how would you address the problems listed below? Refer to the typical child's physical, cognitive, and socioemotional characteristics as you establish expectations. Use the information in your book about the manner in which a child thinks and interacts in early childhood to design specific activities to solve the problem. Your response should be grammatically correct, two pages long (one page per question), and cite all sources (including references to research and theories noted in the textbook) using APA citations and a reference page. You should also provide proper references for parent-child activities.
    Respond to the following:
    1. Having recently turned three years old, Luke has officially entered early childhood, yet he has never spoken a word. He periodically makes noises, but not on a consistent basis. He appears to be otherwise well-adjusted; he loves to run and climb, can recognize family and friends, is especially attached to his mother, and follows directions with little modeling by a parent. He dislikes books and has no interest in television, but he does enjoy toys that make a loud noise. He watches people closely for cues. Diagnose this problem. How would you investigate Luke's problem? Whom might you consult? Be precise in your approach, outlining specific actions or activities you would utilize.
    2. At five years of age, Dee Dee is a bouncy, busy little girl who rarely stays involved in an activity for more than three minutes. She interrupts adult conversations, bangs on the coffee table and other furniture for attention, and expects her needs to be addressed immediately. She talks and talks and talks, but is not a good listener. Dee Dee refuses to go to bed and will not stay in bed at night. Her parents have to lock her in her room at night in order to get any sleep themselves. She is only partially potty trained. Diagnose this problem. How would you investigate these behaviors? Whom might you consult? Be precise in your approach, outlining specific actions or activities you would utilize.

  • [Solved] Supervisory management

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    **Answer each of the following questions. Submit at minimum TWO "full page" and double-spaced paper, Times New Roman 12-point font, APA format.** 1. Please identify and discuss factors that cause stress in employees. 2. What are the consequences of stress? 3. How can supervisors manage their own str…

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    **Answer each of the following questions. Submit at minimum TWO "full page" and double-spaced paper, Times New Roman 12-point font, APA format.**
    1. Please identify and discuss factors that cause stress in employees.
    2. What are the consequences of stress?
    3. How can supervisors manage their own stress?
    4. Please identify and discuss ways supervisors can help their employees manage stress?

  • [Solved] SOAP Note 3 Geriatrics

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    Geriatric patient 65 years or older Must follow rubric A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to documen…

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    Geriatric patient 65 years or older
    Must follow rubric
    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.
    #### **Instructions:**
    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.
    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:
    **S** =Subjective data: Patient’s Chief Complaint (CC). **O** =Objective data: Including client behavior, physical assessment, vital signs, and meds. **A** =Assessment: Diagnosis of the patient's condition. Include differential diagnosis. **P** =Plan: Treatment, diagnostic testing, and follow up
    #### **Submission Instructions:**
    – Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.
    \
    SOAPNoteRubric3.pdf](https://www.sweetstudy.com/files/soapnoterubric3-pdf "SOAPNoteRubric3.pdf")
    \
    SOAPNoteTemplate-14.docx](https://www.sweetstudy.com/files/soapnotetemplate-14-docx-10332377 "SOAPNoteTemplate-14.docx")

  • [Solved] Psychology assignment

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    In-depth study guidance and analytical solution covering Psychology assignment.

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

  • [Solved] need assistance

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    1. You are a third-grade teacher, and one of your male students seems to display the behavior and actions of a bully. He focuses his aggression toward another male student who is smaller and rather shy, however, the observed bully is also very brash in his interactions with all his peers. Other mal…

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    1. You are a third-grade teacher, and one of your male students seems to display the behavior and actions of a bully. He focuses his aggression toward another male student who is smaller and rather shy, however, the observed bully is also very brash in his interactions with all his peers. Other male students try to avoid him, but there is usually a physical altercation when he is in the bathroom with other male students. The female students are frightened by his aggression and refuse to leave the room if he is in the hall. The alleged bully avoids eye contact with authority figures and is disrespectful toward those adults that he views as less authoritative, such as the cafeteria workers and the school nurse.
    – How would you solve the problem of the bully? Consider the classroom, the playground, his peers, and the authority figures surrounding him. Remember, as a teacher you have a responsibility to all of the students in the class.
    – How can you use this as a learning experience for the primary victim, the boys, and the girls?
    – What specialists could help with this problem?
    2. Questions about learning:
    – Why would it be important for children in grades one through five to learn new skills such as reading, math, swimming, building a birdhouse, or making friends?
    – Why is learning so critical at this time period?
    – If learning does not take place during this stage, what effects would such failure have on later development? (Hint: remember **Erikson's theory**).
    Your response should be grammatically correct and two pages, double-spaced. Be sure to cite all sources (including references to research and theories noted in the textbook) using APA citations and a reference page.

  • [Solved] mus

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    **Blues: A musical genre**— **a country** **folk** like solo song that existed in black communities of the Deep South—Mississippi Delta to east Texas around the end of the 19th century. Its lyrics addressed every aspect of life—accompanied themselves on guitar or banjo. Emancipated Blacks found thei…

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    **Blues: A musical genre**— **a country** **folk** like solo song that existed in black communities of the Deep South—Mississippi Delta to east Texas around the end of the 19th century. Its lyrics addressed every aspect of life—accompanied themselves on guitar or banjo. Emancipated Blacks found their lives difficult in the first wave of freedom. Poor, seeking jobs and money to survive away they launch building railroads jobs or, falling in unrequited love–being often lonely and desperate—they sing **blues.**
    **Emotional state:** philosophic perception of life; difficult, blues music is usually not happy!
    **1/Country Blues** (originally first/home blues): rural musicians played in a style closer to the roots of the tradition; not recorded until the mid-1920s **("folk” blues)** were sung in forms of eight-bar and sixteen-bar blues, often with repeated melodic and rhythmic pattern (riff)
    – **Folk Blues** first emerged in the **Mississippi Delta,** a region of the most intensive cotton farming in the 19th century (also the largest populations of slaves in North America), after the Civil War many former slaves were still tied to the land owned by white farmers and lived in extremely poor conditions
    – Blues was the music of black workforce—songs based on short, repeated phrases that were often used as accompaniment for dancing
    – African American story songs such as **“Frankie and Johnny,”** were influenced by work songs, field hollers of **English Ballad** tradition
    – **Dissemination** of blues songs was based on oral tradition, only from one generation to another because it was very personal music
    – In 1920s rural blues singes began to be recorded—melodies and words were spread on phonograph records to preserve the authentic “deep blues," the sound of the Deep South for the national audience
    **Charley Patton** (ca. 1881‒1934): one of the earliest artists of the Mississippi Delta Blues, he was a master on guitar
    – **Patton** was singing/improvising and pounding/beating a rhythm on the body of his guitar, swinging the instrument over his head and throwing it into the air
    – Powerful, rasping voice; strong, danceable rhythms; broad range of styles
    – Recorded nearly 70 songs: not only blues but also African American ballads, ragtime and Tin Pan Alley top songs
    _Example 1_
    [https://www.youtube.com/watch?v=CSiFRKFb67ALinks to an external site.](https://www.youtube.com/watch?v=CSiFRKFb67A)![](https://collin.instructure.com/images/play_overlay.png)
    “ **Tom Rushen Blues—”** written and performed by **Charley Patton**
    – rough and heavy voice of Delta blues
    – recorded 1929
    – twelve-bar form
    – three chords
    – AAB text—the critique of white privileges (everyday life experiences like drinking moonshine and being thrown into jail/hidden meanings within the text lines—like work songs, slave songs, prison songs
    Blind **Lemon Jefferson** (1893-1929)
    – a traveler from Texas: street musician of popular ragtime songs, church music and blues songs
    – the 1st Blues STAR
    – first records appear in 1926 (Paramount Records)
    _Example 2_
    **"That Black Snake Moan"**
    [https://youtu.be/xzdJtsv1bqo?si=o0cIBbisaWBqELD4Links to an external site.](https://youtu.be/xzdJtsv1bqo?si=o0cIBbisaWBqELD4)![](https://collin.instructure.com/images/play_overlay.png)
    – nasal timbre (more clear); different than Patton)
    – accompaniment less steady rhythmically
    – his guitar functions as an extension of his voice
    – call-and-respond
    – Six 3- line stanzas set to essentially the same music
    – 1926: first records released— “real old-fashioned blues by a real old-fashioned blues singer”
    **Robert Johnson** (1911-1938)—a representative of Mississippi Delta Country Blues “in league with the devil.”
    _Example 3_
    **“Cross Road Blues”** written and performed by **Robert Johnson**
    [https://youtu.be/GtDlZdhHRCI?si=MBEBhiBurPGUvwZ-Links to an external site.](https://youtu.be/GtDlZdhHRCI?si=MBEBhiBurPGUvwZ-)![](https://collin.instructure.com/images/play_overlay.png)
    – Recorded 1936
    – Most famous, Mississippi Delta blues
    – Influenced by Charley Patton
    – Married Virginia Travis in 1929 who died 1930 in childbirth; after his wife died, many say he became a better musician (no family, more time to practice); he buried himself into his music
    – Left Mississippi, became amazing guitarist and singer
    – Myth: made pact with the devil
    – Johnson ***Bluesmen: a** bad men, bad cloak, appeal to women; same reputation as rap
    – Drank whiskey at a performance that was poisoned; died 3 days later, “devil called in his chips”
    ***Bluesman** was a traveler singing on streets, moving from town to town, and entertaining for any occasions—in such instances then he was paid. This angle of folklike blues was set apart from other African American folk styles (work songs and spirituals because they had sung together not solo.
    ## **2/Classic Blues** (without a rough voice timbre)
    Functioning as an entertainment (performed in theaters/clubs—) recorded and distributed for commercial purposes. Popular among white and black audience; often accompanied by a band with piano and addressing love subjects in their texts.
    **Gertrude “ma" Rainey**—blues singer and composer and mother of **Blues.**
    _Example 4_
    [https://youtu.be/yRyaUcVfhak?si=3a731uWgdwcT4KnXLinks to an external site.](https://youtu.be/yRyaUcVfhak?si=3a731uWgdwcT4KnX)![](https://collin.instructure.com/images/play_overlay.png)
    **Mamie Smith:** was the first to sing blues on a disc in 1920— **“Crazy Blues—”** a year in which commercial radio began with one station and vastly moved forward.
    _Example 5_
    [https://www.youtube.com/watch?v=qaz4Ziw_CfQLinks to an external site.](https://www.youtube.com/watch?v=qaz4Ziw_CfQ)![](https://collin.instructure.com/images/play_overlay.png)
    – Mamie Smith’s “Crazy Blues” called **classic blues** written by professional writers to catch the “authentic Negro music,” performed in night clubs
    _Example 6_
    **Bessie Smith**—Q **ueen of Blues** and  who represents very emotional and personal style (famous for bent notes). She worked with Columbia Records and recorded in 1925 **“St. Louis Blues.”**
    [https://youtu.be/3rd9IaA_uJI?si=a1C2Md7dI88vDld_Links to an external site.](https://youtu.be/3rd9IaA_uJI?si=a1C2Md7dI88vDld_)![](https://collin.instructure.com/images/play_overlay.png)
    [https://www.youtube.com/watch?v=5Bo3f_9hLkQLinks to an external site.](https://www.youtube.com/watch?v=5Bo3f_9hLkQ)![](https://collin.instructure.com/images/play_overlay.png)
    At that point the blues was part of the popular music stream. Both artists sang their songs in so-called black vaudeville tours and places they could be paid for.
    ## **3/Urban Blues**
    Blues began to be published as sheet music and “race records” (performed by black performers for African American audience) by recording companies 1920 massively. Now blues composers collaborated with professional musicians/bands giving the blues form a more complex and sophisticated sound.
    **FORM:** 12-Bar Blues (adapted by **Urban Blues**)
    – Three-line poetic stanza (1 line twice and 3rd with a different response: **AAB)**
    – 4-bar statements (then repeated)
    – 4 counts per bar/measure
    – Expressive ***“blue notes—**” bent, and/or worried notes
    – ***Glissando**/slide
    **A phrase/line    A phrase/line      B phrase/line** (B resolution of two A Lines)
    **4 bars                   4 bars                    4 bars**
    **Chords: Tonic    Subdominant/Tonic       Dominant/Tonic**
    **Blues Harmony:**
    – 3 major chords: tonic-subdominant-dominant-and return to tonic
    – Line 1: tonic (I)
    – Line 2: subdominant-tonic (IV to I)
    – Line 3: dominant-subdominant-tonic (V-IV-I)—this line included so called nonsense syllables (half-spoken/half -sung) called ***scatting** or **scat singing**
    ***blue notes (“bluesy” Expressive) bent, and/or worried notes**
    ***glissando**: **slide**
    **William Christopher Handy:** “Father of the Blues,”
    – African American trumpeter and bandleader from Alabama
    – He formed his own band in Memphis ( **“Memphis Blues,”** 1912)
    – Moved to Chicago and New York, where he began writing and publishing **Urban Blues**.
    ## _Example 7_
    ## **"Memphis Blues"** by **W. C. Handy**
    [https://www.youtube.com/watch?v=WWfMKFQjonYLinks to an external site.](https://www.youtube.com/watch?v=WWfMKFQjonY)![](https://collin.instructure.com/images/play_overlay.png)
    – This is the most frequently recorded song in the first half of the 20th Century:)
    _Example 8_
    [https://youtu.be/ZGqBmlZR3dc?si=WnQ8JrvKcZnhfFGtLinks to an external site.](https://youtu.be/ZGqBmlZR3dc?si=WnQ8JrvKcZnhfFGt)![](https://collin.instructure.com/images/play_overlay.png)
    ## _Example 9_
    ## **W.C. Handy "St. Louis Blues" On The Ed Sullivan Show**
    [https://youtu.be/cSuTTSOctGw?si=o14htCKD47mFOFD9Links to an external site.](https://youtu.be/cSuTTSOctGw?si=o14htCKD47mFOFD9)![](https://collin.instructure.com/images/play_overlay.png)
    Example 9
    **“St. Louis Blues”**
    [https://youtu.be/0r81aNCYi0A?si=IkNLCCkv2N_hq11vLinks to an external site.](https://youtu.be/0r81aNCYi0A?si=IkNLCCkv2N_hq11v)![](https://collin.instructure.com/images/play_overlay.png)
    – Bridge between black and white communities
    – Prince’s orchestra did first hit recording in 1916
    – First vocal version with white singer Marion Harris
    – 1925 with Bessie Smith, a recording which introduced much of white America and black America to African American classic blues
    – Performed by Bessie Smith accompanied by Louis Armstrong, cornet
    – Lyrics: lament over love gone wrong and projection of desire to escape scene of unhappiness
    – Slow tempo
    – Form AABA model in Tin Pan Alley songs
    – Final section really a C
    – Twelve-bar blues within a rhythmic pattern of 12 four-beat measures
    – Strophic folk blues
    – Blue notes: “bent” or “flattened” notes that lie outside traditional European-based scale structures and reflect particular African American melodic characteristics
    – Rhythmic syncopation
    \
    music.docx](https://www.sweetstudy.com/files/music-docx-10332385 "music.docx")

  • [Solved] see below

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  • [Solved] Research Problem

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    Identify an everyday organizational problem that you are familiar with. Describe the process you would use to find out more information about this problem. Describe the negative organizational consequences the problem creates or the gap in the body of knowledge. Create and include a diagram that ill…

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    Identify an everyday organizational problem that you are familiar with.
    Describe the process you would use to find out more information about this problem.
    Describe the negative organizational consequences the problem creates or the gap in the body of knowledge.
    Create and include a diagram that illustrates the process you propose to use to conduct field research and gain understanding of the problem.
    Discuss the process you propose to use to conduct research and gain understanding of the problem referencing the diagram you have created.
    Discuss how your process aligns with current best practices in doctoral research and include an index
    citation with references in APA Format. include 2 scholarly sources (published within the last 5 years), and biblical integration.
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