NU 499 JOURNAL GRADING RUBRICQualityContent (66) of your jou.docx
•Download as DOCX, PDF•
0 likes•5 views
NU 499 JOURNAL GRADING RUBRIC Quality/Content (66%) of your journal will be measured on the following criteria: · All journal questions were answered completely · Response demonstrated a critical analysis of the question(s) Score No quality criteria were met. (0 points) One criterion was met or two criteria were met but the responses were superficial. (10 points) Two criteria were met; but responses needed to be developed more. (16 points) Responses were thorough and critically analyzed. (20 points) _____/ 20 Spelling/Grammar/APA (34%) There were considerable errors in spelling/grammar and/or APA. (0) points There were some errors in spelling/grammar and/or APA. (3 points) There were rare errors in spelling/grammar and/or APA. (7 points) There were no errors in spelling/grammar and APA. (10 points) _____/ 10 Total Points _____/ 30 points Records ManagementPresentation Overview Indexes for administrating health care information Centralized records management Creation of new records Straight numeric filing Permanent and temporary insertion of reports Storage of patient files Circulation and tracking of files Retention schedule File security Legal and Ethical responsibility Introduction What is records management? Responsibility for managing records and information Properly document information in time Not duplicating records Indexes for administering healthcare information Master patient index Identification data Record retrieval Centralized Records Management One file room Responsibility for record keeping is easily identified Effective use of equipment, supplies, space, and personnel's made Improved security Creation of manual records Face Sheet Problem oriented record Database Problem list Initial plan Progress notes Straight Numeric Filing System Office personnel can be easily trained Enhances file security Files can be expanded for additional space Purging is easier File numbers are organized from lowest to highest Temporary and Permanentinsertion of loose reports Clinical data Permanent Administrative data Temporary Organize loose for MS according to numeric filing system Storage of Patient Files Short Term Two to three days Permanent Currently under care Archive Has not been used Circulation of records within and outside our facility Automated chart tracking system Providers request records from their computer Clerks sign out patient files from file area Out guides are used to indicate removal Lab reports are stored in an extra file cabinet Retention schedule-destruction of records Archived records Shredding Certificate of destruction Maintained permanently File Security Secure records from fire or water damage Keep records in locked file or room Protect records from theft Authorized personnel in file area Lock file room when unstaffe.
Report
Share
Report
Share
Recommended
College of NursingMSN ProgramNURS 591L Weekly Clinical P
College of Nursing
MSN Program
NURS 591L Weekly Clinical Practicum Activity Summary/Reflection Log
Weekly practicum activity summaries and reflections to be submitted for review are to be typed, grammatically correct, and error free.
Weekly practicum activity summaries should include:
1. Stated weekly focus and learning objectives.
2. Summary of planned or completed activities.
3. Discussion of technology, evidence-based practice, and other advanced practice role implementation issues studied during the week.
4. Reflection on the week’s learnings and implications for your own nursing practice.
Students will receive feedback from faculty regarding their weekly personal learning objectives, activities, and reflections. The purpose of weekly clinical practicum activities and summaries is to expose the MSN nursing student to advanced practice roles and their effect on health care.
Template for Weekly Practicum Activity Summary
Directions: Submit a three- to five-page summary of each week’s activities using the template below. If an interview is conducted, also attach the list of interview questions used.
Name:
Week #_ Focus:
1. My personal learning objectives this week (list):
a.
b.
c.
2. Summary of planned/completed activities:
3. Discussion of issues identified and studied this week: Include two or more citations from relevant literature using APA 6th ed. format.
4. Reflection on your own learning for the week and implications for your nursing practice:
NURS 591L Weekly Clinical Practicum Activity Summary/Reflection Log
NR103_Transitions_Paper_Guidelines 1
Transitions Paper Guidelines
Purpose
The purpose of this assignment is to explore a critical concept in nursing. The student will be able to demonstrate
application of information literacy and ability to utilize resources (library, writing center, Center for Academic Success
[CAS], APA resources, Turnitin, and others) through literature search and writing the paper.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Identify characteristics of professional behavior including emotional intelligence, communication, and conflict
resolution.
CO 3: Demonstrate information literacy and the ability to utilize resources.
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 150 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Locating Evidence
a. Using the Chamberlain University library, search for a recent (published within the last five years) evidence-
based article from a scholarly journal that addresses one of the topics listed.
• Safety
• Delegation
• Prioritization
• Caring
2) Include the following sections.
a. Introduction - 20 points/13%
• Clearly establishes the purpose of the paper
• Includes key points to be ...
Operating Budget WorksheetHCR405 Version 111University of.docx
Operating Budget Worksheet
HCR/405 Version 11
1
University of Phoenix Material
Operating Budget Worksheet
Consider the following scenario:
Imagine you are a manager of a small health care facility and in charge of developing a projected annual operating budget.
Your budgetary figures are as follows:
For fiscal year 2015 and 2016 your clinic received $3 million from the government as fee-for-services reimbursements, as well as $1.1 million from private payers. The clinic has an annual fund-raiser that historically brings in $180,000 and a grants department that brings in $1.2 million annually.
Your chief financial officer (CFO) has provided you with the following annual expenses:
ABC Health Care Annual Expenses
Annual salaries
$1.5 million
Annual benefits
$ 240,000
Annual rent
$ 960,000
Annual insurance
$ 45,000
Annual depreciation
$ 780,000
Annual overhead
$ 180,000
Annual supplies
$ 60,000
Using the ABC Health Care Operating Budget template, complete a 12-month operating budget in which you include the net profit (loss).
Write a 350- to 700-word executive summary that explains to the board of directors how you developed the budget and its importance.
Include the following in your summary:
· Explain the process for creating an operating budget and its importance.
· Explain how revenues and expenses are grouped for planning and control in the financial statements.
· Explain the differences between cash and accrual financial systems.
Cite at least 2 sources, including your textbook.
Format your assignment according to APA guidelines.
Click the Assignment Files tab to submit your assignment.
Copyright © 2018 by University of Phoenix. All rights reserved.
RESEARCH PAPER GRADING RUBRIC
Bio 111 Lecture Research Paper Rubric (Total 40 points)
This is the grading rubric used by the instructor for your research paper. Read this ahead of time to understand what is needed for your paper and the points that will be awarded for each area of the paper.
TO DO: 1. Learn how to use ‘end notes’ in a Word document to create your reference page (work cited). 2. Learn APA format for references.
0 - 1 point
2 points
3 points
4 points
Introduction: worth 12% (5 points)
· title page
· introduction
No title page
Introduction very weak
Title page has few mistakes
Introduction is written fair
Title page has 1 mistake
Introduction is written well
Exceptional Title page
Exceptional Introduction – captures readers attention
Instructor Comments:
Points Awarded: ___________
0 - 1 point
2 points
3 points
4 points
Body: worth 12% (5points)
· structure/organization
· flow
· Use of bullets, or automatic numbers in paper
· Use of subheadings
· No flow or no logical organization
· Too much information in one paragraph, needs to be separated into more paragraphs
· Repeated information is in paper
· No use of bullets, automatic numbers or subheadings.
· Occasional repeat of information, some not needed
· The ideas are arranged logically, a.
Rubric Detail A rubric lists grading criteria that instruct.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
Name: Week 7 Video Presentation
Description: Up to 10% deduction may be implemented for not following APA style standards (e.g., references and in-text citations).
Grid ViewList View
Poor
Satisfactory
Good
Excellent
Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
10.5 (10.50%) - 11.85 (11.85%)
Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
PurposeThe purpose of this paper is to interpret the two artic.docx
Purpose
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 200 points
Preparing the assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
a. Clinical Question (30 points/15%)
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.
b. Use Evidence Matrix Table Template: Data Summary - (60 points/30%)
Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
c. Description of Findings (60 points/30%)
Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
d. Conclusion (20 points/10%)
Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
e. Format (30 points/15%)
1. Correct grammar and spelling
2. Include a title and ref.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docx
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Course Learning OutcomesBy the conclusion of this course, you sh
Course Learning Outcomes
By the conclusion of this course, you should be able to:
· Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities
· Develop professional plans in advanced nursing practice for the practicum experience
· Apply advanced practice nursing assessment and diagnosis skills in mental health settings
· Analyze cases involving advanced care of patients across the lifespan in mental health settings
· Formulate differential diagnoses for patients across the lifespan
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_70143009_1%26course_id%3D_16878913_1%26maxValue%3D100.000000000000000%26rubricId%3D_2612277_1%26viewOnly%3Dtrue%26displayGrades%3Dtrue%26type%3Dgrading%26rubricAssoId%3D_3419856_1
Name: PRAC_6635_Week2_Assignment2_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Record the required information in each area of the Practicum Experience Plan (PEP), including three (3) individualized Practicum Learning Objectives you will use to facilitate your learning during the Practicum experience.
Part 1: Quarter/Term/Year and Contact Information:
ᵒ Identify Quarter/Term/Year:
ᵒ Identify Student Contact Information, including:
Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email
ᵒ Identify Preceptor Contact Information, including:
Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.
Points:
5 (5.00%)
Points Range:
5 (5.00%) - 5 (5.00%)
The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.
Feedback:
Points:
Points Range:
4 (4.00%) - 4 (4.00%)
The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.
Feedback:
Points:
Points Range:
3.5 (3.50%) - 3.5 (3.50%)
The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.
Feedback:
Points:
Points Range:
0 (0.00%) - 3 (3.00%)
The response is ...
6719, 6(27 PMRubric Detail – Blackboard LearnPage 1 of 3.docx
6/7/19, 6(27 PMRubric Detail – Blackboard Learn
Page 1 of 3https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16551927_1&rubric_id=_985807_1
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Superior Criteria
Excellent
Criteria
Satisfactory
Criteria
Marginal
Criteria
Unsatisfactory
Criteria
Not
Submitted
Element 1a: Initial
Post - Key
Components
4 (10%)
Student presents
a thorough and
detailed
description of the
key components
of his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed
description of the
key components
of his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Several sources
and examples
support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
a description with
some details of
the key
components of
his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Some sources
and examples
support thinking.
3 (7.5%)
Student presents
a cursory or
incomplete
description with
vague or missing
details of the key
components of
his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment. Few
sources or
examples
support thinking.
2 (5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Element 1b: Initial
Post - Alignment
4 (10%)
Student presents
a thorough and
detailed analysis
between those
components,
including areas of
misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed analysis
between those
components,
including areas of
misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking.
Several sources
and examples
support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
an analysis with
some details
between those
components,
including some
details on areas
of misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking. Some
sources and
examples
support thinking.
3 (7.5%)
Student presents
a cursory or
incomplete
analysis with
vague or missing
details between
those
components,
including few
details on areas
of misalignment
and/or vague or
missing details
explaining the
level of alignment
between specific
components and
areas that may
be lacking. Few
sources or
examples
support thinking.
2 (5%)
Does no.
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
Recommended
College of NursingMSN ProgramNURS 591L Weekly Clinical P
College of Nursing
MSN Program
NURS 591L Weekly Clinical Practicum Activity Summary/Reflection Log
Weekly practicum activity summaries and reflections to be submitted for review are to be typed, grammatically correct, and error free.
Weekly practicum activity summaries should include:
1. Stated weekly focus and learning objectives.
2. Summary of planned or completed activities.
3. Discussion of technology, evidence-based practice, and other advanced practice role implementation issues studied during the week.
4. Reflection on the week’s learnings and implications for your own nursing practice.
Students will receive feedback from faculty regarding their weekly personal learning objectives, activities, and reflections. The purpose of weekly clinical practicum activities and summaries is to expose the MSN nursing student to advanced practice roles and their effect on health care.
Template for Weekly Practicum Activity Summary
Directions: Submit a three- to five-page summary of each week’s activities using the template below. If an interview is conducted, also attach the list of interview questions used.
Name:
Week #_ Focus:
1. My personal learning objectives this week (list):
a.
b.
c.
2. Summary of planned/completed activities:
3. Discussion of issues identified and studied this week: Include two or more citations from relevant literature using APA 6th ed. format.
4. Reflection on your own learning for the week and implications for your nursing practice:
NURS 591L Weekly Clinical Practicum Activity Summary/Reflection Log
NR103_Transitions_Paper_Guidelines 1
Transitions Paper Guidelines
Purpose
The purpose of this assignment is to explore a critical concept in nursing. The student will be able to demonstrate
application of information literacy and ability to utilize resources (library, writing center, Center for Academic Success
[CAS], APA resources, Turnitin, and others) through literature search and writing the paper.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Identify characteristics of professional behavior including emotional intelligence, communication, and conflict
resolution.
CO 3: Demonstrate information literacy and the ability to utilize resources.
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 150 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1) Locating Evidence
a. Using the Chamberlain University library, search for a recent (published within the last five years) evidence-
based article from a scholarly journal that addresses one of the topics listed.
• Safety
• Delegation
• Prioritization
• Caring
2) Include the following sections.
a. Introduction - 20 points/13%
• Clearly establishes the purpose of the paper
• Includes key points to be ...
Operating Budget WorksheetHCR405 Version 111University of.docx
Operating Budget Worksheet
HCR/405 Version 11
1
University of Phoenix Material
Operating Budget Worksheet
Consider the following scenario:
Imagine you are a manager of a small health care facility and in charge of developing a projected annual operating budget.
Your budgetary figures are as follows:
For fiscal year 2015 and 2016 your clinic received $3 million from the government as fee-for-services reimbursements, as well as $1.1 million from private payers. The clinic has an annual fund-raiser that historically brings in $180,000 and a grants department that brings in $1.2 million annually.
Your chief financial officer (CFO) has provided you with the following annual expenses:
ABC Health Care Annual Expenses
Annual salaries
$1.5 million
Annual benefits
$ 240,000
Annual rent
$ 960,000
Annual insurance
$ 45,000
Annual depreciation
$ 780,000
Annual overhead
$ 180,000
Annual supplies
$ 60,000
Using the ABC Health Care Operating Budget template, complete a 12-month operating budget in which you include the net profit (loss).
Write a 350- to 700-word executive summary that explains to the board of directors how you developed the budget and its importance.
Include the following in your summary:
· Explain the process for creating an operating budget and its importance.
· Explain how revenues and expenses are grouped for planning and control in the financial statements.
· Explain the differences between cash and accrual financial systems.
Cite at least 2 sources, including your textbook.
Format your assignment according to APA guidelines.
Click the Assignment Files tab to submit your assignment.
Copyright © 2018 by University of Phoenix. All rights reserved.
RESEARCH PAPER GRADING RUBRIC
Bio 111 Lecture Research Paper Rubric (Total 40 points)
This is the grading rubric used by the instructor for your research paper. Read this ahead of time to understand what is needed for your paper and the points that will be awarded for each area of the paper.
TO DO: 1. Learn how to use ‘end notes’ in a Word document to create your reference page (work cited). 2. Learn APA format for references.
0 - 1 point
2 points
3 points
4 points
Introduction: worth 12% (5 points)
· title page
· introduction
No title page
Introduction very weak
Title page has few mistakes
Introduction is written fair
Title page has 1 mistake
Introduction is written well
Exceptional Title page
Exceptional Introduction – captures readers attention
Instructor Comments:
Points Awarded: ___________
0 - 1 point
2 points
3 points
4 points
Body: worth 12% (5points)
· structure/organization
· flow
· Use of bullets, or automatic numbers in paper
· Use of subheadings
· No flow or no logical organization
· Too much information in one paragraph, needs to be separated into more paragraphs
· Repeated information is in paper
· No use of bullets, automatic numbers or subheadings.
· Occasional repeat of information, some not needed
· The ideas are arranged logically, a.
Rubric Detail A rubric lists grading criteria that instruct.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
Name: Week 7 Video Presentation
Description: Up to 10% deduction may be implemented for not following APA style standards (e.g., references and in-text citations).
Grid ViewList View
Poor
Satisfactory
Good
Excellent
Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
10.5 (10.50%) - 11.85 (11.85%)
Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
PurposeThe purpose of this paper is to interpret the two artic.docx
Purpose
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 200 points
Preparing the assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
a. Clinical Question (30 points/15%)
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.
b. Use Evidence Matrix Table Template: Data Summary - (60 points/30%)
Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
c. Description of Findings (60 points/30%)
Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
d. Conclusion (20 points/10%)
Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
e. Format (30 points/15%)
1. Correct grammar and spelling
2. Include a title and ref.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docx
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Course Learning OutcomesBy the conclusion of this course, you sh
Course Learning Outcomes
By the conclusion of this course, you should be able to:
· Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities
· Develop professional plans in advanced nursing practice for the practicum experience
· Apply advanced practice nursing assessment and diagnosis skills in mental health settings
· Analyze cases involving advanced care of patients across the lifespan in mental health settings
· Formulate differential diagnoses for patients across the lifespan
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_70143009_1%26course_id%3D_16878913_1%26maxValue%3D100.000000000000000%26rubricId%3D_2612277_1%26viewOnly%3Dtrue%26displayGrades%3Dtrue%26type%3Dgrading%26rubricAssoId%3D_3419856_1
Name: PRAC_6635_Week2_Assignment2_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Record the required information in each area of the Practicum Experience Plan (PEP), including three (3) individualized Practicum Learning Objectives you will use to facilitate your learning during the Practicum experience.
Part 1: Quarter/Term/Year and Contact Information:
ᵒ Identify Quarter/Term/Year:
ᵒ Identify Student Contact Information, including:
Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email
ᵒ Identify Preceptor Contact Information, including:
Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.
Points:
5 (5.00%)
Points Range:
5 (5.00%) - 5 (5.00%)
The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.
Feedback:
Points:
Points Range:
4 (4.00%) - 4 (4.00%)
The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.
Feedback:
Points:
Points Range:
3.5 (3.50%) - 3.5 (3.50%)
The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.
Feedback:
Points:
Points Range:
0 (0.00%) - 3 (3.00%)
The response is ...
6719, 6(27 PMRubric Detail – Blackboard LearnPage 1 of 3.docx
6/7/19, 6(27 PMRubric Detail – Blackboard Learn
Page 1 of 3https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16551927_1&rubric_id=_985807_1
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Superior Criteria
Excellent
Criteria
Satisfactory
Criteria
Marginal
Criteria
Unsatisfactory
Criteria
Not
Submitted
Element 1a: Initial
Post - Key
Components
4 (10%)
Student presents
a thorough and
detailed
description of the
key components
of his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed
description of the
key components
of his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Several sources
and examples
support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
a description with
some details of
the key
components of
his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Some sources
and examples
support thinking.
3 (7.5%)
Student presents
a cursory or
incomplete
description with
vague or missing
details of the key
components of
his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment. Few
sources or
examples
support thinking.
2 (5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Element 1b: Initial
Post - Alignment
4 (10%)
Student presents
a thorough and
detailed analysis
between those
components,
including areas of
misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed analysis
between those
components,
including areas of
misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking.
Several sources
and examples
support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
an analysis with
some details
between those
components,
including some
details on areas
of misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking. Some
sources and
examples
support thinking.
3 (7.5%)
Student presents
a cursory or
incomplete
analysis with
vague or missing
details between
those
components,
including few
details on areas
of misalignment
and/or vague or
missing details
explaining the
level of alignment
between specific
components and
areas that may
be lacking. Few
sources or
examples
support thinking.
2 (5%)
Does no.
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
Test construction
A 45-year-old male presents with
progressive difficulty in walking for the past 6
months. On examination, he has weakness of
both lower limbs, increased tone and brisk
reflexes. The most likely diagnosis is:
a) Guillain-Barré syndrome
b) Amyotrophic lateral sclerosis
c) Multiple sclerosis
d) Spinal muscular atrophy
Key: b
Multiple completion type
Stem is an incomplete statement with more
than one blank
Examinee has to select the appropriate
choice to complete the statement
Directions: Each question has four alternatives.
Select the most appropriate answer to complete
the statement
Revising instructional materials
The document provides guidance on summarizing formative evaluation data from instructional materials in 3 steps: 1) Describe learners and performance on entry tests, 2) Compile comments on instruction, 3) Obtain individual and objective performance scores. There are several methods to summarize including analyzing individual item performance, attitude questionnaires, time data, and comments. Summaries should identify weaknesses in materials or instruction based on learner performance and suggestions to guide revisions. The goal is to determine if tests or rubrics need changes by examining learner performance, or if instruction requires changes.
1- After Each question, write down references2- 300 minimum wo.docx
1- After Each question, write down references
2- 300 minimum words for each question, you can go up to 700 words.
3- 2-3 references for each question
4- References should be within 5 years
5- I am in acute care nurse practitioner program.
Chamberlain College of Nursing NR449 Evidence-Based Practice
NR449 RUA Topic Search Strategy.docx Revised 07/25/16 1
Required Uniform Assignment: Topic Search Strategy
PURPOSE
The Topic Search Strategy Paper is the first of three related assignments which are due in Unit 3. The purpose of
this initial paper is to briefly describe your search strategies when identifying two articles that pertain to an
evidence-based practice topic of interest.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO #7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs #4 and
#8)
DUE DATE
Refer to the course calendar for due date. The college’s Late Assignment policy applies to this activity.
POINTS POSSIBLE
This assignment is worth 160 points. The college’s Late Assignment policy applies to this activity.
REQUIREMENTS
You will be assigned a group in unit 2 (located in the team collaboration tab) to formulate an evidence-based
practice topic of interest that will be used to complete the unit 3 and unit 5 independent assignments, as well as
the group PowerPoint presentation in unit 7.
The paper will include the following.
a. Clinical Question
a. Describe problem
b. Significance of problem in terms of outcomes or statistics
c. Your PICOT question in support of the group topic
d. Purpose of your paper
b. Levels of Evidence
a. Type of question asked
b. Best evidence found to answer question
c. Search Strategy
a. Search terms
b. Databases used (you may use Google Scholar in addition to the library databases; start with
the Library)
c. Refinement decisions made
d. Identification of two most relevant articles
d. Format
a. Correct grammar and spelling
b. Use of headings for each section
c. Use of APA format (sixth edition)
d. Page length: three to four pages
PREPARING THE PAPER
1. Please make sure you do not duplicate articles within your group.
2. Paper should include a title page and a reference page.
Chamberlain College of Nursing NR449 Evidence-Based Practice
NR449 RUA Topic Search Strategy.docx Revised 07/25/16 2
DIRECTIONS AND ASSIGNMENT CRITERIA
Assignment
Criteria
Points % Description
Clinical Question 45 28 1. Problem is described. What is the focus of your group’s work?
2. Significance of the problem is described. What health
outcomes result from your problem? Or what statistics
document this is a problem? You may find support on
websites for government or professional organizations.
3. What is your PICOT question?
4. Purpose o.
1- After Each question, write down references2- 300 minimum wo.docx
1. The document provides instructions for an evidence-based practice topic search strategy paper assignment in an NP program, including requirements, grading rubric, and directions.
2. Students are asked to develop a PICOT question on a topic of interest, search the literature to find two relevant articles, and write a 3-4 page paper summarizing their search strategy and findings.
3. The paper requirements include describing the clinical question, identifying appropriate levels of evidence, outlining the search strategy and criteria for selecting the two articles.
Stomp e portfolio - P. Akialis
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
How to develop and create a Domain Model1. Primary list of obj.docx
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
NR 505 Invent Yourself/newtonhelp.com
This document provides guidelines for an assignment to critique a systematic research review (SRR). Students are required to choose an SRR pertaining to their practice setting and critique various aspects of it, including the relevance of the problem addressed, the levels of evidence and designs of included studies, clarity of presentation, overall findings, and implications for practice and future research. The assignment aims to develop students' ability to synthesize and disseminate research findings as well as compare and critique research designs and methodologies.
1 Assessment Task 3 (45) Academic Essay on Retaini
This document provides guidelines for Assessment Task 3, an academic essay on retaining talent, for a Human Resource Management course. It outlines the submission process, late penalties, and extension policies. It also details the requirements for the 2500-word essay assignment, including analyzing a case study on retaining talent through salary packaging and answering three related questions using academic references. Formatting guidelines are also provided, such as the APA reference style and document settings. Important due dates for the course are listed.
Assessment Institute August 21 2008
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
Subjective test (Essay)
Subjective tests are assessments that require students to provide open-ended answers like essays, explanations, or descriptions. This document discusses subjective tests, including their definition, strengths and limitations, and scoring methods. It provides examples of both extended and restricted response essay questions. The key strengths of subjective tests are that they encourage creative expression and opinion, while limitations include low reliability and validity. Scoring can be done analytically based on a rubric or holistically based on overall impression. Rubrics and anonymous grading are recommended to reduce subjective aspects.
NR449 Evidence-Based Practice RUA Evidence-Based Pract
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
10 25 Points.docx
This document provides instructions for a nursing assignment. It outlines the purpose, course outcomes, grading rubric, and requirements for the assignment. Students are asked to write a paper on a nursing topic based on evidence from a recent scholarly journal article. The paper must include an introduction, body, and conclusion section. It must be formatted according to APA style and cannot exceed two pages. Sources must be from nursing journals published within the last five years. The document provides detailed descriptions of the criteria and point values for each section of the paper.
Group Member Discussion RubricStudent NameTotal Points PossibleTot.docx
Group Member Discussion RubricStudent NameTotal Points PossibleTotal Points ReceivedLate Work Percentage (select from drop down menu)Late Work DeductionFinal Points Received 750.000%
Windows User: Windows User:
Select dropdown menu for percentage deducted for late work.0.000.00CriterionSuperior Criteria (100%)Excellent Criteria (95%)Satisfactory Criteria (85%)Marginal Criteria (75%)Unacceptable Criteria (0%)Points Possible Evaluation (select from drop down menu)Points ReceivedFaculty FeedbackElement 1: Initial Posting Content for Weeks 2, 4, 6 (28 points maximum; 37% of total points)Student provides an original, thought-provoking, in-depth initial post addressing more than one summative consideration. The student's post stimulates critical inquiry and uses at least five additional scholarly resources to support thinking.Student provides an original, thought-provoking, in-depth initial post addressing more than one summative consideration. The student's post stimulates critical inquiry and uses at least five additional scholarly resources to support thinking. However, there are one or two minor errors in the content of the post.Student provides a good, organized post addressing at least one summative consideration, but does not consistently demonstrate higher-order thinking. The student's post stimulates some critical inquiry and uses at least five additional scholarly resources, but some details are lacking or not accurate. Student provides a weak or incomplete post addressing at least one summative consideration. The student's post demonstrates a low level of thinking and/or resources are lacking and/or do not support thinking.Does not meet minimal standards.280%
Windows User: Windows User:
Select drop down menu for inputting grade for this criterion.0Element 2: Follow-up Responses to Colleagues and Interaction for Weeks 3, 5, 7 (27 points maximum; 36% of total points)Student engages with several peers bringing the discussion to a higher level of inquiry and investigation. Responses are thorough and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.
Student engages with several peers bringing the discussion to a higher level of inquiry and investigation. Responses are thorough and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. However, there are one or two minor errors in content of responses.Student engages with at least two peers and helps extend the discussion. Responses are good and somewhat contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. Student engages with at least two peers. Responses are minimal and do not fully contribute to the q ...
Students as producers, of high quality engaging assessments to support learning
Students produced high quality assessments to support learning in their physics course. Engagement with the PeerWise assessment system was high, with students participating beyond minimum requirements and providing mostly positive feedback. Correlation between PeerWise participation and learning gains was observed. The majority of student-generated questions and explanations were of good or excellent quality according to a rubric. The resources allow similar implementations in other courses beyond multiple choice questions.
What are the basic service classifications and how can under.docx
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
This modules animation What Is Communication provides background .docx
This module's animation What Is Communication? provides background for this assignment.
The six characteristics from which you should choose are:
Involves interdependent individuals
Is inherently rational
Exists on a continuum
Features verbal and nonverbal messages
Exists in varied forms
Varies in effectiveness
Write a 1-page essay that explains 2 of the 6 characteristics of interpersonal communication and illustrate how each one is demonstrated in your communication style. Include at least one quotation from your research. Cite your source in APA format.
.
▪Nursing Theory PowerPoint Presentation.This is a group project .docx
▪
Nursing Theory PowerPoint Presentation.
This is a group project this is my part…
Lydia Hall The 3 Cs Nursing Theory. (im doing the CORE, and the strengths and weakness of the whole theory)
WIKI Project Guideline:
1
4 to 6 slides plus a reference slide on the nursing theory
(THE CORE & the strengths and the weakness)
2 responsible to
create 2-3 voice-over PPT (FEMALE VOICE)
slides on their designated topic area.
3Please note that
APA
format is required within the PowerPoint presentation. Reference slides are required at the end of the presentation.
This assignment will be graded according to the following rubric:
Criteria
Points
WIKI content 8
APA in-text citation and reference page 4
Multimedia Inclusion 3
Total
15
.
••You are required to write a story; explaining and analyzing .docx
•
•
You are required to write a story;
explaining and analyzing
how a certain independent variable ( at the individual, group or organization levels) affects a
dependent
variable (
behaviour
or attitude),
•
You will freely select your story from “ life” : from college, home, neighborhood, a book , a video/ movie, TV…etc. as long as the
story has two clear dependent and independent variables.
•
You will finish with
a conclusion
that lists
both variables
and their
relationship (cause and effect).
.
•Required to read American Mashup A Popular Culture Reader. Ed. A.docx
•Required to read American Mashup: A Popular Culture Reader. Ed. Aaron Michael Morales. Boston: Pearson, 2012.
After reading Richard Willig’s “ ‘CSI Effect’ Has Juries Wanting More Evidence” in
American Mashup
on pages 204-210. Consider the types of sources Willig uses to support his main claims. please present at least four (4) specific examples of Willig’s sources. For each source, please identify what that person’s professional ability is and explain how that person’s position of authority helps Willig build his own credibility with readers.
.
• ntercultural Activity Presentation Final SubmissionResourc.docx
•
ntercultural
Activity Presentation Final Submission
Resources
•
Intercultural Activity Presentation Final Submission Scoring Guide
.
•
Writing Feedback Tool
.
•
APA Style and Format
.
•
Using Adobe Connect
.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 3:
Demonstrate knowledge, skills, and attitudes to increase intercultural competence.
•
Compare differing cultures.
•
Discuss the potential impact cultural differences have on communication efforts.
•
Competency 4:
Analyze how nonverbal communication (body language) influences intercultural communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Competency 5:
Communicate effectively in a variety of formats and contexts.
•
Integrate cross-cultural experiences with course material.
•
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Instructions
This is the second part of your course project. For this assignment, create a 5–7 minute Adobe Connect video presentation with a visual component (PowerPoint) in which you narrate and describe an intercultural activity and experience. Complete the following for your presentation:
•
Engage in an intercultural activity or activities with a culture other than your own. You may focus on the same culture you investigated for your Unit 9 paper or choose one that is new to you; however, you must choose a different culture than the one from whom you interviewed someone in Unit 5. Some suggestions for activities to engage in include:
•
Eating at an ethnic restaurant.
•
Visiting a courthouse, jail, military installation, school, retirement home, and other ethnically-diverse institution.
•
Visiting a part of town that is culturally different.
•
Visiting or attending a service of another world religion.
•
Attending a celebration or an ethnically diverse craft fair.
•
Going to a shop that is associated with a particular ethnic group.
•
Visiting a school that teaches ESL (English as a Second Language) or ELL (English Language Learners).
•
Visiting an international student organization at a college or university.
•
Visiting or socializing with people from other cultures.
•
To add perspective and context to your presentation, gather resources such as informal interviews with people from the respective culture, corresponding text readings and articles, Web sites, and media presentations.
•
In your presentation, specifically address the following, using examples and illustrations from your intercultural experience(s) and the resources you collected:
•
Compare the culture you engaged in with your own.
•
Discuss the potential impact cultural differences have on communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Summarize your thoughts, questions, and viewpoints regarding your experience.
•
.
More Related Content
Similar to NU 499 JOURNAL GRADING RUBRICQualityContent (66) of your jou.docx
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 1/3
4.2/7.2 Article (100 points)
Course: 3FA2021 Craft Academic Writing for Bus (BADM-700-01D)
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Quality of
Article
Content
/ 50
Organization
of the Article
Content
/ 20
50 points
Information in
the article is
comprehensive,
accurate, and
relevant, includes
details to add
interest, provide
examples, and
demonstrate
objective, critical
thinking.
45 points
Information in
the article is
accurate and
relevant, includes
adequate details
and examples,
and
demonstrated
objective, critical
thinking.
35 points
Information in
the article is
limited, but
accurate and
relevant, includes
minimal details
and examples,
and
demonstrates
some objective,
critical thinking.
30 points
Information in
the article does
not meet minimal
criteria for
accuracy, detail,
or demonstration
of critical
thinking.
20 points
The article is
organized
professionally
and effectively
and or creatively
with inclusion of
the following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
18 points
The article is
organized with
inclusion of the
following:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
16 points
The article shows
an effort to be
organized, but
has some
disorganization
in the following
areas:
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
14 points
The article is
disorganized or
lacks cohesion,
flow, and
proportion in the
following areas.
Clear main idea.
Logical sequence
of topics.
Balanced
partition of
topics.
Use of
transitions and
summaries.
11/29/21, 3:49 PM Preview Rubric: 4.2/7.2 Article (100 points) - 3FA2021 Craft Academic Writing for Bus (BADM-700-01D) - Indiana Wesleyan University
https://brightspace.indwes.edu/d2l/lp/rubrics/preview.d2l?ou=154830&rubricId=471972&originTool=quicklinks 2/3
Total / 100
Criteria Excellent Competent
Needs
Improvement
Inadequate/Faili
ng
Criterion Score
Written
Communicatio
n
/ 20
APA / 10
20 points
The article is
written
professionally
and exhibits
excellent
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
critical thinking.
18 points
The article is
written
competently and
evidences
proficient
communication
when applying
English Grammar
Standards and
the 7 C's of
writing: clear,
concise,
complete,
correct,
correlated to the
research,
creative, and
...
Test construction
A 45-year-old male presents with
progressive difficulty in walking for the past 6
months. On examination, he has weakness of
both lower limbs, increased tone and brisk
reflexes. The most likely diagnosis is:
a) Guillain-Barré syndrome
b) Amyotrophic lateral sclerosis
c) Multiple sclerosis
d) Spinal muscular atrophy
Key: b
Multiple completion type
Stem is an incomplete statement with more
than one blank
Examinee has to select the appropriate
choice to complete the statement
Directions: Each question has four alternatives.
Select the most appropriate answer to complete
the statement
Revising instructional materials
The document provides guidance on summarizing formative evaluation data from instructional materials in 3 steps: 1) Describe learners and performance on entry tests, 2) Compile comments on instruction, 3) Obtain individual and objective performance scores. There are several methods to summarize including analyzing individual item performance, attitude questionnaires, time data, and comments. Summaries should identify weaknesses in materials or instruction based on learner performance and suggestions to guide revisions. The goal is to determine if tests or rubrics need changes by examining learner performance, or if instruction requires changes.
1- After Each question, write down references2- 300 minimum wo.docx
1- After Each question, write down references
2- 300 minimum words for each question, you can go up to 700 words.
3- 2-3 references for each question
4- References should be within 5 years
5- I am in acute care nurse practitioner program.
Chamberlain College of Nursing NR449 Evidence-Based Practice
NR449 RUA Topic Search Strategy.docx Revised 07/25/16 1
Required Uniform Assignment: Topic Search Strategy
PURPOSE
The Topic Search Strategy Paper is the first of three related assignments which are due in Unit 3. The purpose of
this initial paper is to briefly describe your search strategies when identifying two articles that pertain to an
evidence-based practice topic of interest.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO #7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs #4 and
#8)
DUE DATE
Refer to the course calendar for due date. The college’s Late Assignment policy applies to this activity.
POINTS POSSIBLE
This assignment is worth 160 points. The college’s Late Assignment policy applies to this activity.
REQUIREMENTS
You will be assigned a group in unit 2 (located in the team collaboration tab) to formulate an evidence-based
practice topic of interest that will be used to complete the unit 3 and unit 5 independent assignments, as well as
the group PowerPoint presentation in unit 7.
The paper will include the following.
a. Clinical Question
a. Describe problem
b. Significance of problem in terms of outcomes or statistics
c. Your PICOT question in support of the group topic
d. Purpose of your paper
b. Levels of Evidence
a. Type of question asked
b. Best evidence found to answer question
c. Search Strategy
a. Search terms
b. Databases used (you may use Google Scholar in addition to the library databases; start with
the Library)
c. Refinement decisions made
d. Identification of two most relevant articles
d. Format
a. Correct grammar and spelling
b. Use of headings for each section
c. Use of APA format (sixth edition)
d. Page length: three to four pages
PREPARING THE PAPER
1. Please make sure you do not duplicate articles within your group.
2. Paper should include a title page and a reference page.
Chamberlain College of Nursing NR449 Evidence-Based Practice
NR449 RUA Topic Search Strategy.docx Revised 07/25/16 2
DIRECTIONS AND ASSIGNMENT CRITERIA
Assignment
Criteria
Points % Description
Clinical Question 45 28 1. Problem is described. What is the focus of your group’s work?
2. Significance of the problem is described. What health
outcomes result from your problem? Or what statistics
document this is a problem? You may find support on
websites for government or professional organizations.
3. What is your PICOT question?
4. Purpose o.
1- After Each question, write down references2- 300 minimum wo.docx
1. The document provides instructions for an evidence-based practice topic search strategy paper assignment in an NP program, including requirements, grading rubric, and directions.
2. Students are asked to develop a PICOT question on a topic of interest, search the literature to find two relevant articles, and write a 3-4 page paper summarizing their search strategy and findings.
3. The paper requirements include describing the clinical question, identifying appropriate levels of evidence, outlining the search strategy and criteria for selecting the two articles.
Stomp e portfolio - P. Akialis
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
How to develop and create a Domain Model1. Primary list of obj.docx
How to develop and create a Domain Model
1. Primary list of objects:
Faculty
Students
Projects
Class
Administrator
Login Level
Department
Courses
rubric
self-assessment
peer-assessment
feedback
Reports
Average
Team
individual
Comments
2. Eliminates duplicated and unnecessary items
a. Classes vs courses
b. Feedback vs comments
c. Team vs Students
3. Create a domain model and only group classes having aggregation relationship.
4. Identify further domain objects that weren’t in the requirements
5. Building generalization relationships in the domain model.
PADM 501
Essay Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
92-100%
Proficient
84-91%
Developing
1-83%
Not Present
Total
Research Purpose
32.5 to 35.0 Points:
The essay question is clearly identified and retains focus throughout the paper. Introduction provides sufficient background on the topic and previews major points. All necessary aspects of the assignment described in the instructions are clearly identifiable. Organization emphasizes the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
The essay question may require some clarification and/or greater prominence throughout the paper. Introduction may not provide adequate background on the topic and preview major points. Most necessary aspects of the assignment described in the instructions are clearly identifiable and sufficiently addressed. Organization may not sufficiently emphasize the central theme or purpose.
Grading feedback and lessons from applicable modules/weeks are generally addressed/ incorporated.
1.0 To 29.00 Points:
The research question requires significant clarification and prominence throughout the paper. Introduction may be missing or ambiguous. Some necessary aspects of the assignment described in the instructions are clearly identifiable, but others may require clarification or development. Organization may require significant improvement.
Grading feedback and lessons from applicable modules/weeks are insufficiently addressed/incorporated.
0 points
Not present
Reasoned Analysis
32.5 to 35.0 Points:
Major points are stated clearly and are supported by valid evidence and logical reasoning. Objective, reasoned analysis is employed. Opposing viewpoints are sufficiently acknowledged and critically evaluated. The conclusion logically derives from the paper’s ideas. An authoritative, persuasive, and statesmanlike voice is used (first/second person perspective avoided).
Grading feedback and lessons from applicable modules/weeks are fully addressed/incorporated.
29.5 to 32.0 Points:
Most major points are stated clearly and supported by valid evidence and logical reasoning, but some points may require clarification or greater support. Opposing viewpoints are acknowledged but may require greater evaluation. The conclusion does not fully derive from the paper’s ideas. Some improvements to objective t ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
NR 505 Invent Yourself/newtonhelp.com
This document provides guidelines for an assignment to critique a systematic research review (SRR). Students are required to choose an SRR pertaining to their practice setting and critique various aspects of it, including the relevance of the problem addressed, the levels of evidence and designs of included studies, clarity of presentation, overall findings, and implications for practice and future research. The assignment aims to develop students' ability to synthesize and disseminate research findings as well as compare and critique research designs and methodologies.
1 Assessment Task 3 (45) Academic Essay on Retaini
This document provides guidelines for Assessment Task 3, an academic essay on retaining talent, for a Human Resource Management course. It outlines the submission process, late penalties, and extension policies. It also details the requirements for the 2500-word essay assignment, including analyzing a case study on retaining talent through salary packaging and answering three related questions using academic references. Formatting guidelines are also provided, such as the APA reference style and document settings. Important due dates for the course are listed.
Assessment Institute August 21 2008
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
Subjective test (Essay)
Subjective tests are assessments that require students to provide open-ended answers like essays, explanations, or descriptions. This document discusses subjective tests, including their definition, strengths and limitations, and scoring methods. It provides examples of both extended and restricted response essay questions. The key strengths of subjective tests are that they encourage creative expression and opinion, while limitations include low reliability and validity. Scoring can be done analytically based on a rubric or holistically based on overall impression. Rubrics and anonymous grading are recommended to reduce subjective aspects.
NR449 Evidence-Based Practice RUA Evidence-Based Pract
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
10 25 Points.docx
This document provides instructions for a nursing assignment. It outlines the purpose, course outcomes, grading rubric, and requirements for the assignment. Students are asked to write a paper on a nursing topic based on evidence from a recent scholarly journal article. The paper must include an introduction, body, and conclusion section. It must be formatted according to APA style and cannot exceed two pages. Sources must be from nursing journals published within the last five years. The document provides detailed descriptions of the criteria and point values for each section of the paper.
Group Member Discussion RubricStudent NameTotal Points PossibleTot.docx
Group Member Discussion RubricStudent NameTotal Points PossibleTotal Points ReceivedLate Work Percentage (select from drop down menu)Late Work DeductionFinal Points Received 750.000%
Windows User: Windows User:
Select dropdown menu for percentage deducted for late work.0.000.00CriterionSuperior Criteria (100%)Excellent Criteria (95%)Satisfactory Criteria (85%)Marginal Criteria (75%)Unacceptable Criteria (0%)Points Possible Evaluation (select from drop down menu)Points ReceivedFaculty FeedbackElement 1: Initial Posting Content for Weeks 2, 4, 6 (28 points maximum; 37% of total points)Student provides an original, thought-provoking, in-depth initial post addressing more than one summative consideration. The student's post stimulates critical inquiry and uses at least five additional scholarly resources to support thinking.Student provides an original, thought-provoking, in-depth initial post addressing more than one summative consideration. The student's post stimulates critical inquiry and uses at least five additional scholarly resources to support thinking. However, there are one or two minor errors in the content of the post.Student provides a good, organized post addressing at least one summative consideration, but does not consistently demonstrate higher-order thinking. The student's post stimulates some critical inquiry and uses at least five additional scholarly resources, but some details are lacking or not accurate. Student provides a weak or incomplete post addressing at least one summative consideration. The student's post demonstrates a low level of thinking and/or resources are lacking and/or do not support thinking.Does not meet minimal standards.280%
Windows User: Windows User:
Select drop down menu for inputting grade for this criterion.0Element 2: Follow-up Responses to Colleagues and Interaction for Weeks 3, 5, 7 (27 points maximum; 36% of total points)Student engages with several peers bringing the discussion to a higher level of inquiry and investigation. Responses are thorough and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.
Student engages with several peers bringing the discussion to a higher level of inquiry and investigation. Responses are thorough and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. However, there are one or two minor errors in content of responses.Student engages with at least two peers and helps extend the discussion. Responses are good and somewhat contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes. Student engages with at least two peers. Responses are minimal and do not fully contribute to the q ...
Students as producers, of high quality engaging assessments to support learning
Students produced high quality assessments to support learning in their physics course. Engagement with the PeerWise assessment system was high, with students participating beyond minimum requirements and providing mostly positive feedback. Correlation between PeerWise participation and learning gains was observed. The majority of student-generated questions and explanations were of good or excellent quality according to a rubric. The resources allow similar implementations in other courses beyond multiple choice questions.
What are the basic service classifications and how can under.docx
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
Similar to NU 499 JOURNAL GRADING RUBRICQualityContent (66) of your jou.docx (17)
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
112921, 349 PM Preview Rubric 4.27.2 Article (100 points)
1- After Each question, write down references2- 300 minimum wo.docx
1- After Each question, write down references2- 300 minimum wo.docx
1- After Each question, write down references2- 300 minimum wo.docx
1- After Each question, write down references2- 300 minimum wo.docx
How to develop and create a Domain Model1. Primary list of obj.docx
How to develop and create a Domain Model1. Primary list of obj.docx
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
ExemplaryVery GoodProficientOpportunity for ImprovementU.docx
1 Assessment Task 3 (45) Academic Essay on Retaini
1 Assessment Task 3 (45) Academic Essay on Retaini
NR449 Evidence-Based Practice RUA Evidence-Based Pract
NR449 Evidence-Based Practice RUA Evidence-Based Pract
Group Member Discussion RubricStudent NameTotal Points PossibleTot.docx
Group Member Discussion RubricStudent NameTotal Points PossibleTot.docx
Students as producers, of high quality engaging assessments to support learning
Students as producers, of high quality engaging assessments to support learning
What are the basic service classifications and how can under.docx
What are the basic service classifications and how can under.docx
More from hopeaustin33688
This modules animation What Is Communication provides background .docx
This module's animation What Is Communication? provides background for this assignment.
The six characteristics from which you should choose are:
Involves interdependent individuals
Is inherently rational
Exists on a continuum
Features verbal and nonverbal messages
Exists in varied forms
Varies in effectiveness
Write a 1-page essay that explains 2 of the 6 characteristics of interpersonal communication and illustrate how each one is demonstrated in your communication style. Include at least one quotation from your research. Cite your source in APA format.
.
▪Nursing Theory PowerPoint Presentation.This is a group project .docx
▪
Nursing Theory PowerPoint Presentation.
This is a group project this is my part…
Lydia Hall The 3 Cs Nursing Theory. (im doing the CORE, and the strengths and weakness of the whole theory)
WIKI Project Guideline:
1
4 to 6 slides plus a reference slide on the nursing theory
(THE CORE & the strengths and the weakness)
2 responsible to
create 2-3 voice-over PPT (FEMALE VOICE)
slides on their designated topic area.
3Please note that
APA
format is required within the PowerPoint presentation. Reference slides are required at the end of the presentation.
This assignment will be graded according to the following rubric:
Criteria
Points
WIKI content 8
APA in-text citation and reference page 4
Multimedia Inclusion 3
Total
15
.
••You are required to write a story; explaining and analyzing .docx
•
•
You are required to write a story;
explaining and analyzing
how a certain independent variable ( at the individual, group or organization levels) affects a
dependent
variable (
behaviour
or attitude),
•
You will freely select your story from “ life” : from college, home, neighborhood, a book , a video/ movie, TV…etc. as long as the
story has two clear dependent and independent variables.
•
You will finish with
a conclusion
that lists
both variables
and their
relationship (cause and effect).
.
•Required to read American Mashup A Popular Culture Reader. Ed. A.docx
•Required to read American Mashup: A Popular Culture Reader. Ed. Aaron Michael Morales. Boston: Pearson, 2012.
After reading Richard Willig’s “ ‘CSI Effect’ Has Juries Wanting More Evidence” in
American Mashup
on pages 204-210. Consider the types of sources Willig uses to support his main claims. please present at least four (4) specific examples of Willig’s sources. For each source, please identify what that person’s professional ability is and explain how that person’s position of authority helps Willig build his own credibility with readers.
.
• ntercultural Activity Presentation Final SubmissionResourc.docx
•
ntercultural
Activity Presentation Final Submission
Resources
•
Intercultural Activity Presentation Final Submission Scoring Guide
.
•
Writing Feedback Tool
.
•
APA Style and Format
.
•
Using Adobe Connect
.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 3:
Demonstrate knowledge, skills, and attitudes to increase intercultural competence.
•
Compare differing cultures.
•
Discuss the potential impact cultural differences have on communication efforts.
•
Competency 4:
Analyze how nonverbal communication (body language) influences intercultural communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Competency 5:
Communicate effectively in a variety of formats and contexts.
•
Integrate cross-cultural experiences with course material.
•
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Instructions
This is the second part of your course project. For this assignment, create a 5–7 minute Adobe Connect video presentation with a visual component (PowerPoint) in which you narrate and describe an intercultural activity and experience. Complete the following for your presentation:
•
Engage in an intercultural activity or activities with a culture other than your own. You may focus on the same culture you investigated for your Unit 9 paper or choose one that is new to you; however, you must choose a different culture than the one from whom you interviewed someone in Unit 5. Some suggestions for activities to engage in include:
•
Eating at an ethnic restaurant.
•
Visiting a courthouse, jail, military installation, school, retirement home, and other ethnically-diverse institution.
•
Visiting a part of town that is culturally different.
•
Visiting or attending a service of another world religion.
•
Attending a celebration or an ethnically diverse craft fair.
•
Going to a shop that is associated with a particular ethnic group.
•
Visiting a school that teaches ESL (English as a Second Language) or ELL (English Language Learners).
•
Visiting an international student organization at a college or university.
•
Visiting or socializing with people from other cultures.
•
To add perspective and context to your presentation, gather resources such as informal interviews with people from the respective culture, corresponding text readings and articles, Web sites, and media presentations.
•
In your presentation, specifically address the following, using examples and illustrations from your intercultural experience(s) and the resources you collected:
•
Compare the culture you engaged in with your own.
•
Discuss the potential impact cultural differences have on communication.
•
Analyze how nonverbal communication affects intercultural communication.
•
Summarize your thoughts, questions, and viewpoints regarding your experience.
•
.
•Read Chapter 15 from your textbookEthical Controversy Ident.docx
•Read Chapter 15 from your textbook
Ethical Controversy
Identify a current ethical controversy that you want to learn more about in business, media, technology, medicine, or bioethics. Write a
three-page analysis
on the major sides in the controversy. In your analysis paper, you need to:
Define the issue and include the following details:
People involved
Field (business, media, technology, medicine, or bioethics)
Purpose
Time period
Discuss the major positions being taken in the debate.
Conclude with your own reflections and opinions on the subject.
Submission Requirements:
Write the paper in APA format including introduction, body, and conclusion.
Add the following sections in APA format:
Cover Page
Header
Page Numbers
References Page
Use 12-point Arial font and double space.
.
· ResearchWorks Cited Page (minimum of 5 reputable resources.docx
·
Research/Works Cited Page (minimum of 5 reputable resources And 5 Pages or 1400 words )
:
I need someone to write my research paper with minimum of 5 reputable reseources and 5 pages or 1400 words . And the the research topic is
Gay Issues.
Research
Clearly defined academic research
:
Did your display/project provide Theory, Data, Studies, Organizations,
Solution
s, Forms of Activism and/or Awareness?
Organization
is your information presented in a way that is well organized and coherent? When you verbally share what you know do you demonstrate an educated knowledge of the topic?
Time
did you put in time for planning, developing your project and to educate the class?
On the attachment I have attached my Presentation about
Gay Issues and My old work of writing so that you can write with same level of writing.
Gay Issues
.
‘The Other Side of Immigration’ Questions1. What does one spea.docx
‘
The Other Side of Immigration’ Questions
1. What does one speaker in the film mean by migration is not the problem? Do most Mexican immigrants want to stay in the US?
2. Describe how undocumented immigrants create a fantasy for those Mexicans planning to immigrate.
3. How does NAFTA (North American Free Trade Agreement) play a part in the rural Mexicans’ inability to make a living? Be specific.
4. What is the significance of government not providing subsidies or revealing funding opportunities to the agricultural/pastoral communities?
5. Name two solutions to reducing undocumented immigration that were mentioned in the film. How would they work?
From the movie '
The Other Side of Immigration'
.
•Topic What is an ethical leader and how do ethical leaders differ .docx
•Topic: What is an ethical leader and how do ethical leaders differ from other leaders? What are the factors that promote or hinder the development of ethical leadership in organisations (e.g., personal characteristics of leaders and what characteristics of a leader‘s environment)?
• 2500 words (+/- 10%) in essay format
•Requirements: MINIMUM of 8 peer reviewed academic journal articles
–Text book or reference books are additional references
–General websites/blogs , newpapers, magazines are not acceptable references
•Submission method: Upload a soft copy of a Microsoft Word Document ( .doc or .docx format) to Turnitin on Moodle
•Correct Harvard Anglia referencing is important
.
·Term Paper International TerrorismDue Week 10 and worth .docx
·
Term Paper: International Terrorism
Due Week 10 and worth 200 points
Choose an international terrorist group from the following list, and use the Internet or Strayer databases to research the origin, purpose, and effects on the U.S. or targeted countries.
·
Hezbollah
·
HAMAS
·
Al Qaeda (AQ)
·
Al-Shabaab
·
Haqqani Network (HQN)
Write a ten to fifteen (10-15) page paper in which you:
6.
Provide a brief description of the group, and summarize its origins.
7.
Explain the group’s major motivation(s) (beliefs or causes), and / or its justification for engaging in terrorism.
8.
Describe the group’s major sources of both financial and non-financial support.
9.
Evaluate the importance of the group’s use of media to aid in its terrorist activities. Indicate, at a minimum, the group’s purpose for using the media, the image being portrayed, and the preferred methods of communication.
10.
Determine whether or not the group has a legitimate complaint or demand. Defend your response.
11.
Determine whether or not the group and its activities are of importance to the U.S., and explain the key reasons that they are or are not significant.
12.
Analyze the response of the U.S. to the group or its activities, regardless of whether or not either the group or its activities directly threaten or target the U.S. Determine whether or not that response has been effective. Support your answer with examples of such effectiveness—or the lack thereof.
13.
Suggest the major changes you would make geared toward increasing the efficiency of the U.S.’s response to the group. Justify your response.
14.
Use at least five (5) quality resources in this assignment
And
·
Assignment 5: Senior Seminar Project
Due Week 10 and worth 200 points
In Week 1, you chose a topic area and problem or challenge within that area. Throughout this course, you have researched the dynamics of the problem. The final piece of your project is to develop a viable solution that considers resources, policy, stakeholders, organizational readiness, administrative structures and other internal and external factors, as applicable. Using the papers you have written throughout this course, consolidate your findings into a succinct project.
Write a ten (10) page paper that as a minimum, your project should include:
1.
Identify the topical area (e.g., local police department, community jail, border patrol)
2.
Define a problem or challenge within your topical area that you understand in some depth or have an interest in (examples include high crime rate, poor morale, high levels of violence or recidivism, high number of civilian complaints of harassment, inadequate equipment). Outline the context of the problem or challenge, including the history and any policy decisions that have contributed to the situation.
3.
Describe how internal or external stakeholders have influenced the situation in a positive or negative way. How will you consider stakeholders in your so.
•Prepare a 4-5 page draft Code of Ethics paper sharing the following.docx
•Prepare a 4-5 page draft Code of Ethics paper sharing the following:
1) your world view; how you see good and bad, right and wrong, and how you respond to issues. Examine human resources management and
2) share your organization’s core values or principles.
Comment
3) on the validity of those values (are they consistent?).
4) How does everything you shared (#1, 2, 3) impact HR decisions in the workplace? Comment on how you see truth?
Is there such a thing as absolute truth? If so, what is it?
I want her on Wednesday morning at 10
.
·Sketch the context for, define, and tell the significanceafter.docx
·
Sketch the context for, define, and tell the significance/after-effect of each, in terms of late-19th & early-20th-century American history & culture: from Sinclair book (The Jungle)
200 word:
1-
1-
National Labor Relations Act (1935) & Fair Labor Standards Act (1938)
·
give the context for, define, and tell the significance/after-effect of each of the following, in terms of 20th-century US culture/history: from Englehardt book (The End of Victory Culture)
200 word:
1-1-
anti-war protests (1967-71) and the "counter-culture"
2-
2-
Vietnam Veterans Memorial (dedicated 1982) [not covered in book; see
http://virtualwall.org/
]
3-
3-
"Authorization of Use of Military Force against Terrorists" Resolution (Sept. 14, 2001)
·
Essays : 250 to 300 word please
choose one of these as you like:
1.
Why was Socialism considered a "radical" ideology and why didn't it flourish in early 20th century America?
2.
In what ways was the Progressive Era (1906-20) truly "progressive" or not; and the "New Deal" (1933-38) really "new" or not, especially in regards to the health, safety and daily lives of U.S. workers and consumers?
.
• Each thread is 650 words• Each thread and reply references at le.docx
The document outlines requirements for discussion threads, including using at least 3 peer-reviewed sources and 1 biblical source per thread or reply, citing all sources in APA format, and using proper spelling, grammar, complete, clear, and concise sentences. It then asks what research should be done to determine if Pepsi's new "Live For Now" global branding campaign, which was launched after extensive prior research, is resonating with worldwide audiences.
ØFind a Food borne epidemicIllness that occurred in the U.S. in.docx
Ø
Find a Food borne epidemic/Illness that occurred in the U.S. in the last 5 years
Ø
Describe what caused it, how it happened, and how it could have been prevented
Ø
What steps were taken to rectify the situation, both short term and long term
1-2 pages
.
Organizational BehaviorDisney Animation - John LasseterThe case focu.docx
Organizational BehaviorDisney Animation - John LasseterThe case focuses on John Lasseter, who currently is the creative head of Disney Animation Studios and Pixar Animation Studios, both of which are owned by The Walt Disney Company. The case chronicles Lasseter’s interests in animation from a young age, the relationship he developed with the Disney organization, his developing interest in computer-animation and consequent demise at Disney Studios, his subsequent award-winning success with computer animation at Pixar Studios, and his recent ascension to creative head of Disney’s Animation Studio as part of the Pixar-Disney merger.The case provides a marvelous illustration of the many types of interpersonal power ¾ reward, coercive, legitimate, referent, and expert that exist within an organization. The case also shows how power can be used to promote the well-being of the organization and its members or to benefit specific people’s interests at the expense of others’ interests. Herein, the two faces of power positive and negative come into play. Another linkage between the chapter material and the case occurs in the form of concerns about the ethical versus unethical use of power. Finally, the case can be used to explore the concepts of organizational politics and political behavior in organizations. Organizational politics often has a negative connotation, and some of the case facts lend themselves to reinforcing this negative connotation.Power and Politics in the Fall and Rise of John LasseterJohn Lasseter grew up in a family heavily involved in artistic expression. Lasseter was drawn to cartoons as a youngster. As a freshman in high school he read a book entitled The Art of Animation. The book, about the making of the Disney animated film Sleeping Beauty, proved to be a revelation for Lasseter. He discovered that people could earn a living by developing cartoons. He started writing letters to The Walt Disney Company Studios regarding his interest in creating cartoons. Studio representatives, who corresponded with Lasseter many times, told him to get a great art education, after which they would teach him animation.When Disney started a Character Animation Program at the California Institute of Arts film school, Lasseter enrolled in the program after encouragement from the studio. Classes were taught by extremely talented Disney animators who also shared stories about working with Walt Disney himself. During summer breaks, jobs at Disneyland further fueled Lasseter’s passion for working as an animator for Disney Studios. Full of excitement, Lasseter joined the Disney animation staff in 1979 after graduation. However, he soon met with disappointment.According to Lasseter, “[t]he animation studio wasn’t being run by these great Disney artists like our teachers at Cal Arts, but by lesser artists and businesspeople who rose through attrition as the grand old men retired.” Lasseter was told, “[y]ou put in your time for 20 years and do what you’r.
Organizational Behavior15th EdPersonality and ValuesCopy.docx
Organizational Behavior
15th Ed
Personality and Values
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-1
Robbins and Judge
Chapter 5
Chapter 5 introduces us the the concepts of personality and values and their effects on Organizational Behavior. These are concepts that have only recently received increased attention in research and practice. Here we will see the results of study and new applications to help make the work place more successful.
1
Chapter 5 Learning Objectives
After studying this chapter you should be able to:
Define personality, describe how it is measured, and explain the factors that determine an individual’s personality.
Describe the Myers-Briggs Type Indicator personality framework and assess its strengths and weaknesses.
Identify the key traits in the Big Five personality model.
Demonstrate how the Big Five traits predict behavior at work.
Identify other personality traits relevant to OB.
Define values, demonstrate the importance of values, and contrast terminal and instrumental values.
Compare generational differences in values and identify the dominant values in today’s workforce.
Identify Hofstede’s five value dimensions of national culture
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-2
We begin this chapter with a definition of the seven learning objectives defined for chapter’s contents. We will discuss each of these in some detail.
2
Define personality, describe how
it is measured, and explain the factors
that determine an individual’s personality
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-3
LO 1
Personality is a dynamic concept describing the growth and development of a person’s whole psychological system;
It looks at some aggregate whole that is greater than the sum of the parts.
Defining Personality
Personality as the sum total of ways in which an individual reacts to and interacts with others.
We begin by defining personality. This is a concept that has a lot of preconceived ideas in people. So we want to ensure we are all using the same basic definition to describe a very complex topic. Personality is a dynamic concept, meaning it is changing all the time, an that is is the total of growth and development of a psychological system for the individual. This suggests it includes all of the components of the psyche and their aggregate becomes greater than any of the parts. So the text definition is that personality if the sum total of ways in which an individual reacts to and interacts with others.
3
Define personality, describe how
it is measured, and explain the factors
that determine an individual’s personality
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
5-4
LO 1
Managers can use personality tests because they are useful in hiring decisions and help managers forecast who is best for a job.
The most common means of measuring personality is through self-report surveys.
Observer-ratings surv.
Organizational Behavior Case Study on LeadershipName Tan Yee .docx
Organizational Behavior Case Study on Leadership
Name: Tan Yee Li Fiona
Student ID: S3447594
Course: RMIT Business (Management)
Leadership, ethics and organizational failure in a post-colonial context: a case study of genocide in Rwanda.
Introduction
Groups, teams and states are major characteristics of organizational life. It is believed that majority of the organization’s practices need a lot of coordination through working as a team and a group.The leadership of an organization is important in terms of the development of the goals and objectives. Leaders within an organization are responsible for developing the goals and objectives of the organization. In most cases, the success of an organization is usually attributed to the leaders of the organization. The genocide in Rwanda was instigated by the hostility between the Hutu and Tutsi as a result of polarization of the two ethnic groups by the colonial era. The colonization process favored one group over the other. It is believed that the leadership of Rwanda at the time played a major role. Leadership in every country plays a major role in the unity of the nation and in fostering peace and co-existence between different ethnic groups. Therefore the leadership of Rwanda at the time failed to quell the existence of animosity between the Hutu and the Tutsi leading to the experience of genocide that led to mass killings. The paper aims at discussing leadership, ethics and organizational failure in a post-colonial context with a case study of genocide in Rwanda. Main emphasis is laid on organizational failure that instigated the genocide and in particular the correlation between the key leaders and geo-political relations (Scott, 1998).
Leadership traits and concepts
Leadership is considered as the ability to influence the followers towards the achievement of set goals and objectives. Leadership is closely related to management which is aimed at ensuring compliance from the organizational members. The trait theory of leadership is important in terms of defining leadership. The characteristics of the leader can be used for the determination of their leadership styles. According to the behavioral theories of leadership, the specific behaviors of the leaders differentiate the leaders from the non leaders. According to the traits theory of leadership, social, physical, personality or intellectual traits can be used for the purpose of differentiating the leaders from the non leaders. According to the theory, the leader is also supposed to be qualified and open. The contingency theory on the other hand analyzes the environment in which the leader operates. Situational leadership theory examines the ability of the followers to readily accept the instructions of the leaders. There are also various styles of leadership and it plays an important role in determining the potential of the leaders. The charismatic leaders usually portray unconventional behaviors and usually understand. On the other.
ORGANIZATIONAL ASSESSMENT WORKSHEETOrganizational ProfileT.docx
The document is an organizational assessment worksheet that examines different aspects of an organization. It is divided into several categories:
Organizational Profile - Provides a snapshot of the organization including its services, size, key challenges.
Leadership - Examines the organization's leadership in areas like values, direction, customer focus, innovation.
Strategic Planning - Looks at how the organization develops strategic objectives and measures progress.
The worksheet asks the assessor to identify strengths and opportunities for improvement in each category based on various indicators. It aims to help organizations evaluate their performance and identify areas for growth.
Organisations and LeadershipOrganisational BehaviourDeve.docx
This document provides an overview of organisational leadership and leadership theories. It discusses definitions of leadership, approaches to leadership including trait, behavioural, situational, and transformational theories. It also examines leadership styles, competencies, and emerging perspectives such as authentic, distributed, and implicit leadership. The document is a lecture on organisational behaviour and leadership developed by two authors and academics.
Organizational Behavior15th EdEmotions and MoodsCopyrigh.docx
Organizational Behavior
15th Ed
Emotions and Moods
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
4-1
Robbins and Judge
Chapter 4
Chapter 4 introduces us the the concepts of emotions and moods and their effects on Organizational Behavior. These are concepts that have only recently received increased attention in research and practice. Here we will see the results of study and new applications to help make the work place more successful.
1
Chapter 4 Learning Objectives
After studying this chapter you should be able to:
Differentiate emotions from moods and list the basic emotions and moods.
Discuss whether emotions are rational and what functions they serve.
Identify the sources of emotions and moods.
Show the impact emotional labor has on employees.
Describe affective events theory and identify its applications.
Contrast the evidence for and against the existence of emotional intelligence.
Be able to identify strategies for emotion regulation and their likely effects.
Apply concepts about emotions and moods to specific OB issues.
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
4-2
We begin this chapter with a definition of the seven learning objectives defined for chapter’s contents. We will discuss each of these in some detail.
2
Differentiate Emotions from Moods,
List the Basic Emotions and Moods
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
4-3
LO 1
The “Myth of Rationality”
Emotions were seen as irrational
Managers worked to make emotion-free environments
View of Emotionality
Emotions were believed to be disruptive
Emotions interfered with productivity
Only negative emotions were observed
Now we know emotions can’t be separated from the workplace
Why Were Emotions Ignored in OB?
As mentioned, emotions and moods were dismissed by OB for a long time. One of the primary reasons was the “Myth of Rationality” that suggested that OB comprised rational concepts and applications and emotions and moods were seen as highly irrational. Emotions were thought to be disruptive of organizational activity and decreased productivity. Because they were perceived as irrational the belief was that they were unpredictable and therefore not easily influenced. We now know this is untrue.
3
Differentiate Emotions from Moods,
List the Basic Emotions and Moods
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
4-4
LO 1
Insert Exhibit 4-1
Affect is a generic term that covers a broad range of feelings people experience. This includes both emotions and moods. Emotions are intense feelings that are directed at someone or something. Moods are the feelings that tend to be less intense than emotions and that lack a contextual stimulus.
4
Differentiate Emotions from Moods,
List the Basic Emotions and Moods
Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
4-5
LO 1
While not universally accepted, there appear to be six basic emotions:
Anger
Fea.
More from hopeaustin33688 (20)
This modules animation What Is Communication provides background .docx
This modules animation What Is Communication provides background .docx
▪Nursing Theory PowerPoint Presentation.This is a group project .docx
▪Nursing Theory PowerPoint Presentation.This is a group project .docx
••You are required to write a story; explaining and analyzing .docx
••You are required to write a story; explaining and analyzing .docx
•Required to read American Mashup A Popular Culture Reader. Ed. A.docx
•Required to read American Mashup A Popular Culture Reader. Ed. A.docx
• ntercultural Activity Presentation Final SubmissionResourc.docx
• ntercultural Activity Presentation Final SubmissionResourc.docx
•Read Chapter 15 from your textbookEthical Controversy Ident.docx
•Read Chapter 15 from your textbookEthical Controversy Ident.docx
· ResearchWorks Cited Page (minimum of 5 reputable resources.docx
· ResearchWorks Cited Page (minimum of 5 reputable resources.docx
‘The Other Side of Immigration’ Questions1. What does one spea.docx
‘The Other Side of Immigration’ Questions1. What does one spea.docx
•Topic What is an ethical leader and how do ethical leaders differ .docx
•Topic What is an ethical leader and how do ethical leaders differ .docx
·Term Paper International TerrorismDue Week 10 and worth .docx
·Term Paper International TerrorismDue Week 10 and worth .docx
•Prepare a 4-5 page draft Code of Ethics paper sharing the following.docx
•Prepare a 4-5 page draft Code of Ethics paper sharing the following.docx
·Sketch the context for, define, and tell the significanceafter.docx
·Sketch the context for, define, and tell the significanceafter.docx
• Each thread is 650 words• Each thread and reply references at le.docx
• Each thread is 650 words• Each thread and reply references at le.docx
ØFind a Food borne epidemicIllness that occurred in the U.S. in.docx
ØFind a Food borne epidemicIllness that occurred in the U.S. in.docx
Organizational BehaviorDisney Animation - John LasseterThe case focu.docx
Organizational BehaviorDisney Animation - John LasseterThe case focu.docx
Organizational Behavior15th EdPersonality and ValuesCopy.docx
Organizational Behavior15th EdPersonality and ValuesCopy.docx
Organizational Behavior Case Study on LeadershipName Tan Yee .docx
Organizational Behavior Case Study on LeadershipName Tan Yee .docx
ORGANIZATIONAL ASSESSMENT WORKSHEETOrganizational ProfileT.docx
ORGANIZATIONAL ASSESSMENT WORKSHEETOrganizational ProfileT.docx
Organisations and LeadershipOrganisational BehaviourDeve.docx
Organisations and LeadershipOrganisational BehaviourDeve.docx
Organizational Behavior15th EdEmotions and MoodsCopyrigh.docx
Organizational Behavior15th EdEmotions and MoodsCopyrigh.docx
Recently uploaded
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Recently uploaded (20)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
NU 499 JOURNAL GRADING RUBRICQualityContent (66) of your jou.docx
- 1. NU 499 JOURNAL GRADING RUBRIC Quality/Content (66%) of your journal will be measured on the following criteria: · All journal questions were answered completely · Response demonstrated a critical analysis of the question(s) Score No quality criteria were met. (0 points) One criterion was met or two criteria were met but the responses were superficial. (10 points) Two criteria were met; but responses needed to be developed more. (16 points) Responses were thorough and critically analyzed. (20 points) _____/ 20 Spelling/Grammar/APA (34%) There were considerable errors in spelling/grammar and/or APA. (0) points There were some errors in spelling/grammar and/or APA. (3 points) There were rare errors in spelling/grammar and/or APA.
- 2. (7 points) There were no errors in spelling/grammar and APA. (10 points) _____/ 10 Total Points _____/ 30 points Records ManagementPresentation
- 3. Overview Indexes for administrating health care information Centralized records management Creation of new records Straight numeric filing Permanent and temporary insertion of reports Storage of patient files Circulation and tracking of files Retention schedule File security Legal and Ethical responsibility Introduction What is records management? Responsibility for managing records and information Properly document information in time Not duplicating records
- 4. Indexes for administering healthcare information Master patient index Identification data Record retrieval Centralized Records Management One file room Responsibility for record keeping is easily identified Effective use of equipment, supplies, space, and personnel's made
- 5. Improved security Creation of manual records Face Sheet Problem oriented record Database Problem list Initial plan Progress notes
- 6. Straight Numeric Filing System Office personnel can be easily trained Enhances file security Files can be expanded for additional space Purging is easier File numbers are organized from lowest to highest Temporary and Permanentinsertion of loose reports Clinical data Permanent Administrative data Temporary Organize loose for MS according to numeric filing system
- 7. Storage of Patient Files Short Term Two to three days Permanent Currently under care Archive Has not been used Circulation of records within and outside our facility Automated chart tracking system Providers request records from their computer Clerks sign out patient files from file area
- 8. Out guides are used to indicate removal Lab reports are stored in an extra file cabinet Retention schedule-destruction of records Archived records Shredding Certificate of destruction Maintained permanently
- 9. File Security Secure records from fire or water damage Keep records in locked file or room Protect records from theft Authorized personnel in file area Lock file room when unstaffed Password protect computers Legal and Ethical Responsibilities Maintaining the Patient’s Records Confidentiality of Information Release of Protected Health Information Patient access to records Protected Health Information must be tracked
- 10. Centralized Records Management Archive files kept Five years Problem Oriented Records Straight Numeric Filing System Automated Chart Tracking System Review References ARMA (2009). What is Records Management?. RetrievedMay
- 11. 24, 2009 fromhttp://www.arma.org/pdf/WhatISRIM.pdf FotoSearch (n.d.). File Room Stock Photo & Images. Retrieved May 24, 2009, from http://www.fotosearch.com/photos- images/file-room_1.html References Continued Green, M. A. and Bowie, M. J. (2005). Essentials of health information management: Principles and practices. Clifton Park, NJ: Thomson Istockphoto (n.d.). Photos. Retrieved May 25, 2009, from http://www1.istockphoto.com/file_thumbview_approve/457238/ 2/istockphoto_457238_reviewing_medi cal_chart.jpg
- 12. Discussion Board (DB) Grading Rubric BSN Program Criteria Scoring Score 0Unacceptable 1-2Needs Work 3 Good 4Excellent 1. Answer to the Discussion Topic posting is submitted by Saturday, 11:59 p.m. ET This post must be the student’s first post to the thread. NOTE: Students should post their answer and responses on different days. 2. All question(s) are answered and content is relevant to the question(s). Student's answer addressed all question(s) and stayed on topic. 3. Answer is substantive and demonstrates understanding of the topic. Student weaved content from the week into the answer and provided original thought / contribution. Note: length should be at least 150 words.
- 13. 4. Contains citation and reference to support the citation. Student's answer contained at least one APA formatted citation and corresponding reference. 5. Adheres to academic writing standards. Student organized the content so the flow was logical and clear, including the use of professional language (abbreviations and acronyms). 6. No spelling or grammar errors. 4 = 0 Errors | 3 = Less than 3 Errors | 2 = More than 3 Errors | 0 = More than 6 Errors Instructor Comments: A. Initial Answer Total _______ /24 =_____% 1. Posted responses to two different students on two different days. Student posted a reply to two other classmates. Each reply was posted on a different day of the week. NOTE: Students should post their Answer and Responses on different days.
- 14. 2. Substantive replies. Student comments on the specifics of a classmate posting. Post is at least 100 words long. "Good Job or I agree" is not a gradable response. 3. A response contains at least one citation and reference to support the citation. Student's response contained at least one APA formatted citation and corresponding reference. 4. No spelling or grammar errors. 4 = 0 Errors | 3 = Less than 3 Errors | 2 = More than 3 errors | 0 = Excessive Errors 5. Follows the rules of netiquette. Student followed the netiquette rules explained in the syllabus and treats classmates with professional courtesy. Instructor Comments: B. Responses Total _______ /20 =_____% *Final Score = [(A% x 0.6) + (B% x 0.4)] x [# of Points for DB]
- 15. __________________ *Worked Example A: DQ is worth 30 points. Student receives 18/24 on Part A (75%) and 10/20 on Part B (50%). Final Score = [(.75 x .6 = .45) + (.5 x .4 = .2)] x 30 = 19.5 points in grade book. *Worked Example B: DQ is worth 50 points. Student receives 12/24 on Part A (50%) and 20/20 on Part B (100%). Final Score = [(.5 x .6 = .3) + (1.0 x .4 = .4)] x 50 = 35 points in grade book Updated: 3/20/2013 Topic 1 Describe your practicum setting, including its size, the services offered, the population served (individuals or aggregates), its disease focus, high-risk, the cultural and ethnic makeup, and the geographic setting; include the job description and role of your preceptor. Identify several problems within the agency that you may focus on for your Capstone project. If possible provide a link to the practicum’s website. Topic 2 In your Journal you will write about the relationship between your practicum site and current global health issues.