Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import ...
Pathogram AssignmentPURPOSEThis purpose of this assignment is .docxherbertwilson5999
Pathogram Assignment
PURPOSE
This purpose of this assignment is for the student to present a complete picture of nursing care of a critically-ill individual encountered during the course. The student will demonstrate clinical reasoning skills and will discuss interdisciplinary care that had been incorporated and/or anticipated during the care of the critically-ill individual.
REQUIREMENTS: THE FOLLOWING ELEMENTS MUST BE INCLUDED IN THE PAPER
Background Information on the critically-ill Individual:
Make sure to outline each following topic presented below in the paper
• Demographics
• History of present illness
• Relevant past medical and surgical history
• Admitting diagnosis(es)
• Course of current hospitalization to date
• Review of systems (ROS) with rationale for abnormal findings
• Assessment findings during day(s) of care. Includes vital signs, focused assessment, and data from monitoring devices.
Laboratory and Diagnostic Tests
Identify and list all lab values and diagnostic tests/procedures performed. Include the rationales for
performing the tests and for any abnormal results. Provide an analysis of the relationships between/among the diagnostic tests and lab results with the critically-ill individual’s current condition(s).
Medications
Indicate the trade name and generic name, the medication classification, the therapeutic use, major adverse effects, the nursing implications, and patient teaching. Also include the rationale(s) as to why the medication
is prescribed for treatment. For example, document the rationale for how the treatment corrects the critically-ill individual’s condition or a side effect of another drug that is prescribed for treatment.
Nursing Diagnoses
In order of priority, identify three (3) nursing diagnoses for the plan of care. The nursing diagnoses may
include “Risk for” and “Potential Complications” (PCs). Include three (3) nursing outcomes, a minimum of three (3) nursing interventions, and a minimum of three (3) collaborative interventions for each nursing diagnosis or potential complication.
Interventions
Routine Nursing Management
Describe independent nursing care you provided in the care of the critically-ill individual. Examples include,
but are not limited to: activity level, position, ongoing monitoring, nutrition (prescribed diet, tube
feedings/TPN, formula, rate and calculation of basal energy expenditure (BEE), patient education, wound care etc. The rationale must be included for each intervention.
Interdisciplinary (ID) Care
Collaborative Management
Identify the members of the interdisciplinary team caring for the critically-ill individual. Provide a brief description of their roles and responsibilities. Interdisciplinary team members include, but are not limited to: physician, pharmacist, lab/diagnostic tests personnel, respiratory therapy, physical therapy,
occupational therapy, speech therapy, social work/case management, pastoral care, ethicist, etc.
Therapeutic Modalities
Describe the v.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxglendar3
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxtodd581
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
1. Please define a case control study. What are the components of SantosConleyha
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
1. Please define a case control study. What are the components of AbbyWhyte974
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
13 hours ago
Tami Frazier
Week 11 Initial Discussion Post
COLLAPSE
Top of Form
NURS 6052 – Essentials of Evidence-Based Practice
Week 11 Initial Post
Creating a Culture of Evidence-Based Practice
Evidence-based practice (EBP) in its most simplistic form is using the evidence, whether from clinical experiences or patient preferences, to make decisions that affect patient care positively (Polit & Beck, 2017). Evidence-based practice is essential for determining changes in practice that are needed to protect and provide safe care for patients. Nurses are the front-line of the healthcare system and are able to recognize and change policies and procedures. Therefore, nurses are responsible for sharing with their peers and co-workers the information obtained from their evidence-based research.
In order to make evidence-based changes, a dissemination plan needs to be in place. In our facility, our evidence-based practice nurse committee is responsible for teaching the staff on changes in practice. Once they have decided on the changes they present the information to the Emergency Department leadership. From there the changes are reported to the nursing staff through department meetings, bulletin boards, and online learning modules. This is based on the ACE Star Model of Knowledge Transformation which seeks to take research findings and use them to impact patient outcomes by using evidence-based care (Polit & Beck, 2017).
“Often in the dissemination phase, there are considerable barriers that exist. These barriers consist of prejudice toward findings, lack of approval from leadership, nurses attitudes, and the resources needed to make changes. Moore & Tierney (2019) found,
“an overarching theme of disconnection between research and evidence and the participants’ perceptions of contemporary nursing practice was underpinned by three themes:
1) We should be using it… but we’re not.
2) Employees suggested that research involvement was something left after graduation and no longer part of their day-to-day roles.
3) Research is other people’s business (p. 90).
In another report, it was suggested that evidence-based practice is challenging for nurses because of the pressures of a patient satisfaction culture and time constraints when caring for patients (Henderson & Fletcher, 2015). These barriers can only be overcome if nursing leadership has the courage to address them and help nurses see the positive benefits of evidence-based practice.
A culture of change is vital to making a significant improvement in the lives of patients. At this time nursing researchers are limited by a non-existent research culture leaving them nurses with the responsibility to develop that culture (Berthelsen & Holge-Hazelton, 2018). Creating an awareness of the research that is taking place by their peers removes the barriers of feeling not competent to participate. As nursing leadership, our role is to build a culture that creates curiosity and critical reflection ab.
Week 1 - DiscussionTop of FormPreparing for Professional Tra.docxnealralix138661
Week 1 - Discussion
Top of Form
Preparing for Professional Transitions
Consider the following scenario:
Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.
What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?
In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.
Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.
Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.
Consider the following questions:
What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?
What challenges are you likely to encounter as you transition into a new role?
What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.
Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.
Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.
Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.
Review the suggestions for developing effective learning objectives provided in the Learning Resources.
Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:
Specific
Measurable
Attainable
Results-focused
Time-focused
Reflective of the higher-order domai.
Pathogram AssignmentPURPOSEThis purpose of this assignment is .docxherbertwilson5999
Pathogram Assignment
PURPOSE
This purpose of this assignment is for the student to present a complete picture of nursing care of a critically-ill individual encountered during the course. The student will demonstrate clinical reasoning skills and will discuss interdisciplinary care that had been incorporated and/or anticipated during the care of the critically-ill individual.
REQUIREMENTS: THE FOLLOWING ELEMENTS MUST BE INCLUDED IN THE PAPER
Background Information on the critically-ill Individual:
Make sure to outline each following topic presented below in the paper
• Demographics
• History of present illness
• Relevant past medical and surgical history
• Admitting diagnosis(es)
• Course of current hospitalization to date
• Review of systems (ROS) with rationale for abnormal findings
• Assessment findings during day(s) of care. Includes vital signs, focused assessment, and data from monitoring devices.
Laboratory and Diagnostic Tests
Identify and list all lab values and diagnostic tests/procedures performed. Include the rationales for
performing the tests and for any abnormal results. Provide an analysis of the relationships between/among the diagnostic tests and lab results with the critically-ill individual’s current condition(s).
Medications
Indicate the trade name and generic name, the medication classification, the therapeutic use, major adverse effects, the nursing implications, and patient teaching. Also include the rationale(s) as to why the medication
is prescribed for treatment. For example, document the rationale for how the treatment corrects the critically-ill individual’s condition or a side effect of another drug that is prescribed for treatment.
Nursing Diagnoses
In order of priority, identify three (3) nursing diagnoses for the plan of care. The nursing diagnoses may
include “Risk for” and “Potential Complications” (PCs). Include three (3) nursing outcomes, a minimum of three (3) nursing interventions, and a minimum of three (3) collaborative interventions for each nursing diagnosis or potential complication.
Interventions
Routine Nursing Management
Describe independent nursing care you provided in the care of the critically-ill individual. Examples include,
but are not limited to: activity level, position, ongoing monitoring, nutrition (prescribed diet, tube
feedings/TPN, formula, rate and calculation of basal energy expenditure (BEE), patient education, wound care etc. The rationale must be included for each intervention.
Interdisciplinary (ID) Care
Collaborative Management
Identify the members of the interdisciplinary team caring for the critically-ill individual. Provide a brief description of their roles and responsibilities. Interdisciplinary team members include, but are not limited to: physician, pharmacist, lab/diagnostic tests personnel, respiratory therapy, physical therapy,
occupational therapy, speech therapy, social work/case management, pastoral care, ethicist, etc.
Therapeutic Modalities
Describe the v.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxglendar3
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxtodd581
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
1. Please define a case control study. What are the components of SantosConleyha
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
1. Please define a case control study. What are the components of AbbyWhyte974
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
13 hours ago
Tami Frazier
Week 11 Initial Discussion Post
COLLAPSE
Top of Form
NURS 6052 – Essentials of Evidence-Based Practice
Week 11 Initial Post
Creating a Culture of Evidence-Based Practice
Evidence-based practice (EBP) in its most simplistic form is using the evidence, whether from clinical experiences or patient preferences, to make decisions that affect patient care positively (Polit & Beck, 2017). Evidence-based practice is essential for determining changes in practice that are needed to protect and provide safe care for patients. Nurses are the front-line of the healthcare system and are able to recognize and change policies and procedures. Therefore, nurses are responsible for sharing with their peers and co-workers the information obtained from their evidence-based research.
In order to make evidence-based changes, a dissemination plan needs to be in place. In our facility, our evidence-based practice nurse committee is responsible for teaching the staff on changes in practice. Once they have decided on the changes they present the information to the Emergency Department leadership. From there the changes are reported to the nursing staff through department meetings, bulletin boards, and online learning modules. This is based on the ACE Star Model of Knowledge Transformation which seeks to take research findings and use them to impact patient outcomes by using evidence-based care (Polit & Beck, 2017).
“Often in the dissemination phase, there are considerable barriers that exist. These barriers consist of prejudice toward findings, lack of approval from leadership, nurses attitudes, and the resources needed to make changes. Moore & Tierney (2019) found,
“an overarching theme of disconnection between research and evidence and the participants’ perceptions of contemporary nursing practice was underpinned by three themes:
1) We should be using it… but we’re not.
2) Employees suggested that research involvement was something left after graduation and no longer part of their day-to-day roles.
3) Research is other people’s business (p. 90).
In another report, it was suggested that evidence-based practice is challenging for nurses because of the pressures of a patient satisfaction culture and time constraints when caring for patients (Henderson & Fletcher, 2015). These barriers can only be overcome if nursing leadership has the courage to address them and help nurses see the positive benefits of evidence-based practice.
A culture of change is vital to making a significant improvement in the lives of patients. At this time nursing researchers are limited by a non-existent research culture leaving them nurses with the responsibility to develop that culture (Berthelsen & Holge-Hazelton, 2018). Creating an awareness of the research that is taking place by their peers removes the barriers of feeling not competent to participate. As nursing leadership, our role is to build a culture that creates curiosity and critical reflection ab.
Week 1 - DiscussionTop of FormPreparing for Professional Tra.docxnealralix138661
Week 1 - Discussion
Top of Form
Preparing for Professional Transitions
Consider the following scenario:
Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP.
What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?
In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.
Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.
Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.
Consider the following questions:
What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?
What challenges are you likely to encounter as you transition into a new role?
What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.
Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.
Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.
Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.
Review the suggestions for developing effective learning objectives provided in the Learning Resources.
Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:
Specific
Measurable
Attainable
Results-focused
Time-focused
Reflective of the higher-order domai.
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For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful.
NR 501 Enhance teaching - snaptutorial.comDavisMurphyA60
For more classes visit
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For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful. If you do not believe that it is useful, explain why nursing theory is not necessary to the profession? Be sure to provide an example that demonstrates your opinion and a scholarly reference (not using the required textbook or
NR 501EXceptional Education/snaptutorial.COMMcdonaldRyan25
For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful.
Problem/PICOT/Evidence Search (PPE) Worksheet
Name:
Date:
Criteria
Clinical Nursing Practice Problem
Select and identify ONLYone quality or safety clinical priority area from the assignment guidelines practice scenario. Summarize why youbelieve the nursing practice problem/issue is the most important. Summarize your rationale (why) for choosing the problem.
Clinical Nursing
PICOT Question
Using the NR439 Guide for Writing PICOT Questions and Examples located in the assignment guidelines, write out your PICOT question. Include the PICOT letters in your question.
Define PICOT Elements
Define each of the PICOT elements from your question above.
P- (patient population/patients of interest):
I- (Intervention):
C- (Comparison):
O- (Measurable outcome):
T- (Time frame in months):
Evidence Retrieval Process and Summary
Using only the Chamberlain College of Nursing library:
(1) Locate evidence that is relevant to your chosen nursing practice problem. Explain how you believe the evidence is relevant to your chosen nursing practice problem.
(2) Explain why you chose the evidence
(3) Provides a complete APA reference to the evidence (must include authors, year, title of the evidence, title of the resource)
(4) Evidence must be published within the last 10 years
(5) Provides the permalink
Implications of the Evidence
Summarize what you learned from the evidence. Summarize why you believe the nursing evidence-based practice committee should focus their next research project on the nursing practice problem.
Evidence Search Terms
Identify 4 (or more) relevant searchable terms you used for your search for evidence.
Evidence Search
Strategies
Select 4 (or more) relevant search strategies you used to narrow/limit your search for
evidence.
____ Full text
____ Boolean Operators/Phrase
____ Selected publication dates
within last 10 years
____ Subject, title, or author search box
____ Truncation (used an asterisk * at
the beginning or end of a word)
____ Academic or scholarly (Peer
Reviewed) journals
____ Quotation marks for key words
____ Selected key terms from
PICOT question
____ Others: (list below)
_______________________________
_______________________________
1
Assessment 2 Context
The Tripartite Model
For nursing faculty in colleges and universities, promotion and tenure will be partially
determined by meeting expectations in all three areas: teaching, service, and scholarship. In
many practice settings, including large health care systems, there is also often the expectation
for educators and administration nurses to participate in service and scholarship.
Scholarship is sometimes thought of as contributing to the professional literature with articles,
books, or Internet materials. This may be one aspect, but the field of nursing also considers
scholarship from a broader perspective. Service ref ...
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
Discussion Examining Nursing SpecialtiesYou have probably seen .docxduketjoy27252
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3
Post
an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond
to at least
two
of your colleagues
on two different days
, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from https://dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality.
Charting Nursing’s Future
, (17)1–8. Retrieved from https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document:
Academic Success and Professional.
WK2 assignment due 313Assignment Analysis of a Pertinent H.docxlefrancoishazlett
WK2 assignment due 3/13
Assignment: Analysis of a Pertinent Healthcare Issue
The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.
Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.
In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected.
To Prepare:
Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.
The Assignment (3-4 Pages):
Analysis of a Pertinent Healthcare Issue
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:
Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
Summarize the strategies used to address the organizational impact of national healthcare iss.
Nr 501 week 2 assignment 1 importance of theoryarnitaetsitty
NR 501 WEEK 2 ASSIGNMENT 1 IMPORTANCE OF THEORY
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Assignment 1 Cultural CompetenceAs with all areas of the social.docxcarlibradley31429
Assignment 1: Cultural Competence
As with all areas of the social work process, cultural competence is essential when engaging and assessing a child’s concerns. Being culturally competent includes understanding the unique needs of your client and asking how those needs can be fulfilled. Using an empowerment perspective treating clients as experts on their lives and their needs is essential. Not only does this establish your commitment to being culturally sensitive and aware, but it will enhance the therapeutic relationship. While it is essential to learn and master social work skills and techniques to be a successful practitioner, another significant indicator of a successful intervention is the relationship a social worker builds with his or her client. Some research suggests that the quality of the therapeutic relationship will account for 30% of the clinical outcome of the treatment (Miller, Duncan, and Hubble, 2005, as stated in Walsh, 2010, p. 7). Exhibiting a dedication to learning about a client’s culture, history, and current environmental factors exemplifies a social worker’s desire to build that client–worker bond.
For this Assignment, read the case study for Claudia (in attachments) and find two to three scholarly articles on social issues surrounding immigrant families.
In a 3 page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
· Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
· Describe culturally competent strategies you might use to assess the needs of children.
· Describe the types of data you would collect from Claudia and her family in order to best serve them.
· Identify other resources that may offer you further information about Claudia’s case.
· Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
· Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Assignment 2: Application of Attachment Theory to a Case Study
As you have read, theory guides the conceptualization of the client’s problem and how social workers assess and intervene relative to the problem. However, theory can also shape the self-reflective questions social workers ask themselves. Clients often come to social workers under stress or distress. This then affects how the social worker responds and thus the client-social worker relationship. As a result, Foley, Nash, and Munford (2009) employed attachment theory as a “lens in which to view the reflective process itself and to gain greater understanding and empathy for wh.
Career PlanStudent Name HereWalden University.docxjasoninnes20
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
Career PlanStudent Name HereWalden University.docxdewhirstichabod
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur.
Career PlanStudent Name HereWalden Universityogglili
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
1. The Incident Command System (ICS) is a tool forA. Co.docxstilliegeorgiana
1. The Incident Command System (ICS) is a tool for:
A. Command, control, and coordination at an incident
B. Interagency responses only
C. Multi-jurisdictional responses only
D. Responses involving first-response personnel only
2. ICS can be used to manage all types of incidents.
A. True
B. False
3. Federal law requires that ICS be used for all natural disasters.
A. True
B. False
4.The ICS General Staff includes:
A. Branch, Division, Group, and Unit managers
B. All managers of operational resources.
C. Planning, Operations, Logistics, and Finance/Administration Section Chiefs
D. Incident Commander and the Information, Safety, and Liaison Officers
5. All incidents, regardless of size, will have an Incident Commander.
A. True
B. False
6. In an ICS environment, the optimum span of control is:
A. Two (2) resources
B. Five (5) resources
C. Eight (8) resources
D. Ten (10) resources
7. Which section is responsible for providing incident facilities?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
8. Which section is responsible for documenting the status of resources, incident response, and developing the IAP?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
9. The Incident Commander is responsible for all the following EXCEPT:
A. Protecting life and property
B. Controlling resources assigned to the incident
C. Maintaining accountability
D. Coordinating the community-wide response
10. Given what you know about your agency, your job and you capabilities, where would you most likely be assigned in an ICS structure? To whom would you report? Be sure to include what your job is or would be during an event.
.
1. The Thirteenth Amendment effectively brought an end to slaver.docxstilliegeorgiana
1. The Thirteenth Amendment effectively brought an end to slavery in the United States. Lincoln had issued the Emancipation Proclamation over 3 years earlier. Why, then, was the Thirteenth Amendment issued? Was it necessary? How come?
2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?
3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?
4. How could Andrew Johnson, Lincoln's successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)
5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?
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NR 501 Inspiring Innovation/tutorialrank.comjonhson142
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For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful.
NR 501 Enhance teaching - snaptutorial.comDavisMurphyA60
For more classes visit
www.snaptutorial.com
For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful. If you do not believe that it is useful, explain why nursing theory is not necessary to the profession? Be sure to provide an example that demonstrates your opinion and a scholarly reference (not using the required textbook or
NR 501EXceptional Education/snaptutorial.COMMcdonaldRyan25
For many students enrolled in NR 501, this is an initial course for nursing theory. So, let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful.
Problem/PICOT/Evidence Search (PPE) Worksheet
Name:
Date:
Criteria
Clinical Nursing Practice Problem
Select and identify ONLYone quality or safety clinical priority area from the assignment guidelines practice scenario. Summarize why youbelieve the nursing practice problem/issue is the most important. Summarize your rationale (why) for choosing the problem.
Clinical Nursing
PICOT Question
Using the NR439 Guide for Writing PICOT Questions and Examples located in the assignment guidelines, write out your PICOT question. Include the PICOT letters in your question.
Define PICOT Elements
Define each of the PICOT elements from your question above.
P- (patient population/patients of interest):
I- (Intervention):
C- (Comparison):
O- (Measurable outcome):
T- (Time frame in months):
Evidence Retrieval Process and Summary
Using only the Chamberlain College of Nursing library:
(1) Locate evidence that is relevant to your chosen nursing practice problem. Explain how you believe the evidence is relevant to your chosen nursing practice problem.
(2) Explain why you chose the evidence
(3) Provides a complete APA reference to the evidence (must include authors, year, title of the evidence, title of the resource)
(4) Evidence must be published within the last 10 years
(5) Provides the permalink
Implications of the Evidence
Summarize what you learned from the evidence. Summarize why you believe the nursing evidence-based practice committee should focus their next research project on the nursing practice problem.
Evidence Search Terms
Identify 4 (or more) relevant searchable terms you used for your search for evidence.
Evidence Search
Strategies
Select 4 (or more) relevant search strategies you used to narrow/limit your search for
evidence.
____ Full text
____ Boolean Operators/Phrase
____ Selected publication dates
within last 10 years
____ Subject, title, or author search box
____ Truncation (used an asterisk * at
the beginning or end of a word)
____ Academic or scholarly (Peer
Reviewed) journals
____ Quotation marks for key words
____ Selected key terms from
PICOT question
____ Others: (list below)
_______________________________
_______________________________
1
Assessment 2 Context
The Tripartite Model
For nursing faculty in colleges and universities, promotion and tenure will be partially
determined by meeting expectations in all three areas: teaching, service, and scholarship. In
many practice settings, including large health care systems, there is also often the expectation
for educators and administration nurses to participate in service and scholarship.
Scholarship is sometimes thought of as contributing to the professional literature with articles,
books, or Internet materials. This may be one aspect, but the field of nursing also considers
scholarship from a broader perspective. Service ref ...
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
Discussion Examining Nursing SpecialtiesYou have probably seen .docxduketjoy27252
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3
Post
an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond
to at least
two
of your colleagues
on two different days
, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from https://dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality.
Charting Nursing’s Future
, (17)1–8. Retrieved from https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document:
Academic Success and Professional.
WK2 assignment due 313Assignment Analysis of a Pertinent H.docxlefrancoishazlett
WK2 assignment due 3/13
Assignment: Analysis of a Pertinent Healthcare Issue
The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.
Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.
In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected.
To Prepare:
Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.
The Assignment (3-4 Pages):
Analysis of a Pertinent Healthcare Issue
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:
Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
Summarize the strategies used to address the organizational impact of national healthcare iss.
Nr 501 week 2 assignment 1 importance of theoryarnitaetsitty
NR 501 WEEK 2 ASSIGNMENT 1 IMPORTANCE OF THEORY
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Assignment 1 Cultural CompetenceAs with all areas of the social.docxcarlibradley31429
Assignment 1: Cultural Competence
As with all areas of the social work process, cultural competence is essential when engaging and assessing a child’s concerns. Being culturally competent includes understanding the unique needs of your client and asking how those needs can be fulfilled. Using an empowerment perspective treating clients as experts on their lives and their needs is essential. Not only does this establish your commitment to being culturally sensitive and aware, but it will enhance the therapeutic relationship. While it is essential to learn and master social work skills and techniques to be a successful practitioner, another significant indicator of a successful intervention is the relationship a social worker builds with his or her client. Some research suggests that the quality of the therapeutic relationship will account for 30% of the clinical outcome of the treatment (Miller, Duncan, and Hubble, 2005, as stated in Walsh, 2010, p. 7). Exhibiting a dedication to learning about a client’s culture, history, and current environmental factors exemplifies a social worker’s desire to build that client–worker bond.
For this Assignment, read the case study for Claudia (in attachments) and find two to three scholarly articles on social issues surrounding immigrant families.
In a 3 page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
· Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
· Describe culturally competent strategies you might use to assess the needs of children.
· Describe the types of data you would collect from Claudia and her family in order to best serve them.
· Identify other resources that may offer you further information about Claudia’s case.
· Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
· Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Assignment 2: Application of Attachment Theory to a Case Study
As you have read, theory guides the conceptualization of the client’s problem and how social workers assess and intervene relative to the problem. However, theory can also shape the self-reflective questions social workers ask themselves. Clients often come to social workers under stress or distress. This then affects how the social worker responds and thus the client-social worker relationship. As a result, Foley, Nash, and Munford (2009) employed attachment theory as a “lens in which to view the reflective process itself and to gain greater understanding and empathy for wh.
Career PlanStudent Name HereWalden University.docxjasoninnes20
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
Career PlanStudent Name HereWalden University.docxdewhirstichabod
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur.
Career PlanStudent Name HereWalden Universityogglili
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
Similar to Please do each part on separate attachement (do them individually .docx (20)
1. The Incident Command System (ICS) is a tool forA. Co.docxstilliegeorgiana
1. The Incident Command System (ICS) is a tool for:
A. Command, control, and coordination at an incident
B. Interagency responses only
C. Multi-jurisdictional responses only
D. Responses involving first-response personnel only
2. ICS can be used to manage all types of incidents.
A. True
B. False
3. Federal law requires that ICS be used for all natural disasters.
A. True
B. False
4.The ICS General Staff includes:
A. Branch, Division, Group, and Unit managers
B. All managers of operational resources.
C. Planning, Operations, Logistics, and Finance/Administration Section Chiefs
D. Incident Commander and the Information, Safety, and Liaison Officers
5. All incidents, regardless of size, will have an Incident Commander.
A. True
B. False
6. In an ICS environment, the optimum span of control is:
A. Two (2) resources
B. Five (5) resources
C. Eight (8) resources
D. Ten (10) resources
7. Which section is responsible for providing incident facilities?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
8. Which section is responsible for documenting the status of resources, incident response, and developing the IAP?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
9. The Incident Commander is responsible for all the following EXCEPT:
A. Protecting life and property
B. Controlling resources assigned to the incident
C. Maintaining accountability
D. Coordinating the community-wide response
10. Given what you know about your agency, your job and you capabilities, where would you most likely be assigned in an ICS structure? To whom would you report? Be sure to include what your job is or would be during an event.
.
1. The Thirteenth Amendment effectively brought an end to slaver.docxstilliegeorgiana
1. The Thirteenth Amendment effectively brought an end to slavery in the United States. Lincoln had issued the Emancipation Proclamation over 3 years earlier. Why, then, was the Thirteenth Amendment issued? Was it necessary? How come?
2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?
3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?
4. How could Andrew Johnson, Lincoln's successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)
5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-johnson.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-johnson.vtt&cp=1
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1. The Thirteenth Amendment effectively brought an end to slavery in.docxstilliegeorgiana
1. The Thirteenth Amendment effectively brought an end to slavery in the United States. Lincoln had issued the Emancipation Proclamation over 3 years earlier. Why, then, was the Thirteenth Amendment issued? Was it necessary? How come?
2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?
3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?
4. How could Andrew Johnson, Lincoln's successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)
5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-johnson.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-johnson.vtt&cp=1
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/14th-amendment.mp4&csrc=/wwnorton.college.public/history/give/14th-amendment.vtt&cp=1
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.
1. The Fight for a True Democracyhttpswww.nytimes.com201.docxstilliegeorgiana
1. The Fight for a True Democracy
https://www.nytimes.com/2019/08/23/podcasts/1619-slavery-anniversary.html
(Follow the link to the podcast)
Directions:
Students will listen to this podcast and write 3 paragraphs about it. One paragraph should summarize the podcast episode, the second paragraph should discuss its significance in U.S. History, and the last paragraph should explain what the student thought about the podcast.
.
1. The article for week 8 described hip hop as a weapon. This weeks.docxstilliegeorgiana
1. The article for week 8 described hip hop as a weapon. This week's reading makes several references to hip hop and spirituality? Can hip hop be described as a spiritual movement? Why or why not?
2. In the movie, "I Love Hip Hop in Morocco" on of the rappers repeatedly used the "N" word. Do you agree with his use of the "N" word for Moroccans? How did he justify its use?
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1. The Hatch Act defines prohibited activities of public employees. .docxstilliegeorgiana
1. The Hatch Act defines prohibited activities of public employees. Analyze the significance of these prohibitions with regard to an individual’s political actions. Provide a rationale for your response.
2. Analyze the key ethical challenges of privatization. Take a position on whether the private sector should be responsible for program outcomes of a public program or service. Provide a rationale for your response
.
1. The Case for Reparations” by Ta-Nehisi Coates (604-19) in Rere.docxstilliegeorgiana
1. “The Case for Reparations” by Ta-Nehisi Coates (604-19) in Rereading America
2. “Choosing a School for My Daughter in a Segregated City” (152) by Nikole Hannah-Jones3. “From Social Class and the Hidden Curriculum of Work” (136) by Jean Anyon
4. John Taylor Gatto's "Against School" (114) in Rereading America
How to Do Extra Credit: 1. 5 Paged Essay-Must Be Singled Spaced.
For 100 points do extra credit where you review a film, video, music video, or lecture or book that reflects the discussions in class. Write a paper on themes presented in the class reflected in one of those mediums. Consider the ideas about culture. Observe how culture and condition were presented. Think about what values were being preserved or dismantled. Then, write in third person, what was learned. The essay is in third person; don’t write you, we, our us, or me. It is not considered academic.
Question: What are the themes in the event that link to the course, and how do those themes represent social problems or ways to resolve those problems?
1st Paragraph 100 POINTS FOR ESSAY
Introduction: Write summary of the event, lecture, music video, or song. (5 sentences)
Thesis: Answer the questions above. (1-2 sentences)
2nd Paragraph
Point: Write what is the importance of the theme. (1-2 sentences)
Illustration A. Summary (3 sentences)
Illustration B. Quotation (1-2 lines)
Explanation:
A. Explain the importance of the quote (2 sentences)
B. Explain how the importance is linked to Anzaldua (2 sentences)
3rd Paragraph
Point: Write what is the importance of the theme. (1-2 sentences)
Illustration A. Summary (3 sentences)
Illustration B. Quotation (1-2 lines)
Explanation:
A. Explain the importance of the quote (2 sentences)
B. Explain how the importance is linked Anzaldua (2 sentences)
4th Paragraph
Point: Write what is the importance of the theme. (1-2 sentences)
Illustration A. Summary (3 sentences)
Illustration B. Quotation (1-2 lines)
Explanation:
A. Explain the importance of the quote (2 sentences)
B. Explain how the importance is linked to Anzaldua (2 sentences)
5th Conclusion: Write 3 sentences on what you learned you didn't know before. Write in third person.
.
1. Some people say that chatbots are inferior for chatting.Others di.docxstilliegeorgiana
1. Some people say that chatbots are inferior for chatting.Others disagree. Discuss.
2. Discuss the financial benefits of chatbots.
3. Discuss how IBM Watson will reach 1 billion people by 2018 and what the implications of that are.
4. Compare the chatbots of Facebook and WeChat. Which has more functionalities?
5. Research the role of chatbots in helping patients with dementia
6. Microsoft partners with the government of Singapore to develop chatbots for e-services. Find out how this is done.
APA format with 2 references.
2 pages
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1. Some people say that chatbots are inferior for chatting.Other.docxstilliegeorgiana
1. Some people say that chatbots are inferior for chatting.Others disagree. Discuss.
2. Discuss the financial benefits of chatbots.
3. Discuss how IBM Watson will reach 1 billion people by 2018 and what the implications of that are.
4. Compare the chatbots of Facebook and WeChat. Which has more functionalities?
5. Research the role of chatbots in helping patients with dementia
6. Microsoft partners with the government of Singapore to develop chatbots for e-services. Find out how this is done.
APA format with 2 references.
2 pages
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1. Some people say that chatbots are inferior for chatting. Others d.docxstilliegeorgiana
1. Some people say that chatbots are inferior for chatting. Others disagree. Discuss.
2. Discuss the financial benefits of chatbots.
3. Discuss how IBM Watson will reach 1 billion people by 2018 and what the implications of that are.
4. Compare the chatbots of Facebook and WeChat. Which has more functionalities?
5. Research the role of chatbots in helping patients with dementia.
6.Microsoft partners with the government of Singapore to develop chatbots for e-services. Find out how this is done.
Note: Each question must be answered in 6-7 ines and refernces must be APA cited
.
1. Tell us about yourself and your personal journey that has to .docxstilliegeorgiana
1. Tell us about yourself and your personal journey that has to lead you to the University of the ABC. (Currently, I’m pursuing my masters in IT and next applying for Ph.D. In IT) in same ABC university
2. What are your research interests in the area of information technology? How did you become interested in this area of research?
3. What unique qualities do you think you have that will help you in being successful in this program? (Ph.D. IT Program)
4. How can obtaining a doctorate impact your contribution to the practices of information technology? Where do you see yourself after obtaining a doctorate from ABC?
.
1. Tell us what characteristics of Loma Linda University are particu.docxstilliegeorgiana
1. Tell us what characteristics of Loma Linda University are particularly attractive and meaningful to you and why you have chosen to apply for advanced education.
(500 words)
2.
LLU believes deeply in integrating spiritual values into the educational experience. As a result, religion courses and chapel attendance are part of the curriculum. Tell us why you believe such a faith-based education would be of special benefit to you. (500 words)
3.
Tell us the desirable qualities that you see in yourself that you believe would aid us in considering your application. (1000 words)
4. Discuss how your spiritual origins, development, and experience have influenced and been integrated into your daily life. (1000 words)
.
1. Tell us about yourself and your personal journey that has lea.docxstilliegeorgiana
1. Tell us about yourself and your personal journey that has lead you to University of the Cumberlands.
2. What are your research interests in the area of information technology? How did you become interested in this area of research?
3. What is your current job/career and how will this program impact your career growth?
4. What unique qualities do you think you have that will help you in being successful in this program?
5. How can obtaining a doctorate impact your contribution to the practices of information technology? Where do you see yourself after obtaining a doctorate from UC?
.
1. The Research paper will come in five parts. The instructions are.docxstilliegeorgiana
1. The Research paper will come in five parts. The instructions are:
RESEARCH PAPER TOPIC
Impact of Women in Missions History
o
Part 2:
Refined topic, edited abstract, outline, and ten sources - Students will incorporate any changes to topic, outline the paper, write questions to be answered by the research, and submit ten sources. Submit Part 2 by 11:59 p.m. (ET) on Sunday of Module/Week 3.
Note:
Some will need to limit their topic. Others will need to expand their topic. This process should begin this week and continue until the final project is submitted.
DUE SUNDAY, MAY 31ST
o
Part 3:
Introduction and first five pages - Students will submit the introduction and first five pages of the research paper. Submit Part 3 by 11:59 p.m. (ET) on Sunday of Module/Week 4.
DUE FRIDAY, JUNE 5TH
o
Part 4:
Introduction and first ten pages - Students will submit introduction and first ten pages, incorporating changes made to initial submission. Submit Part 4 by 11:59 p.m. (ET) on Sunday of Module/Week 5.
DUE FRIDAY, JUNE 12TH
o
Part 5:
Complete research paper - Students will submit the complete research paper. The paper will be 5000-6000 words in the body of the paper, with a minimum of ten academic resources cited. Submit Part 5 by 11:59 p.m. (ET) on Sunday of Module/Week 7
DUE FRIDAY, JUNE 19TH
.
1. The minutiae points located on a fingerprint will help determine .docxstilliegeorgiana
1. The minutiae points located on a fingerprint will help determine the _________________ of a fingerprint since it has been empirically demonstrated that no two fingerprints are alike.
2. A fingerprint will remain ______________ during an individual's lifetime.
3. The epidermis is the outer layer of the skin, while the ___________ is the inner layer of the skin.
4. The ____________ is formed by ridges entering from one side of the print, rising and falling, and exiting on the opposite side (like a wave).
5. Level 2 includes locating and comparing _________________
.
1. The initial post is to be posted first and have 300-500 words.docxstilliegeorgiana
1. The initial post is to be posted first and have 300-500 words
· The original post is substantive, showing depth of knowledge on the topic and requires 2 references. References are from LDRS 300 course text or readings.
· Substantive replies occur under two or more different threads, other than that belonging to you.
· Response posts to peers' original postings are respectful, show clear synthesis and evaluation of the content read, and provides depth, breath, or new insight to the topic.
· Be clearly written and contain no APA/spelling/grammatical errors
Use
APA Citations for all your sources and include an APA References list. (No Title Page, or other APA formatting is required)
Spelling and Grammar is important.
Discussion Question: Servant Leadership in a movie, book, or drama film you have enjoyed.
Based on our readings from
Lead Like Jesus
(Blanchard, Hodges, & Hendry, 2016),
Jesus on Leadership (Wilkes, 1998)
and thus far in the lectures of LDRS 300;
A Servant Leader models Jesus by having the following leadership traits
:
1. Followership.
2. Greatness in Service.
3. Takes Risks.
4. Shares Responsibility and Authority.
5. Practices
one of
the Being Habits or Doing Habits.
6. Embodies the Vision, Mission, and Values of the group.
7. Is a Performance Coach.
8. Displays Lessons Learned from The Work of a Carpenter.
Choose a character from a movie and discuss the following two questions.
1.
How did the character display TWO (2) traits of a Servant Leader like Jesus from the list above?
1.
Give
2 examples from the movie to support your position.
2. H
ow would you describe the EGO of this character in terms of the two ways EGO is discussed in this class? (
Edging God Out
Verses
Exalting God Only
)
1.
Give at least 2 examples from the movie to support your position.
.
1. The key elements of supplier measurement are quality, delivery, a.docxstilliegeorgiana
1. The key elements of supplier measurement are quality, delivery, and price. On the surface this appears to be a simple matter, but what are the complicating factors?
2. David Atkinson, the founder and Managing Director of Four Pillars, a management consulting and training company, states that “supplier relationship management is . . . process-focused. It’s a lot more about how the organization systematically plans, than it is about an ’interpersonal’ skill set of the procurement person or relationship manager.” Do you agree or disagree with this statement?
3. Supplier performance measurement is an essential lever for successful supplier management that encompasses both pre- and post-contract management. From this vantage point, how would you distinguish the focuses of supplier performance measurement undertaken pre-contract stage versus post-contract stage?
.
1. Search the Internet and locate an article that relates to the top.docxstilliegeorgiana
1. Search the Internet and locate an article that relates to the topic of HACKING and summarize the reading in your own words. Your summary should be 2-3 paragraphs in length and uploaded as a TEXT DOCUMENT.
2. Do you feel the benefits of cloud computing are worth the threats and vulnerabilities? Have we arrived at a point where we can trust external agencies to secure our most precious data? Please explain your answer.
3. In a few short paragraphs, explain which cloud services you use (Google, Amazon, iCloud, Verizon, Microsoft One, Dropbox, etc) and what type of information you store (docs, photos, music, other files?). How much space do you have and what does this cost per month?
.
1. Text mining – Text mining or text data mining is a process to e.docxstilliegeorgiana
1. Text mining – Text mining or text data mining is a process to extract high-quality information from the text. It is done through patterns and trends devised using statistical pattern learning. Firstly, the input data is structured. After structuring, patterns are derived from this structured data and finally, the output is evaluated and interpreted. The main applications of text mining include competitive intelligence, E-Discovery, National Security, and social media monitoring. It is a trending topic for the thesis in data mining.
Some research needs
Problem definition – In the first phase problem definition is listed i.e. business aims and objectives are determined taking into consideration certain factors like the current background and future prospective.
Data exploration – Required data is collected and explored using various statistical methods along with identification of underlying problems.
Data preparation – The data is prepared for modeling by cleansing and formatting the raw data in the desired way. The meaning of data is not changed while preparing.
Modeling – In this phase the data model is created by applying certain mathematical functions and modeling techniques. After the model is created it goes through validation and verification.
Evaluation – After the model is created, it is evaluated by a team of experts to check whether it satisfies business objectives or not.
Deployment – After evaluation, the model is deployed and further plans are made for its maintenance. A properly organized report is prepared with the summary of the work done.
Research paper Policy
· APA format
. https://apastyle.apa.org/
. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
· Min number of pages are 15 pages
· Must have
. Contents with page numbers
. Abstract
. Introduction
. The problem
4. Are there any sub-problems?
4. Is there any issue need to be present concerning the problem?
. The solutions
5. Steps of the solutions
. Compare the solution to other solution
. Any suggestion to improve the solution
. Conclusion
. References
· Missing one of the above will result -5/30 of the research paper
· Paper does not stick to the APA will result in 0 in the research paper
Spring 2020 Name: ______________________________
MATH 175 – Test 2 (Show Your Work )
7. Given
5
cos2
18
q
=-
and
180270
q
<<
oo
, find values of
sin
q
and
cos
q
.
8. Verify that each of the following is a trigonometric identity.
22
1sin
sec2sectantan
1sin
q
qqqq
q
-
=-+
+
9. Give the exact value of
4
cos2arctan
3
æö
ç÷
èø
without using a calculator.
10. Solve
2cos2cos2
qq
=
for all exact solutions in degrees.
PAGE
1
_1234567891.unknown
_1234567893.unknown
_1234567895.unknown
_1234567896.unknown
_1234567894.unknown
_1234567892.unknown
_1234567890.unknown
Information Systems for Business and Beyond (2019)
Information System.
1. Students need to review 3 different social media platforms that a.docxstilliegeorgiana
1. Students need to review 3 different social media platforms that are not mainstream.
a. TikTok
b. Lasso
c. Vero
d. Steemit
e. Caffeine
f. Houseparty
g. Amazon Spark
h. Anchor
i. Facebook for Creators
j. Foursquare Swarm
k. Facecast
l. Google My Business
m. Reddit
2. Provide background of how the platform started, who owns them and how big of a following they have?
3. What are the platforms demographics?
4. Strategies and Tools/Platforms – Strengths, Opportunities for Improvement, and recommendation for each platform.
5. Monitoring and Measuring what to measure? What analytics? What tools to use?
6. What companies are currently posting on this platform?
7. Develop 2 case examples of how companies are using this platform to engage with their customers? Include images of posts.
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Please do each part on separate attachement (do them individually .docx
1. Please do each part on separate attachement (do them
individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and
paste the prompts into your report and place your response
directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in
response to each prompt) , APA format when referencing either
article, good layout and formatting, and use of a 12 pt font are
expected.
Question Prompts:
1) Considering what you've read in these article, what do you
think of when you hear the term 'individualized (or
personalized) learning'? What do you believe individualized
learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources
on the topic of individualized learning in an online classroom.
Cite your resource using APA format. After reading your
resource, summarize in detail at least 2 key take-aways from
your resource.
Part2:
See attached pdf reading for A section and youtube video for B
secontion answer the below in one page (short answers) no
reference page needed for part 2 (discussion style)
A-
2. (Mertler, 2007) defines data-driven instructional decision
making (or D-DIDM) as a “process by which educators examine
[data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of
instructional decision making? Do you agree? Why or why
not?
2) Mertler refers to the 'art of teaching'. After reading his
thoughts, what do you interpret this phrase to mean? How
might student learning in an online classroom be impacted by
the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of
teaching responsibilities of researchers and those of
practitioners (instructors). If you were advising an online
education practitioner based on Mertler's writings, how would
you describe what ONE of their responsibilities might look
like? Please ensure that your response applies specifically to
the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or
contrasted position taken by the two lecturers. Try to provide
perspectives that have not been previously shared by other
student posters to this forum.
2) List ONE characteristic that you believe the 'average online
student' may possess? What could potentially be done within an
online classroom to support a student possessing this
characteristic? How might your suggestion support better
learning outcomes for the student? Try to provide perspectives
that have not been previously shared by other student posters to
this forum.
Part3
Why is it important to learn and know about the history of
education? Either in the United States or anywhere else? What
3. does that history tell us, and what can we learn from it? Draw
from the supplemental readings in the classroom, or from you
own research.
1- 2 pages at most, and please adhere to the American
Psychological Association (APA) writing styles. Reference
page required
Chamberlain College of Nursing NR341 Complex Adult Health
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 1
Required Uniform Assignment: Interdisciplinary Care
PURPOSE
The purpose of this assignment is for the student to reflect on th
e nursing care of a critically‐ill individual
from a clinical experience. The student will demonstrate clinical
reasoning skills and will discuss
interdisciplinary care that had been incorporated and/or anticipa
ted during the care of the critically‐ill
individual.
COURSE OUTCOMES
This assignment enables the student to meet the following cours
e outcomes:
CO 1: Provide nursing care to patients and their families in crit
ical and emergent care settings based on
theories and principles of nursing and related disciplines.
4. CO 2: Initiate the use of appropriate resources in direct care res
ponsibilities within critical‐care and
emergent care settings.
CO 3: Demonstrate effective therapeutic communication and rel
ationship skills in providing care to
patients and families in critical‐care and emergent care settings.
CO 4: Demonstrate effective clinical decision‐making based on
critical thinking skills and legal, ethical,
and professional standards and principles when caring for patien
ts and families in critical care and
emergent care settings.
CO 5: Implement a plan of for continued personal, professional,
and educational development related to
nursing practice within critical‐care and emergent care settings.
CO 7: Use evidence including research findings from nursing an
d related disciplines to answer clinical
questions related to nursing care of patients in critical care and
emergent care settings.
DUE DATE: See Course Calendar. This assignment falls within
the college’s Late Assignment Policy.
TOTAL POINTS POSSIBLE: 100 POINTS
REQUIREMENTS: THE FOLLOWING ELEMENTS MUST BE I
NCLUDED IN THE PAPER
Background Information Summary:
5. of present illness
past medical and surgical history
diagnosis (diagnoses)
of current hospitalization to date
Significant assessment findings during day(s) of care. Include vi
tal signs, focused assessment,
and data from monitoring devices. (This information can be pres
ented in a table).
Laboratory and Diagnostic Tests
Identify and list a summary of relevant and significant lab value
s and diagnostic tests/procedures
performed. Include the rationales for performing the tests and fo
r any abnormal results. Provide
an analysis of the relationships between/among the diagnostic te
sts and lab results with the
critically‐ill individual’s current condition(s).
Chamberlain College of Nursing NR341 Complex Adult Health
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 2
Medications
Identify and list a summary of relevant and significant medicati
6. ons. Indicate the trade name and
generic name, the medication classification, the therapeutic use,
major adverse effects, timing,
dosage, route of administration, and the nursing implications. A
lso include the rationale(s) as to
why the medication is prescribed for treatment. For example, do
cument the rationale for how the
treatment corrects the critically‐ill individual’s condition or a si
de effect of another drug that is
prescribed for treatment. *This information can be presented in
a table.
Nursing Diagnoses
In order of priority, identify three (3) nursing diagnoses for the
individualized plan of care for this
patient. Two of the nursing diagnoses must address actual probl
ems, and one of the nursing
diagnoses must be a “Risk for” or “Potential Complication” (PC
). For each nursing diagnosis,
include three (3) nursing outcomes, three (3) nursing interventio
ns, and three (3) collaborative
interventions. *This section can be presented as a table or conce
pt map.
Interventions ‐ ROUTINE NURSING MANAGEMENT
Describe independent nursing care you provided in the care of t
he critically‐ill individual.
Examples include, but are not limited to: activity level, position
, ongoing monitoring, and
nutrition (prescribed diet, tube feedings/TPN, formula, rate, and
calculation of basal energy
expenditure (BEE), patient education, wound care etc.). The rati
7. onale must be included for each
intervention.
Interdisciplinary (ID) Care
Collaborative Management
Identify the members of the interdisciplinary team caring for the
critically‐ill individual. Provide
a brief description of their roles and responsibilities. Interdiscip
linary team members include,
but are not limited to: physician, pharmacist, lab/diagnostic test
s personnel, respiratory
therapy, physical therapy, occupational therapy, speech therapy,
social work/case
management, pastoral care, ethicist, etc.
Therapeutic Modalities
Describe the various therapeutic modalities used in the manage
ment of care for the critically‐ill
individual. Discuss the extent of the nurse’s responsibilities and
skills required to manage the
therapeutic modality in comparison to the responsibilities of the
members of the
interdisciplinary team. Therapeutic modalities include but are n
ot limited to: oxygen therapy
(mode, FiO2,), dialysis/CRRT (settings), ventilator therapy (mo
de of ventilation, settings, FiO2).
The rationale must be included for each modality.
Nursing Role Reflection
Provide a brief summary of how your role interacted with the m
8. embers of the interdisciplinary
team. Include in your summary
Analysis of communication style preferences among interdiscipl
inary team members and with
the critically‐ill individual and family members. What is the im
pact of your own
communication style on others?
System barriers and facilitators. Did the organizational framewo
rk for interdisciplinary
management of care facilitate or hindered the quality of care/out
comes for the critically‐ill
individual? What recommendations can you make to the organiz
ational system for enhancing
Chamberlain College of Nursing NR341 Complex Adult Health
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 3
interdisciplinary collaboration? Provide at minimum two (2) evi
dence‐based literature sources
to support your recommendations.
Professional Development. Based on your experience(s), write i
deas for your own professional
self‐development plan to enhance your potential for becoming a
n effective member in an
interdisciplinary team.
9. PREPARING THE PAPER
Style and Format
The paper should be typed and presented in APA format, includi
ng an APA title page, use of headings,
and references with in‐text citations. Spelling and grammar will
be evaluated with this assignment.
Page Limits
The body of the paper should be between 7‐10 pages, NOT inclu
ding the Title and Reference pages.
Summary 1 to 1.5 pages
and Diagnostic Tests 1 to 1.5 pages
1 to 1.5 pages
Diagnoses 1 to 1.5 pages
1 page
Care 1 to 1.5 pages
Role Reflection 1 to 1.5 pages
GRADING CRITERIA
Assignment
Criteria
Points % Description
Background
Information
10 10%
Includes ALL the elements as described in the assignment guide
10. lines:
of present illness
past medical and surgical history
diagnosis(es)
of current hospitalization to date
Significant assessment findings during day(s) of care. Include vi
tal signs,
focused assessment, and data from monitoring devices.
Laboratory
and
Diagnostic
Tests
10 10%
Identifies and lists relevant and significant lab values and diagn
ostic
tests/procedures performed.
Includes the rationales for performing the tests and for any abno
rmal results.
Provides an analysis of the relationships between/among the dia
gnostic tests
and lab results with the critically‐ill individual’s current conditi
on(s).
Medications 10 10%
Identifies and lists relevant and significant medications.
11. Indicates the trade name and generic name, the medication class
ification, the
therapeutic use, major adverse effects, and nursing implications.
Includes the rationale(s) as to why the medication is prescribed
for treatment.
Nursing
Diagnoses
15 15%
Identifies three (3) nursing diagnoses in order of priority: 2 actu
al problems
and 1 risk for or potential complications for the plan of care.
Includes 3 nursing outcomes, 3 nursing interventions, and 3 coll
aborative
interventions for each nursing diagnosis.
Chamberlain College of Nursing NR341 Complex Adult Health
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 4
Interventions:
Routine
Nursing
Management
12. 10 10%
Describes independent nursing care provided in the care of the c
ritically‐ill
individual.
rationales are included for each intervention.
ID Care:
Collaborative
Management
10 10%
Provides a comprehensive list of the interdisciplinary team mem
bers caring
for the critically‐ill individual.
Provides a brief description of the roles and responsibilities of e
ach respective
interdisciplinary team members.
ID Care:
Therapeutic
Modalities
10 10%
Describes the various therapeutic modalities used in the manage
ment of
care for the critically‐ill individual.
Discusses the extent of the nurse’s responsibilities and skills re
13. quired to
manage the therapeutic modality in comparison to the responsibi
lities of the
members of the interdisciplinary team.
rationales are included for each respective modality.
Nursing Role
Reflection
20 20%
Summary includes:
Analysis of communication style preferences among interdiscipl
inary team
members and with the critically‐ill individual and family membe
rs;
Analysis of the impact of own communication style on others
Description of system barriers and facilitators in relation to the
quality of
care/outcomes for the critically‐ill individual
Discussion of recommendations to the organizational system for
enhancing
interdisciplinary collaboration, which are supported by at least t
wo (2)
evidence‐based literature
14. Description of ideas for own professional self‐development plan
to enhance
own potential for becoming an effective member in an interdisci
plinary
team.
APA Format,
Spelling,
Grammar,
and
Mechanics
5 5%
Proper APA format for title page, headings, references and in‐te
xt citations.
errors in spelling, grammar, and mechanics
Chamberlain College of Nursing NR340 Critical Care Nursing
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 5
GRADING RUBRIC
Assignment
Criteria
Outstanding or Highest Level
of Performance
A (92–100%)
15. Very Good or High Level of
Performance
B (84–91%)
Competent or Satisfactory
Level of Performance
C (76–83%)
Poor, Failing or Unsatisfactory
Level of Performance
F (0–75%)
Background
Information
(10 points)
Includes ALL the guideline
elements:
of present illness
past medical and
surgical history
diagnosis(es)
of current
hospitalization to date
assessment findings
16. during day(s) of care. Includes
vital signs, focused assessment,
and data from monitoring
devices.
10 points
Does not include 1‐2 elements:
of present illness
past medical and
surgical history
diagnosis(es)
of current
hospitalization to date
assessment findings
during day(s) of care. Includes
vital signs, focused assessment,
and data from monitoring
devices.
9 points
Does not include 3 elements:
of present illness
past medical and
surgical history
17. ng diagnosis(es)
of current
hospitalization to date
assessment findings
during day(s) of care. Includes
vital signs, focused assessment,
and data from monitoring
devices.
8 points
Does not include 4 or more
elements:
of present illness
past medical and
surgical history
diagnosis(es)
of current
hospitalization to date
assessment findings
during day(s) of care. Includes
vital signs, focused assessment,
and data from monitoring
devices.
0–7 points
18. Laboratory and
Diagnostic Tests
(10 points)
and lists relevant and
significant lab values and
diagnostic tests/procedures
performed.
discusses the
rationales for performing the
tests and for any abnormal
results.
provides an
analysis of the relationships
between/among the diagnostic
tests and lab results with the
critically‐ill individual’s current
condition(s).
10 points
identifying 1‐2
relevant/significant lab values
and/or diagnostic tests/
procedures performed.
discusses the
rationales for performing the
tests and for any abnormal
results.
provides an
analysis of the relationships
19. between/among the diagnostic
tests and lab results with the
critically‐ill individual’s current
condition(s).
9 points
identifying 3‐4
relevant/significant lab values
and/or diagnostic tests/
procedures performed.
discusses the
rationales for performing the
tests and for any abnormal
results.
provides an
analysis of the relationships
between/among the diagnostic
tests and lab results with the
critically‐ill individual’s current
condition(s).
8 points
identifying ≥ 5
relevant/significant lab values
and/or diagnostic tests/
procedures performed.
discusses the
rationales for performing the
tests and for any abnormal
results.
20. provides an
analysis of the relationships
between/among the diagnostic
tests and lab results with the
critically‐ill individual’s current
condition(s).
0–7 points
Chamberlain College of Nursing NR340 Critical Care Nursing
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 6
Assignment
Criteria
Outstanding or Highest Level
of Performance
A (92–100%)
Very Good or High Level of
Performance
B (84–91%)
Competent or Satisfactory
Level of Performance
21. C (76–83%)
Poor, Failing or Unsatisfactory
Level of Performance
F (0–75%)
Medications
(10 points)
and lists relevant and
significant medications.
medications listed:
identifies trade name and
generic name, the medication
classification, the therapeutic
use, major adverse effects, and
nursing implications.
discusses the
rationale(s) as to why the
medication is prescribed for
treatment.
10 points
identifying 1‐2 relevant
and significant medications.
medications listed:
identifies trade name and
generic name, the medication
classification, the therapeutic
use, major adverse effects, and
nursing implications.
22. discusses the
rationale(s) as to why the
medication is prescribed for
treatment.
9 points
identifying 3‐4 relevant
and significant medications.
medications listed:
identifies trade name and
generic name, the medication
classification, the therapeutic
use, major adverse effects, and
nursing implications.
discusses the
rationale(s) as to why the
medication is prescribed for
treatment.
8 points
identifying ≥ 5 relevant
and significant medications.
medications listed:
identifies trade name and
generic name, the medication
classification, the therapeutic
use, major adverse effects, and
nursing implications.
discusses the
23. rationale(s) as to why the
medication is prescribed for
treatment.
0–7 points
Nursing Diagnoses
(15 points)
Identifies 3 nursing diagnoses – 2
actual problems and 1 risk for or
potential complication; All the
diagnoses are considered
priorities for the critically‐ill
individual.
For each nursing diagnosis, the
plan of care includes:
nursing outcomes,
nursing interventions
collaborative interventions.
14‐15 points
Identifies 3 nursing diagnoses – 2
actual problems and 1 risk for or
potential complication; Two of the
diagnoses are considered
priorities for the critically‐ill
individual.
For each nursing diagnosis, the
plan of care includes:
24. nursing outcomes,
nursing interventions
collaborative interventions.
13 points
Identifies 2 nursing diagnoses –
actual and/or risk for or potential
complication; Both of the
diagnoses are considered
priorities for the critically‐ill
individual.
For each nursing diagnosis, the
plan of care includes:
nursing outcomes,
nursing interventions
collaborative
interventions.
12 points
Identifies nursing diagnoses ‐
actual and/or risk for or potential
complications that are not
relevant OR are not priority for
the critically‐ill individual.
For each nursing diagnosis, the
plan of care includes:
0‐1 nursing outcome, and/or
nursing interventions,
25. and/or
collaborative intervention.
0–11 points
Interventions:
Routine Nursing
Management
(10 points)
Comprehensively describes
independent nursing care
provided in the care of the
critically‐ill individual.
Adequately describes
independent nursing care
provided in the care of the
critically‐ill individual.
Adequately describes
independent nursing care
provided in the care of the
critically‐ill individual.
Minimally describes independent
nursing care provided in the care
of the critically‐ill individual.
Chamberlain College of Nursing NR340 Critical Care Nursing
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 7
26. Assignment
Criteria
Outstanding or Highest Level
of Performance
A (92–100%)
Very Good or High Level of
Performance
B (84–91%)
Competent or Satisfactory
Level of Performance
C (76–83%)
Poor, Failing or Unsatisfactory
Level of Performance
F (0–75%)
ALL interventions are referenced,
with use of evidence‐based
literature.
10 points
1‐2 interventions are not
referenced, yet display use of
evidence‐based literature.
27. 9 points
3‐4 interventions are not
referenced, and show minimal use
of evidence‐based literature.
8 points
≥ 5 interventions are not
referenced, with minimal/no use
of evidence‐based
0–7 points
ID Care:
Collaborative
Management
(10 points)
Comprehensively identifies ALL
interdisciplinary team members
involved in the care of the
critically‐ill individual.
Comprehensively describes the
roles and responsibilities of each
interdisciplinary team member.
10 points
Missed identifying 1
interdisciplinary team member
who was involved in the care of
the critically‐ill individual.
Adequately describes the roles
28. and responsibilities of each
interdisciplinary team member.
9 points
Missed identifying 2
interdisciplinary team members
who were involved in the care of
the critically‐ill individual.
Minimally describes the roles and
responsibilities of each
interdisciplinary team member.
8 points
Missed identifying ≥ 3
interdisciplinary team members
who were involved in the care of
the critically‐ill individual.
Inadequately describes the roles
and responsibilities of each
interdisciplinary team member.
0–7 points
ID Care:
Therapeutic
Modalities
(10 points)
Comprehensive and accurate
description of therapeutic
modalities.
Comprehensive discussion of
nursing responsibilities/skills
required to manage therapeutic
29. modalities in comparison to the
responsibilities of the
interdisciplinary team.
Comprehensive and properly
referenced description of
rationales included for each
respective modality.
10 points
Adequate and accurate
description of therapeutic
modalities.
Adequate discussion of nursing
responsibilities/skills required to
manage therapeutic modalities in
comparison to the responsibilities
of the interdisciplinary team.
Adequate and properly
referenced description of
rationales included for each
respective modality.
9 points
Brief, yet accurate description of
therapeutic modalities.
Adequate discussion of nursing
responsibilities/skills required to
manage therapeutic modalities in
comparison to the responsibilities
of the interdisciplinary team.
Brief, yet properly referenced
30. description of rationales included
for each respective modality.
8 points
Minimal and/or inaccurate
description of therapeutic
modalities.
Minimal or inadequate discussion
of nursing responsibilities/skills
required to manage therapeutic
modalities in comparison to the
responsibilities of the
interdisciplinary team.
Minimal and/or improperly
referenced description of
rationales included for each
respective modality.
0–7 points
Nursing Role
Reflection
(20 points)
For ALL 4 Criteria, summary
provides comprehensive and
insightful reflection on the nursing
For 3 Criteria, summary provides
comprehensive and insightful
reflection on the nursing role
For 2 Criteria, summary provides
comprehensive and insightful
31. reflection on the nursing role
For 0‐1 Criteria, summary
provides comprehensive and
insightful reflection on the nursing
Chamberlain College of Nursing NR340 Critical Care Nursing
NR341 RUA Interdisciplinary Care.docx Revised 06
/2016 8
Assignment
Criteria
Outstanding or Highest Level
of Performance
A (92–100%)
Very Good or High Level of
Performance
B (84–91%)
Competent or Satisfactory
Level of Performance
C (76–83%)
Poor, Failing or Unsatisfactory
32. Level of Performance
F (0–75%)
role within the interdisciplinary
team, which addresses
style and
preferences
barriers and
facilitators
evidence‐based
recommendations for system
enhancements
relevant
professional self‐
development plan
19–20 points
within the interdisciplinary team,
which addresses
style and
preferences
em barriers and
facilitators
evidence‐based
recommendations for system
enhancements
33. relevant
professional self‐
development plan
17‐18 points
within the interdisciplinary team,
which addresses
style and
preferences
barriers and
facilitators
evidence‐based
recommendations for system
enhancements
relevant
professional self‐
development plan
16 points
role within the interdisciplinary
team, which addresses
style and
preferences
barriers and
facilitators
evidence‐based
recommendations for system
34. enhancements
relevant
professional self‐
development plan
0– 15 points
APA Format,
Spelling,
Grammar, and
Mechanics
(5 points)
Contains no errors in APA
formatting, spelling, grammar, and
mechanics.
5 points
Contains 1‐2 errors in APA
formatting, spelling, grammar, and
mechanics.
4.5 points
Contains 3‐4 errors in APA
formatting, spelling, grammar, and
mechanics.
4 points
Contains ≥ 5 errors in APA
formatting, spelling, grammar, and
mechanics.
35. 0‐3 points
Total Points Possible = 100 points
12 Mid-Western Educational Researcher Volume 22, Number 1
· Winter 2009
mind·set or mind-set (mndst) n
A fixed mental attitude or disposition that predeter-•
mines a person’s responses to and interpretations
of situations.
An inclination or a habit.•
Introduction
In this address, I plan to discuss some things that I am
very passionate about; some things I think are very important
for professional educators—and education, in general—and
hopefully give you some food for thought as you go forward
in practicing in your specific chosen field. Specifically what I
want to do initially is to “dissect” the notion of data-driven in-
structional decision making by first discussing “instructional
decision making,” then talking about the data-driven aspect.
I’m also going to incorporate a discussion of merging these
concepts as a single broad educational process and argue for
the inclusion of three critical components in that process. I
think I’m correct in assuming that we are all familiar with
these critical components, but that we’ve not really looked
at these concepts as integral parts of a single process. This
is one of the key aspects that I hope you take away from my
talk this morning. Finally, I am going to try to integrate dis-
36. cussions of the roles and responsibilities of both researchers
and practitioners in these educational processes.
Instructional Decision Making:
The Art of Teaching
Let’s begin by taking a look at instructional decision
making. My working definition for this term is the notion
that all educators are constantly making decisions about
educational programs, curriculum, instructional styles, and
instructional materials. You name it…we make decisions
about it. Hopefully, the reason that we are making those
decisions has its basis in our continuing effort to maximize
student learning. Let’s face it…that’s why we’re in this
business. In the past—and, probably, the not so distant
past—a lot of instructional decision making was based on
“gut instinct.” It was based on that feeling or that sense that,
as educators, we know what works with students; we know
what doesn’t work with students. Let me put that in a more
specific context. We know what works with our students and
we know what doesn’t work with our students. The fact that
we are talking about the students that we teach or of whom
we are in charge is really a key feature of what I want to fo-
cus on. The problem with relying on gut instinct as the basis
for instructional decisions is that it is not a very systematic
process. Teachers, or educators in general, often try different
instructional approaches. Sometimes they work, but most of
the time they do not. Therefore, what we end up with is a sort
of “trial-and-error” process that often results in a good deal of
frustration. I am sure that you can recall examples from your
own teaching. We have sketched ideas out on paper and they
looked great. However, when we ultimately try them with
our students, our ideas have failed miserably. Please note that
I said that our “ideas failed,” not that we failed. The reason
that I say that is because we have to remember that we still
37. learned something through our trial-and-error process. We
have learned what not to do, what did not work. It is crucial
to remember that this is still beneficial to the teaching and
learning process.
Simply put, what I am referring to with this practice of
“gut instinct decision making” is the art of teaching. Now,
2008 MWERA Presidential Address
A Systematic Approach to Transforming the Art
of Teaching Into the Science of Teaching:
Developing a D-DIDM Mindset
Craig A. Mertler
Bowling Green State University
Abstract
Data-driven instructional decision making (or D-DIDM) is a
“process by which educators examine
[data] in order to identify student strengths and deficiencies”
(Mertler, 2007). My view of the process of
D-DIDM merges three critical educational practices: classroom-
based (or site-based) action research,
assessment of student learning, and reflective practice. Each of
these practices are discussed individually,
followed by an examination of the union of the three into a
comprehensive approach to D-DIDM. The
roles and responsibilities of researchers and practitioners in this
process is also integrated throughout
the discussion. My address is intended to motivate educators at
all levels to seriously and conscientiously
consider integrating D-DIDM into their classroom practice.
(Presidential Address continued on page 17.)
38. Volume 22, Number 1 · Winter 2009 Mid-Western Educational
Researcher 17
I firmly believe that teaching, at any and all levels, is an art
form. There are some skills that just cannot be taught; there
are some skills that cannot be learned. I am sure that if you
think back, you can recall a teacher that you have had so
much respect for because that teacher just “got” you, helped
you, reached you. When you walked into that teachers’
classroom or out of that classroom on a given day, you were
inspired. You were taught something that you did not know
before and that was a great feeling, wasn’t it? Now, try to
recall a teacher who might be located at the opposite end of
that spectrum. All of us have had teachers who we knew just
did not get it. They were not that “artist” in their respective
classrooms. As students, we could sense that. But remember
how we are sensing that. It is sort of that gut feeling; we just
know it when we see it.
Now, rest assured, I do not ever mean to take anything
away from teachers who possess that art of teaching because
it is a very important and integral part of the educational pro-
cess. In contrast, what I want to do is to take “teaching as an
art form” a little bit further than that and suggest some things
that hopefully build and extend this notion of good classroom
teaching. When it comes to the art of teaching, I believe that
both researchers and practitioners have responsibilities. I
believe that researchers have responsibilities for suggesting
alternatives for educators to examine and consider trying as
part of their trial-and-error process. The reason that I think
that this is an important responsibility for researchers is be-
cause oftentimes, as researchers, we know were to find these
resources; sometimes practicing educators may not know all
39. of the resource capability and availability that we might. I
think as researchers, we have a responsibility to work with
educators and to suggest various ideas and alternatives, hope-
fully based on existing research. Of course, whenever we do
this and suggest that educators use these alternatives in their
particular settings, we immediately have issues of generaliz-
ability, along with a host of other potential implementation
problems. Simply because an idea worked in the setting in
which we read about it obviously does not mean that it is go-
ing to work in our setting. Unfortunately, this is not a perfect
blending of the responsibilities of researchers and the task at
hand (i.e., helping educators to be more effective).
I think that practitioners also have similar responsibili-
ties, in that they need to consider research-based alternatives,
and to be willing to try them in their settings. Eventually,
educators still must engage in the trial-and-error process,
and this continues to be a frustrating part of the process.
However, I think that both researchers and practitioners
have to be willing to examine resources that they may not
have examined in the past. For example, if there is a great
Web site that you go to for ideas, that is great, but you do not
want to limit yourself to just that one Web site. You want to
expand your options and look at other resources. I think that
both researchers and practitioners have a responsibility to do
these things and to do them collaboratively (I will revisit this
notion of collaboration later…).
Data-Driven: The Science of Teaching
Let’s shift to the other component of “data-driven in-
structional decision making” (i.e., the data driven part). As I
define it, data-driven is the notion that questions or problems
require information in order to be answered appropriately and
to the best of our abilities, and that the decisions that result
40. from those questions and actions are based on evidence. In
other words, they are based on information that we gather so
that they are not just our gut instincts or reactions. There is
more to it than just gut instinct. Historically, when you see
the term “data-driven” in most of its contexts, it has a very,
very narrow definition. That definition is limited to data
in the form of standardized testing results. Why has there
been such a narrow view? I believe that is because we tend
to equate “data” with numbers, and test scores are numbers
and therefore that’s data-driven. I believe that this is a very,
very limited perspective. Part of the reason that I view this
as a very limited perspective has a lot to do with the types of
things that all of us have likely experienced when it comes
to standardized testing, as a student taking a test, a teacher
trying to prepare students to take a test, an administrator
trying to motivate our teachers to prepare students to take
tests, parents who have to deal with the results of the tests,
etc. It just sort of makes you want to pull your hair out on
a regular basis!
I personally do not hold this narrow view of data-driven
evidence. My approach to the notion of data-driven can be
summarized in the following quote:
I honestly don’t know anyone who loves
standardized testing! But the standardized testing
movement is not going away anytime soon. An ex-
amination of its impact on this country’s educational
system over the past 40 years will confirm that.
Therefore I approach it from this perspective…and
I strongly suggest that all professional educators
adopt a similar attitude. Anytime we are given the
responsibility of making decisions about children,
we need as much information as possible in order
for those decisions to be as accurate as possible. We
ask students questions; we ask them to read to us;
41. we require them to write for us; we test them over
units of instruction; we observe them; we encourage
them to be creative; we engage them in performance
based tasks; etc. The results from standardized tests
are just another source of information—about stu-
dent learning, about our teaching, and about our
curriculum. Please use them as such—add them to
your long list of various sorts of information about
student learning. They can only help improve the
accuracy of the decisions that we make about our
students, as well as our own instruction. (Mertler,
2007)
(Presidential Address continued from page 12.)
18 Mid-Western Educational Researcher Volume 22, Number 1
· Winter 2009
Therefore, I do not have the limited view that the only
things that can guide data-driven decisions are test scores. In
fact, the way that I view all of this is that nothing should limit
you in terms of the kinds of data that you collect in order to
guide data-driven decisions, provided they are sound data.
They can be based on a wide variety of sources of informa-
tion about students. They can certainly be based on teacher-
developed classroom tests, performance-based assessments,
and informal classroom assessments techniques or tasks.
Consider one of several informal classroom assessment tech-
niques, called a “one-minute paper.” A minute or two before
students leave the classroom, the teacher says “Take out a note
card and complete this sentence: One thing I learned today
that I didn’t know coming in is ___________,” or “The one
thing that I’m still confused about is ___________.” If you
think about it for a moment, a technique such as this provides
42. a very efficient means of collecting some highly valuable
information. If a teacher did not take that little bit of effort
to collect this information at the end of a class period, there
are potentially lots of things that he or she walked out of class
not knowing about the students and vice versa. Other sources
of meaningful student information include student journals,
student reflections, interviews with students, and surveys of
students (whether they be content-based surveys, attitudinal
surveys, or affective surveys). All of these sources provide
potential information about students and their learning that
can be very beneficial. What I am really encouraging you
to do is to develop an assessment system that includes both
formative and summative assessments. You should not limit
yourself in terms of the kinds of things that you can incorpo-
rate in this overall broad system of data-driven evidence.
Earlier, I talked about “instructional decision making”
comprising the gut reaction aspect in the art of teaching. To
me, the “data-driven” component is the science of teaching.
It provides a more scientific and systematic approach to
this decision making process. I do not think that those two
things—the art of teaching and the science of teaching—are
mutually exclusive. I hope that, as educators, we would do
both of these. First, I would never want to take anything away
from the teacher who is a true artist in his or her classroom,
because that is a rare entity. I would never encourage some-
body not to do those things. However, there are a lot of other
things that we can also incorporate into that process, in order
to improve that process. I believe that both researchers and
practitioners have a great deal of responsibility here as well.
We need to promote the notion of the data-driven science of
teaching from the researcher perspective.
If we extend the idea of considering classroom alter-
natives and options and do so from a data-driven (i.e., the
43. science of teaching) perspective, what I am really referring
to is focusing on a more systematic approach to weighing
alternatives and options. Employing a systematic approach
implies that we utilize the scientific method. This means that
we’re going to generate ideas, develop hypotheses, design
a scientific investigation, collect data, analyze those data,
draw conclusions, and then start that cycle all over again by
developing new hypotheses. (One of the other things that
I will revisit later is the whole notion of all of these things
being cyclical—this is not a “one time thing and then we
stop” type of approach.) If we examine this from the prac-
titioner perspective again, we will consider alternatives and
options, but will do so in a more systematic fashion. This
improved trial-and-error process is shown in Figure 1. It is
still a “trial-and-error” process, but the “trial” piece becomes
a lot more systematic and incorporates a good deal of profes-
sional reflection.
During the process of reflection, several questions should
be addressed:
How well did the idea work?•
Next time I do this, how am I going to do it dif-•
ferently?
What do I need to do to extend what I have already •
tried?
If my idea did not work, what am I going to do •
differently?
Contrary to the figure, this is not an “end-of-the-road”
kind of process (note the arrow at the bottom). Based on
their relative effectiveness, ideas should be revised and the
revisions implemented again. It is important to recognize
that sometimes the time frame from the first cycle to the
next cycle maybe a year apart, especially if you are teaching
in a K-12 setting. A benefit of finding yourself in this situa-
tion is that you have a year to reflect and generate ideas for
44. the revised implementation during the subsequent cycle. It
should be fairly obvious that this is a much more systematic
process than just finding ideas on the Internet, throwing them
together, and seeing how they fly. Therefore, the proverbial
bottom line for me is that teaching, and education in general,
Figure 1. A more “systematic” process of trial-and-error.
Figure 1. A more “systematic” process of trial-and-error.