company: Marion Counseling
Jackson, MS
They are a counseling company within the schools they help children who have been traumatized or had death in the family
The report must clearly address each of the following questions:
1. Describe the agency.
• Is it public or private, profit or non-profit?
• How many people does it employ? What educational backgrounds do the employees have?
• How many social workers are employed and at what levels?
2. What services does the agency provide?
• What services do the social workers provide?
• What social work methods are used? (Casework with individuals, families, or groups, group
work or group therapy, administration, research, policy development or advocacy,
community organization, etc.)
• How does this agency serve the needs of children and families?
3. Who are the clients?
• What are the primary needs and/or problems of the clients served?
• What special population groups are served? (Children, families, adults, African Americans,
Hispanics, LBGT community, persons with disabilities, the chemically dependent, etc.)
4. What are the eligibility requirements?
• Are these requirements stated formally or informally?
• Do all eligible clients receive services or was there discrimination? What stigmas or
stereotypes did you observe in this setting?
• How does the agency handle those who are not eligible to receive services?
• Of the eligible clients, how many receive services? Are there similar services offered by
other local or state agencies?
5. What is the mission statement of the agency?
• What are the agency’s objectives? Are these objectives stated formally or informally?
Where?
• Do you think the agency is successful in accomplishing its stated objectives?
• What needs or gaps in service provision did you notice? How could these be addressed? Be
creative.
6. Describe how the agency is managed.
• Does it have a director and/or a Board of Directors?
• When problems arise, how are they solved? Is there a “chain of command” among
employees and supervisors?
• How did the agency become established?
• How is the agency funded?
• Does the agency have special certification to provide services? If so, what kind of
certification process must it go through to keep that certification?
7. What federal and state laws are relevant to this agency? (particularly the Child Abuse
Reporting and Protective Services Laws, the Americans with Disabilities Act and IDEAS Laws,
Laws for Permanency Planning and Family Preservation (foster care and adoption policies),
and welfare policies (including TANF, Medicaid, etc.).
• Are any of these public laws the subject of current political debate? Explain.
• What policies could be developed to better serve this agency and the agency’s clients?
• What problems did you observe in the agency that policies could prevent or address?
• What ethical dilemmas did you encounter? Describe. How were these dilemmas resolved?
8. What did you do as a volunteer at the agency? Discuss in detail.
• Describe a meaningful contact you had with a client without breaking confidentiality.
• Describe your relationship with your supervisor.
• What did you learn about services for children from the agency, clients, or supervisor?
• Would you recommend this agency and supervisor to other volunteering students?
9. What was it like for you to work with children and youth?
• How did you feel before and after the experience? How did the experience change your
feelings about children and youth?
• How did the experience change your attitude about your own development as a child and
about your experience (past, present, or future) as a parent?
• What did you learn about child development?
• Was this a meaningful experience for you? Why or why not? Your answer should reflect
increased self-awareness and growth as a potential social worker.
Author: admin
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Title: Developing an Intervention for Patient, Family, or Population Problem: A Capstone Project “Intervention for Improving Patient Outcomes: The Role of Leadership, Change Management, Nursing Ethics, and Technology” “Collaborative Strategies for Improving Patient and Population Outcomes: A Proposed Intervention”
please read through Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5–7 page analysis of your intervention.
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Introduction
In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:
Creating an educational brochure.
Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
Creating a teaching plan for your patient, family, or group.
Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:
Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
Leadership.
Collaboration.
Communication.
Change management.
Policy.
Quality of care.
Patient safety.
Costs to the system and individual.
Technology.
Care coordination.
Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
Summarize the patient, family, or population problem.
Explain why you selected this problem as the focus of your project.
Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
Define the role of leadership and change management in addressing the problem.
Explain how leadership and change management strategies influenced the development of your proposed intervention.
Explain how nursing ethics informed the development of your proposed intervention.
Include a copy of the intervention/solution/professional product.
Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
Identify the patient, family, or group.
Discuss the benefits of gathering their input to improve care associated with the problem.
Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
Cite the standards and/or policies that guided your work.
Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
Cite evidence from the literature that supports your conclusions.
Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
Cite evidence from the literature that supports your conclusions.
Write concisely and directly, using active voice.
Apply APA formatting to in-text citations and references.
Additional Requirements
Format: Format the written analysis of your intervention using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
A title page and reference page. An abstract is not required.
Appropriate section headings.
Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.
Portfolio Prompt: Save your intervention to your ePortfolio. After you complete your program, you may want to consider leveraging your portfolio as part of a job search or other demonstration of your academic and professional competencies.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Define the role of leadership and change management in addressing a patient, family, or population health problem and includes a copy of intervention/solution/professional product.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
Competency 5: Analyze the impact of health policy on quality and cost of care.
Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
Competency 8: Integrate professional standards and values into practice.
Write concisely and directly, using active voice.
Apply APA formatting to in-text citations and references.
Please submit both your solution/intervention and the 5–7 page analysis to complete Assessment 4.
Scoring Guide
Use the scoring guide to understand how your assessment will be evaluated.
View Scoring Guide Download View Scoring Guide -
Empowerment of Women in the Colonial Era: Doña Marina and Erendira Ikikunari Initial Post: During the colonial era, women were often seen as inferior and were subjected to various forms of oppression and abuse. However
What you need to do:
The discussion has two parts, and you must be mindful to respond to both.
An initial post of at least 200 words is due by Thursday at Midnight
Respond to two classmates of 100 words each are due by Sunday at Midnight.
Discussion:
During the colonial era, cases such as sexual abuse were not considered important, and rape functions to express and confirm power, dominance, and control by the dominant class. There is also manipulation of gender codes to enforce the hierarchy of dominance and submission. The dominant gender compels their political opposition to assume the subordinate, “feminine” positions. Instead of assigning and controlling gender codes, their opponents fall victim to the excessive enactment of the explosion of hyper-masculinity. However, the women in our readings Doña Marina and from our film Erendira Ikikunari, were able to overcome this adversities constructed by men. Of the women previously mentioned who had the biggest impact on you? Please elaborate your answer. Look for ways to connect with your classmates. A quality post is one that moves the discussion forward in which conversation goes back and forth several times not just once. One-liners do not constitute a quality post. -
Title: The Impact of Social Media on U.S. Society and Human Interactions Social media has significantly changed the landscape of U.S. society in the past decade. With the rise of platforms like Facebook, Twitter, and Instagram, people are
Provide at least one change in U.S. society, and discuss how this change shapes every aspect of society and human interactions.
Write a minimum of 150 words. Do a works cited with the websites you used to research. -
“Contrasting Normative Arguments: Exploring Differing Perspectives on a Controversial Topic” “Examining the Constitutional and Moral Justifications for Abortion in the United States” “Analyzing Logical Arguments and Reflecting on Key Concepts and Critical Thinking”
Touchstone 4: Contrasting Normative Arguments in Standard Form
Scenario: In this assignment, you will make two contrasting normative arguments about what one ought to do. Both arguments will be about the same topic; thus, at least one of the arguments will contradict your personal opinion. You will compose the arguments in standard form, as a series of statements that end with your conclusion. Do not write your arguments as an essay.
Assignment: Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission.
Critical Thinking Touchstone 4 Template.docx
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose a Topic
Choose one topic from the following list:
Should people eat meat?
Should marijuana be legal?
Should pet cats be kept indoors?
Should zoos exist?
Should customers leave a tip in a coffee shop?
Should seat belt wearing be mandatory?
Should children be required to take gym/physical education?
Should public roads be used for private car parking?
Step 2. Develop Logically Contradictory Normative Conclusions
Develop two logically contradictory normative conclusions on this topic. You do not need to agree with both (or either!) conclusions, but you should be able to logically support both of them.
The conclusions need not be phrased exactly the same as they are phrased in the topic list, but they do need to be logically contradictory to one another.
EXAMPLE
If you selected the topic “Should people eat meat?”, your conclusions might be:
People should not eat meat.
People should eat meat.
But it would also be acceptable to choose:
People should reduce their meat consumption.
People need not reduce their meat consumption.
Another option could be:
It is morally permissible to eat fish.
It is not morally permissible to eat fish.
Note that you need not indicate which conclusion you actually agree with. An omnivore might write an excellent logical argument for veganism, or vice versa!
Step 3: Write Normative Argument for First Conclusion
Choose your first conclusion and write a normative argument in standard form to reach that conclusion. This requires knowledge of the standard form of logical arguments, which you can find in 2.1.1 What Is an Argument?, and understanding of normative arguments, which you can find in 2.1.2 Identifying Arguments and Statements. Because normative arguments rely on standards of human behavior, you should also review 4.3.3 Moral Frameworks. The directions in the template will give you further instructions.
Step 4: Write Normative Argument for Second Conclusion
Repeat Step 3 for your second conclusion.
Here is an example of two arguments with normative conclusions taking contrary points of view. The normative premises are marked with an asterisk. This serves as an example of what arguments look like in standard form. This topic may not be used for your own Touchstone.
Americans are granted the right to life, liberty, and the pursuit of happiness as a foundational principle of its founding documents.
Among these rights are bodily autonomy and personal decisions about family planning.*
Forcing a parent to go through an unwanted pregnancy and childbirth violates these principles by taking away their basic right to liberty and long-term pursuit of happiness.*
Forcing a parent to go through an unwanted pregnancy and childbirth also frequently presents a threat to the life of the birth parent.
There is no constitutional or scientific reason to confer personhood on a fetus.
Any opinion on the personhood of fetuses is thus not based on law or science, but a personal moral or religious choice.
The Constitution (Amendment 1) establishes the freedom of religion.
Therefore, any law derived from a religious stance is unconstitutional (from 5-7).
Therefore, pregnant people have the right to terminate a pregnancy for any reason (from 1-4, 8).
It is wrong to kill a human being without justification such as self-defense.*
An unplanned pregnancy may be inconvenient, but only in rare cases does it present a threat to a person’s life.
In no other cases besides abortion do we make it legal to murder people who inconvenience us.
Born children are also inconvenient, but it is not legal for parents to kill them.
In no other cases besides abortion do we make it legal to murder the born children of rape or incest.
A fetus is a viable human being at 24 weeks.
Therefore, except in cases where the pregnancy presents a threat to the birth parent’s life, abortion should be illegal after 24 weeks.
Step 5: Reflection
Answer the reflection questions about your reasoning behind the arguments you wrote. One question asks to identify a deductive rule of inference or an inductive practice used in your arguments. You can find these in 3.3.2 Valid Rules of Inference From Conditional Statements, 3.3.3 Valid Rules of Inference From Conjunction and Disjunction, and the 4.1.4 Inference to the Best Explanation, or other inductive practices discussed throughout unit 4.
Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines.
1. Argument Preparation
❒ Is each argument in standard form, not paragraph form?
❒ Do your two arguments have logically contradictory conclusions?
❒ Is each argument at least five declarative sentences, ending in a conclusion?
❒ Does each argument have a normative conclusion (saying what people ought to do)?
❒ Is there at least one normative premise that supports each conclusion?
2. Annotating Your Argument
❒ Did you place an asterisk (*) on the normative premise(s) that support your conclusion?
❒ Did you underline any subconclusions in your argument?
❒ Are there sources for any assertions that are fact-based and not well known/accepted?
3. Reflection Questions
❒ Did you answer all five of the reflection questions satisfactorily?
❒ Do your answers meet the length requirement and fully answer the question?
B. Rubric
Advanced Proficient Acceptable Needs Improvement Non-Performance
Logical Arguments: Form
Response shows understanding of logical arguments. (20%)
Both arguments meet all requirements of proficiency, with notably clear writing and careful sequencing of statements. Both arguments have the minimum number (5) of statements. All statements are declarative (make an assertion), and final sentences are normative conclusions. One or both arguments fall short of goal by 1-2 sentences, or 1-2 sentences do not make declarative statements, or final sentence is not a normative conclusion. One or both arguments fall short of goal by 3 or more sentences, or 3 or more sentences do not make declarative statements, or final sentence is not a normative conclusion. Argument is not in standard form, or argument falls so short of goal that no credit can be given, or only one argument is provided.
Logical Arguments: Strength/Validity
Response shows understanding of premises supporting a conclusion. (20%)
Both arguments meet all the requirements of proficiency, with a notably convincing or sound argument. Both arguments have premises that show the conclusion is true or probable and have at least one normative premise to support the conclusion. One or both arguments include 1-2 premises which do not support the conclusion and/or there is no normative statement to support the conclusion. One or both arguments include 3 or more premises which do not support the conclusion and/or there is no normative statement to support the conclusion. One or both arguments are absent, in essay form, or are so poorly formed that no credit can be given.
Logical Arguments: Analysis
Correctly identifies and describes components of a logical argument. Support for premises is included. (10%)
Both arguments meet criteria for proficiency, with a well-formed subargument that is itself valid/strong and provides compelling support to the conclusion. Both arguments identify the normative statement(s) that support the conclusion, correctly identify any subconclusions in the argument, and include references to support factual assertions that are not well known and widely accepted. Both arguments each include 2 of the 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted. Both arguments each include 1 of 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted. Components of argument are not identified as described in the instructions and no support is given for assertions. No credit can be given.
Reflection – Key Concepts
Answers reflection questions thoroughly and thoughtfully. (25%)
Demonstrates deep understanding of key concepts in the class with accurate and insightful responses to questions, using the appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines. Demonstrates good understanding of key concepts in the class with accurate responses to questions, using appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines. Demonstrates some understanding of key concepts in the class but may lack specifics or detail, and some answers may be inaccurate or insubstantial, or makes only occasional or inappropriate use of the vocabulary from the tutorials. Meets recommended length guidelines. Demonstrates a flawed understanding of key concepts, or answers are so insubstantial that understanding of the concepts cannot be appropriately assessed. No answers to the questions are present or so little effort is evident that no credit can be given.
Reflection – Critical Thinking
Answers to questions demonstrate good habits of critical thinking. (15%)
Demonstrates thoughtful reflection; includes insights, observations, and/or examples in all responses, following or exceeding response length guidelines. Demonstrates thoughtful reflection; includes occasional insights, observations, and/or examples, following response length guidelines. Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines. Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines. No answers to the questions are present or so little effort is evident that no credit can be given.
Conventions
Submission follows conventions for standard written English and meets requirements. (10%)
There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met. There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met. There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met. There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met. Submission does not meet the minimum threshold for points to be awarded. -
Title: Individualized Math Accommodations for Students with Specific Learning Disabilities
For each grade appropriate Lesson Plan Assignment, you will choose one or more mathematics standards that are
The lesson plans must include individualized math accommodations to ensure
that a student with a specific learning disability in math has access to the general education curriculmcurricul -
Shaping Meaning through Cinematography: A Reflection on Directors’ and Cinematographers’ Choices in Tampopo and Do the Right Thing
Submit a 1-2 page reflection on how directors and cinematographers shape meaning in film using cinematography. You have a choice: Juzu Itami’s Tampopo (1987) or Spike Lee’ Do the Right Thing (1989), the former available on Criterion ChannelLinks to an external site., the latter on Swank.Links to an external site. The following questions should help frame your response:
What kind of shots and angles do directors and their cinematographers choose and why?
How do lighting and angles function in the scenes you chose?
Also:
Be sure to write it in APA format. Consult the student examples I’ve uploaded to Canvas in the module called “Reflection Examples.”
Double space every assignment.
Treat reflections as if they were short essays. You’re not writing a review of these films, therefore do not share how these films impressed you; don’t refer to the “gorgeous cinematography” or “incredible acting.”
Avoid a casual, chatty, gossipy tone. Do not use “I” or “you.” Do not use terms like “personally,” “I think,” “I feel.”
Use sharp topic sentences to start your paragraphs. Refer to the samples in the module called “Resources.”
The reflection will need a abstract page.
reflection example is attached -
“Exploring the Dynamics of a Portuguese-Irish Family: Roles, Power, Communication, Subsystems, Rules, Myths, and Rituals” Title: “A Tale of Two Christmases: Navigating Divorce and Traditions”
Below you will find every catergory the teacher wants you to write about. NOw you will also find my instructions on what exactly to talk about for each one. You will also need to make up the rest but I am going to give you some guidelines to follow.
IMPORTANT FACT= This papaer is to be written as if a 24 year old boy PORTUGUESE and IRISH decent. I am extremely more portugese. I am 80% portugese and the rest irish and I have very pale skin and red hair.
ROLES-Roles are repetitive patterns of individual behavior and serve functional purposes in
day to day family life. Roles delineate the family’s structure and maintain the designation
and also provides guidelines for “normal family” behavior. (You can make up something here. Portugese men are toxic and like to have control)
POWER- Power can be defined as the degree of influence or control family members have over each other. The use of power and its distribution among family members is very important to understand family interactional patterns. (You can address power and roles at the same time but talk and make this up about how both grandpas are very power hungery and they think they can treat the women in the family how ever and thats why i find myself more comfortable with women because they are nicer. Please bullshit this)
COMMMUNICATION – Communication is concerned with the delivery and reception of verbal
and nonverbal information between family members. It includes skills in exchanging
patterns of information within the family system. It also involves communication about how
family member should relate or react to outsiders particularly as this relates to racial
differences ( my father who was more than half portugese and the rest irish was very great at communication but everyone else isnt very good you can make stuff up)
SUBSYSTERMS – Subsystems or subgroupings within the family and how they maintain the
family system are important. The types of subsystems include the parent, spouse, and sibling
groups, and the alliances between and among the members of the groups (my parents me and then I have an older sister who is a hald sister we have different dads. it was me and my dad against the world so you can talk about that and also my sister wasnt around because shes a troubled child loves alcohol and drugs)
FAMILY RULES – are another aspect of subgroupings within the family functioning that
helps to define and give identity to the family’s culture. Rules are part of every relationship,
and family rules are the dynamic components of the family’s organization. The obvious
rules govern who takes out the garbage, who mows the lawn, who does which housecleaning
tasks and the like, but numerous rules of a more subtle nature exist. The are internalized
implicit regulations that maintain a family’s system functioning (you can make this up )
FAMILY MYTHS – a family myth is part if the pervasive ideology of the family that evolves
from the interaction of the family’s rituals, roles and rules. Family myths provide us with a
vehicle to understanding a family’s ideology or how the family and its members frame
reality. ( Not too sure about this one you can make it up and maybe say how my family believes that if you die and youre catholic you can go to heaven.)
FAMILY RITUALS- Family rituals can be defined as a prescribed procedure of family
interaction that involves a pattern of defined behavior which is directed toward some specific
end or purpose and acquires rigidity and a sense of rightness as a result of its continuing
history. The ritual is a central component of family culture. Looking into aspects of family
ritualistic behavior can be very helpful in understanding the rules, regulations, and beliefs
systems of family culture milieu. It is helpful to focus first on yearly rituals such as holiday celebration, birthdays, church ceremones and the like and sometimes called customary rituals or cultural ceremonies. (On fathers day i would spend time with my dad at santa cruz my parents even took me there when my mom was pregnant. Christmas is a mess because my parents are divorced so my dad would always open presents christmas eve. I dont know you can make stuff up)
Please let me know if you have any questions. -
Title: “Utilizing Links and Resources for Successful Assignment Completion”
Links and resources required for assignment success. Paper must be written in APA format
https://iste.org/standards/students
https://www.tripleeframework.com/uploads/2/2/8/7/2287991/evaluateappstriplee.pdf