History: Patient 90 years old, with hyperlipidemia.
Patient is in rehab Longterm care it has to have objective and subjective.
Make everything up and include ital signs and answer all the questions on the word doc, make sure not to abbreviate when filling in the answers
Author: admin
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“Managing Hyperlipidemia in a 90-Year-Old Patient in Long-Term Care” Subjective: Mrs. Elizabeth Johnson is a 90-year-old female patient who has been admitted to the long-term care facility for rehabilitation after a hip
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Title: “Building Literacy Skills: A Structured Lesson Plan for English Learners and Struggling Readers”
Reflect on the lesson plan you created and write a 150word response to the following questions:
What structured literacy practices are present in your lesson plan?
How does explicit, systematic phonics instruction specifically support English learners, students with dyslexia, and other struggling readers?
How could you differentiate 1 of the activities used during or after the lesson to fit the needs of struggling readers or advanced readers? Share a specific example.
Incorporate the following components into your lesson plan:
A phonic or phonemic awareness skill you will target during the lesson
At least 1 objective addressing the skill you will be teaching through explicit instruction and teacher modeling
At least 2 or 3 sight words you will have students identify and read during the lesson
1 activity to be implemented during or after the lesson that explicitly teaches or reinforces the selected phonemic awareness or phonics skill
2 activities to be implemented with the whole class after the lesson or in a future lesson
1 activity should provide further practice with sight/vocabulary words.
1 activity should give additional practice with the phonic or phonemic awareness skill taught in the lesson.
1 assessment to measure students’ understanding of the phonemic awareness or phonics skill taught -
Title: Reflections on WWI Poetry Out of the four poems provided, my favorite is “I Saw a Man This Morning” by A.E. Housman. The simplicity of the language and the use of repetition in the first two
For this assignment, we’ll be looking at poetry from WWI. Some of it
is incredibly beautiful, while others are sickening. Here are 4 poems,
2 are lovely, and the other 2 ghastly, but very realistic.
http://www.greatwar.co.uk/poems/john-mccrae-in-flanders-fields.htm (Links to an external site.)
https://www.poetryfoundation.org/poems/57324/i-saw-a-man-this-morning (Links to an external site.)
(Achilles in the Trenches is my favorite out of all the WWI poetry!)
https://www.poetryfoundation.org/poems/46560/dulce-et-decorum-est (Links to an external site.)
https://www.poetryfoundation.org/poems/47411/dead-mans-dump (Links to an external site.)
After reading these poems (none are long), write a paragraph
discussing which you like the most and which you like the least. Why do
you feel that way? How do the words create imagery that resonate with
you?
Once you’ve done that, write your own war poem. It needs to be at least 3 stanzas, and please don’t make it gross or gory!! -
“The Impact of Commercialized Sex on Caribbean Peoples: Gender Relations, Sexual Identity, and Political Consciousness in the Dominican Republic and Cuba”
Prompt: Drawing upon materials from the Dominican Republic and Cuba, develop an argument about the impact that the commercialization of sex has had on Caribbean peoples, taking into account gender relations, sexual and national identity, and political consciousness.
Professors instructions:
-Write a 5-6 page essay on the prompt
-All essays must have an argument (effective thesis statement) in the introduction that is defended via textual citations and include a correctly formatted bibliography and footnotes
-Do consult a textbook to contextualize the text historically in the relevant country and period
-Essays which demonstrate a close reading of the primary texts, as well as thoughtful incorporation of key theoretical insights from the recommended readings, will be rewarded -Incorporation of references to the primary and secondary sources will enhance your grade
My instructions:
-write in MLA format (for footnotes, citations and works cited page)
-Please include 5-6 sources total!!
-I Have attached 2 sources already as pdfs, “The Caribbean” and “The Cuba Reader”
-”The Cuba Reader” pdf is a portion of the book called “The Cuba reader: history, culture, politics” published by Duke University Press
-This book is very important to use because it has primary sources such as interviews with former prostitutes in the early 60s that need to be included!!!
-The chapter with important interviews should be called “Women in the Swamps”
-The last 3-4 sources are up to you however this is what my professor said “some other authors who have written on sex work are Amalia Cabezas, Mark Padilla and Kamala Kempadoo has an excellent edited volume called Sun Sex and Gold: Tourism and Sex work in the Caribbean. Also the book Caribbean Military Encounters edited by Shalini Puri and Lara Putnam (an essay on sex work in Trinidad which could be useful in framing a debate for your essay.”
-This is a VERY important essay so please follow all instructions and dont use AI!!! -
Title: Engaging Students and Parents through Interest Surveys
Assignment Content
Incorporating students’ interests into the learning process fosters engagement, motivation, and relevance. By eliciting ideas and insights about student interests, educators can discover topics, themes, or activities that resonate with their students. This information allows teachers to utilize instructional approaches that leverage students’ passions and create a more meaningful and engaging learning experience. For this assignment, you will design surveys to gather information from both students and parents/caregivers.
To prepare for this assignment, do the following:
Select a grade level and, if appropriate, a subject area. (Middles school and high school grades are typically content-specific.)
Select a tool from the list below to use for at least one of the surveys. Please request approval from your faculty member to use a tool not listed here.
Microsoft Forms
Google Forms
SurveyMonkey
Brainstorm questions for 2 surveys (one for students, and one for parents/caregivers) that elicit ideas from each audience pertaining to:
Student learning style preferences
Student study habits and home support
Student interests that could be used to make learning more engaging and relevant
Ways parents/caregivers could be involved in your classroom
Design 2 interest surveys (one for students, and one for parents/caregivers) to be distributed at the beginning of a school year that meet the following criteria:
Each survey is a minimum of 5 questions and a maximum of 10questions.
At least 1 survey is technology-based (i.e., created and completed using technology).
The format and style of the survey is appropriate to the grade level.
Each survey has an introduction that provides:
An explanation of the importance and purpose of the survey
Clear and appropriate instructions to match the survey audience
Submit the following for your assignment:
Link to the technology-based survey(s)
Copy of any non-technology based surveys -
“The Impact and Management of Major Neurocognitive Disorders: A Discussion and Recommendations for Families and Caretakers”
For this assignment:
Discuss the many areas of functioning that are impacted by a major neurocognitive disorder.
Describe some of the many symptoms of major neurocognitive disorders as depicted in the examples in DSM-TR-5 Made Easy. Refer to Week 10: Neurocognitive DisordersLinks to an external site..
Describe some recommendations that you might make for family members and caretakers of someone with a major neurocognitive disorder diagnosis, given that it has no cure.
Additional Requirements
Your assignment should meet the following requirements:
Written communication: Apply the standard writing conventions for the discipline, including structure, voice, person, and tone.
Audience: Address the appropriate audience, using familiar, discipline-specific language and terminology.
Professionalism: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others, consistent with expectations for stakeholders in the psychology profession.
Format: Use Academic WriterLinks to an external site. for guidance in citing sources in proper APA style. See the Writing CenterLinks to an external site. for more APA resources specific to your degree level.
Length: 2–4 typed, double-spaced pages of content plus title and reference pages.
Font and font size: Times New Roman, 12 point. -
Research Paper Grading Rubric- Spring 2023 “Research and MLA Formatting Evaluation”
Research Paper Grading Rubric- Spring 2023
I dropped the required instructions and the articles to complete this Research paper.
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeINTRODUCTION AND THESIS STATEMENT (ARGUMENT)
20 pts
EXCELLENT: A
Very well developed introduction paragraph. Thesis statement clearly conveys the main argument and the student’s stance on the issue they’re writing about. Thesis statement includes rationale or explanation.
14.67 pts
PROFICIENT: B
Fairly well developed introduction paragraph. Thesis statement somewhat conveys the main argument of the essay and the student’s stance on the issue they’re writing about. The student’s side or stance on the issue is not clear. Rationale is also not clear.
9.35 pts
DEVELOPING: C
Poorly developed introduction paragraph. Thesis statement does not clearly convey the main argument and the student’s stance on the issue they’re writing about. Student does not choose a clear side or stance on the issue. Thesis statement does not include rationale.
4.67 pts
POOR: D and F
Introduction paragraph is underdeveloped. Essay does not have a thesis statement. Introduction is of doubtful or severely limited usefulness or not useful or informative at all.
20 pts
This criterion is linked to a Learning OutcomeBODY PARAGRAPHS AND CONCLUSION
Development of argument and paragraphs
Organization of ideas
20 pts
EXCELLENT: A
Each body paragraph relates directly to the main argument of the essay. Ideas are arranged logically. Ideas directly support the main argument. Reader can follow the line of reasoning easily. Enough details and examples provided. Every paragraph is at least 7 sentences long and is well developed. Essay has a well developed conclusion paragraph. Conclusion wraps up main points; it does not put forth new ideas or concepts.
14.66 pts
PROFICIENT: B
Each body paragraph relates to the main argument of the essay. Ideas are arranged somewhat logically. Ideas support the main argument. Reader can follow the line of reasoning. Some details and examples provided. Every paragraph is at least 7 sentences long and is developed. Essay has a developed conclusion paragraph. Conclusion wraps up main points; it does not put forth new ideas or concepts.
10 pts
DEVELOPING: C
It is hard to determine how each body paragraph relates to the main argument of the essay. Ideas are not arranged logically and they are difficult to follow. Ideas do not directly support the main argument. They stray away from the argument. It is hard for the reader to follow the line of reasoning. Insufficient details and examples provided. Paragraphs are not well developed. Conclusion is underdeveloped. Conclusion fails to wrap up main points; it puts forth new ideas or concepts.
4.66 pts
POOR: D and F
Body paragraphs are not related to the main argument and thus fail to develop it. Ideas are disorganized and do not relate to the main argument. There is no clear logical line of reasoning that the reader can follow. Details and examples not provided. Conclusion is underdeveloped and does not provide closure.
20 pts
This criterion is linked to a Learning OutcomeMECHANICS Grammar, Syntax, Spelling, Typos, etc.
20 pts
EXCELLENT: A
No errors in punctuation, capitalization, and spelling. No errors in sentence structure (no comma splices, fused sentences, or fragments). No spelling errors. No typos
14 pts
PROFICIENT: B
Few errors in punctuation, capitalization, and spelling. Few errors in sentence structure (comma splices, fused sentences, fragments). Few spelling errors. Few typos.
8 pts
DEVELOPING: C
Several errors in punctuation, capitalization, and spelling. Several errors in sentence structure (comma splices, fused sentences, fragments). Several spelling errors. Several typos.
4 pts
POOR: D and F
Consistent errors in punctuation, capitalization, and spelling. Consistent errors in sentence structure (comma splices, fused sentences, fragments). Consistent errors in spelling. Many typos.
20 pts
This criterion is linked to a Learning OutcomeRESEARCH
Use of synthesis,
Parenthetical documentation,
Citations,
Works Cited page, etc.
20 pts
EXCELLENT: A
*Research is complex and scholarly. *Student engaged with the required two (2) peer-reviewed articles published in a scholarly journal. *Student used databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are based on a clear awareness of what gives the research its power. *Quotes are embedded exceptionally well and explained clearly.*No errors in parenthetical documentation. *All sources are cited/documented correctly.
10 pts
PROFICIENT: B
*Research is complex and scholarly. *Student engaged with the required two (2) peer-reviewed articles published in a scholarly journal. *Student used databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are somewhat based on an awareness of what gives the research its power. *Most quotes are correctly embedded and explained. *Some errors in parenthetical documentation. *Some errors in citation/documentation of sources.
6 pts
DEVELOPING: C
*Research is deficient. *Student did not engage with the required two (2) peer-reviewed articles published in a scholarly journal. *Student did not use databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are not based on an awareness of what gives the research its power. *Quotes are not correctly embedded and explained. *Several errors in parenthetical documentation. *Several errors in citation/documentation of sources.
0 pts
POOR: D and F
*Poor research and research skills. *Student did not engage with the required two (2) peer-reviewed articles published in a scholarly journal. *Student did not use databases from Valencia’s Library system, as instructed. *Decisions to summarize, paraphrase, or use direct quotes are arbitrary and show absolutely no awareness of what gives the research its power. *Quotes are not embedded and explained. *Consistent errors in parenthetical documentation. *Consistent errors in citation/documentation of sources.
20 pts
This criterion is linked to a Learning OutcomeMLA FORMAT
MLA Format (includes Works Cited list)
20 pts
EXCELLENT: A
Document is double spaced. Font used is Times New Roman size 12. No errors in: heading, running header, title, etc. Paragraphs are indented. Works Cited page has correct title and it’s centered. Works Cited list is in a new page. No errors in citations in the Works Cited list. Citations are double spaced, alphabetized, and indented using hanging indent.
14 pts
PROFICIENT: B
Document is double spaced. Font used is Times New Roman size 12. Few errors in heading, running header, title, etc. Paragraphs are indented. Works Cited page has correct title and it’s centered. Works Cited list is in a new page. Few errors in citations in the Works Cited list. Citations are inconsistent in spacing, alphabetization, and indentation.
8 pts
DEVELOPING: C
Document is not double spaced. Font used is not Times New Roman size 12. Several errors in heading, running header, title, etc. Paragraphs are not indented. Works Cited page has incorrect title and/or it’s not centered. Works Cited list is not in a new page. Several errors in citations in the Works Cited list. Citations are not correctly spaced, alphabetized, and indented.
2 pts
POOR: D
Excessive errors regarding MLA format. Excessive errors in citations. Excessive errors regarding Works Cited page.
20 pts -
“The Global Health Crisis: A Comparative Analysis of Health Problems in the U.S. and Two Other Nations”
Social problem essay for my english class. my topic is health problems in the U.S. and in two other nations. It has to be 4 pages, 3 credible sources, and in APA style format.
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“Disaster Recovery Plan for a Community: Reducing Health Disparities and Improving Access to Services” “Addressing Health Disparities and Improving Disaster Recovery Efforts in Communities: A Comprehensive Plan”
First, review the full scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource.
Then complete the following:
Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to reduce health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario and associated data in the Assessment 03 Supplement: Disaster Recover Plan [PDF] Download Assessment 03 Supplement: Disaster Recover Plan [PDF]resource for city officials and the disaster relief team. Be sure to also include speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
Be sure that your slide deck includes the following slides:
Title slide.
Recovery plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Your slide deck should consist of 10–12 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. Be sure to also include a transcript that matches your recorded voice-over. The transcript can be submitted on a separate Word document. Make sure to review the Microsoft PowerPoint tutorial for directions.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Develop your presentation with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements. -
Title: The Future of IT and Workplace Automation: Exploring AI, Machine Learning, Natural Language Processing, and Robotics Slide 1: Introduction – The rapid advancement of technology has led to the integration of artificial intelligence (AI) and automation
discuss the future of IT and workplace automation including general information on artificial intelligence including any ethical concerns with AI and empathy or being able to meaningfully connect with humans (i.e. feel), then on machine learning, natural language processing, and robotics. Not all pile on AI, find more on the machine learning, robotics, and natural language processing topics. Feel free to Google for more information.
Create ten short slides with a visual, and then there will be a title slide and a reference slide for the full presentation. Use the 10/20/30 rule. The presentation will apply the different theories (250 words in the notes). Each slide requires notes (see View, Notes) for each slide that will enhance the bulleted information on the slide. Remember: brief bullets, no full sentences, enhance with explanation in the notes, and no more than five bullets per slide.