Tag: Homework Solution

  • [Solved] D-Personal Progress Topic Interest

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    · Scholarly citations in current APA format where appropriate. · 250 words. – ## PersonalProgressStatusCheckModule2AssignmentInstructions.docx – ## Instruction.docx – ## Videostoview.docx – Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf **## PersonalProgressStatusCheckModule…

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    Assignment Prompt & Instructions

    · Scholarly citations in current APA format where appropriate.
    · 250 words.

    – ## PersonalProgressStatusCheckModule2AssignmentInstructions.docx

    – ## Instruction.docx

    – ## Videostoview.docx

    – Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf

    **## PersonalProgressStatusCheckModule2AssignmentInstructions.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 2 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Instruction.docx**

    Module 2

    Welcome to module 2! This week you have numerous resources in the learn section of the model that will help you understand the difference between a qualitative and quantitative design.  Please carve time into your schedule to review these resources.

    **Personal Progress: Topic Interest Assignment**

    Note: These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests.

    **Progress Report – writing tips**

    Provide a meaningful reaction to any of the "learn" materials from this module. What was most helpful and why? Did you learn something new or valuable? Provide a rationale for your takeaways. Describe new insight you gained.  Secondly, summarize what action steps you took this week toward developing your dissertation topic or source library. Provide a descriptive narrative of new insights into your topic that you have discovered during the reading and research process.  Include citations and references to the course material and sources of information related to your topic.   You may also ask any lingering questions and I will respond to in in the grading comments.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe common quantitative research designs used in dissertations.

    · Identify typical qualitative research designs used in dissertations.

    · Explain common pitfalls in the dissertation process.

    · Analyze the pro's and con's of quantitative vs qualitative research.

    **· Scholarly citations in current APA format where appropriate.**

    **· 250 words.**

    **## Videostoview.docx**

    [https://atlasti.com/](https://atlasti.com/)

    [https://canvas.liberty.edu/courses/962536/modules/items/91228010](https://canvas.liberty.edu/courses/962536/modules/items/91228010)

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    [https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-survey?module_item_id=91227957](https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-survey?module_item_id=91227957)

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    **Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-single-caseresearchdesignandanalysis-counselingapplications-pdf)

    **Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-single-caseresearchdesignandanalysis-counselingapplications-pdf)

    **## PersonalProgressStatusCheckModule2AssignmentInstructions.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 2 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Instruction.docx**

    Module 2

    Welcome to module 2! This week you have numerous resources in the learn section of the model that will help you understand the difference between a qualitative and quantitative design.  Please carve time into your schedule to review these resources.

    **Personal Progress: Topic Interest Assignment**

    Note: These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests.

    **Progress Report – writing tips**

    Provide a meaningful reaction to any of the "learn" materials from this module. What was most helpful and why? Did you learn something new or valuable? Provide a rationale for your takeaways. Describe new insight you gained.  Secondly, summarize what action steps you took this week toward developing your dissertation topic or source library. Provide a descriptive narrative of new insights into your topic that you have discovered during the reading and research process.  Include citations and references to the course material and sources of information related to your topic.   You may also ask any lingering questions and I will respond to in in the grading comments.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe common quantitative research designs used in dissertations.

    · Identify typical qualitative research designs used in dissertations.

    · Explain common pitfalls in the dissertation process.

    · Analyze the pro's and con's of quantitative vs qualitative research.

    **· Scholarly citations in current APA format where appropriate.**

    **· 250 words.**

    **## Videostoview.docx**

    [https://atlasti.com/](https://atlasti.com/)

    [https://canvas.liberty.edu/courses/962536/modules/items/91228010](https://canvas.liberty.edu/courses/962536/modules/items/91228010)

    [https://guides.library.ucla.edu/c.php?g=180221&p=1188487](https://guides.library.ucla.edu/c.php?g=180221&p=1188487)

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    **Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-single-caseresearchdesignandanalysis-counselingapplications-pdf)

    **## PersonalProgressStatusCheckModule2AssignmentInstructions.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 2 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Instruction.docx**

    Module 2

    Welcome to module 2! This week you have numerous resources in the learn section of the model that will help you understand the difference between a qualitative and quantitative design.  Please carve time into your schedule to review these resources.

    **Personal Progress: Topic Interest Assignment**

    Note: These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests.

    **Progress Report – writing tips**

    Provide a meaningful reaction to any of the "learn" materials from this module. What was most helpful and why? Did you learn something new or valuable? Provide a rationale for your takeaways. Describe new insight you gained.  Secondly, summarize what action steps you took this week toward developing your dissertation topic or source library. Provide a descriptive narrative of new insights into your topic that you have discovered during the reading and research process.  Include citations and references to the course material and sources of information related to your topic.   You may also ask any lingering questions and I will respond to in in the grading comments.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe common quantitative research designs used in dissertations.

    · Identify typical qualitative research designs used in dissertations.

    · Explain common pitfalls in the dissertation process.

    · Analyze the pro's and con's of quantitative vs qualitative research.

    **· Scholarly citations in current APA format where appropriate.**

    **· 250 words.**

    **## Videostoview.docx**

    [https://atlasti.com/](https://atlasti.com/)

    [https://canvas.liberty.edu/courses/962536/modules/items/91228010](https://canvas.liberty.edu/courses/962536/modules/items/91228010)

    [https://guides.library.ucla.edu/c.php?g=180221&p=1188487](https://guides.library.ucla.edu/c.php?g=180221&p=1188487)

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-quantitative-studies?module_item_id=91227952](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-quantitative-studies?module_item_id=91227952)

    [https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-survey?module_item_id=91227957](https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-survey?module_item_id=91227957)

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    [https://canvas.liberty.edu/courses/962536/pages/watch-overview-of-qualitative-research-methods?module_item_id=91227978](https://canvas.liberty.edu/courses/962536/pages/watch-overview-of-qualitative-research-methods?module_item_id=91227978)

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    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-scientific-rigor?module_item_id=91228005](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-scientific-rigor?module_item_id=91228005)

    **Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-single-caseresearchdesignandanalysis-counselingapplications-pdf)

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  • [Solved] Law – Criminal Wk 3 Summative Assignment: Community Policing Presentation

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    Executive Solution Overview

    **Victim advocates** provide support to victims and their families navigating the criminal justice process, from **community policing** throughout sentencing and corrections. To be an empowered advocate for victims of all demographics, it is important to be able to **identify the major aspects of mu…

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    Assignment Prompt & Instructions

    **Victim advocates** provide support to victims and their families navigating the criminal justice process, from **community policing** throughout sentencing and corrections. To be an empowered advocate for victims of all demographics, it is important to be able to **identify the major aspects of multiculturalism and societal diversity within the American criminal justice system**.
    ##### **Scenario**
    Leaders at your agency for victim support services have asked the victim advocates to give presentations at an upcoming meeting of the city council or state legislature to advocate for improvements to community policing. Your agency wants to show the city or state leaders the current, accurate data that supports their claim that a particular demographic group has been disproportionately targeted or treated unethically by community policing practices and is in need of change.
    ##### **Preparation**
    Refer to the gender, racial, or ethnic group you selected in your Wk 2: State Demographic Data assignment. This group should be represented in the prison demographics for your state and will be your focus as you examine the influence of gender, racial, or ethnic aspects of diversity in community policing.
    – Research statistical demographic information on the imprisoned populations in your state or local area. (You may use the same resources from last week’s assignment.) Examine data for the racial, ethnic, or gender group that you choose to study. Access the [Detailed Data Tool](https://www.sentencingproject.org/research/detailed-state-data-tool/) from The Sentencing Project for data on these groups.
    – Research at least 2 scholarly sources about issues in policing the selected gender, racial, or ethnic group.
    **NOTE: Please Review the Sample Presentation at the Bottom**
    ##### **Assessment Deliverable**
    Using data from your state or local area, **create a 10- to 12-slide Microsoft® PowerPoint® presentation to city or state officials as if you were a victim advocate working on behalf of a community to recommend a plan for reducing disparity in the policing of minority groups**.
    **Your presentation should include the following information with supportive examples from your research:**
    – Cite relevant demographic information from state or local statistics on the race, ethnicity, or gender of the group you selected. Note any relevant disparities between groups.
    – Explain the roles of the various criminal justice agencies and representatives engaged in building rapport with the group you chose. Summarize the ethical responsibilities of criminal justice professionals to serve multicultural populations. Give an example of a risk to effective community policing that could occur based on an officer’s biases or lack of cultural competence with the selected population.
    – Identify aspects of multiculturalism and societal diversity to consider when policing this group. Describe how cultural, spiritual, or other factors may cause challenges for a minority defendant from this group during their interactions with law enforcement. Describe challenges to developing community policing practices impartial to gender, race, or ethnicity.
    – Propose at least 1 recommendation based on your findings for how to address the gender, racial, or ethnic disparity identified. Make a call to action for the city council or state legislature to implement changes based on your recommendation. (If no improvements are needed, recommend a strategy for maintaining the results that you identified.)
    ###### **Formatting Requirements**
    Download and review the [Presentation Template Example](https://multimedia.phoenix.edu/cms/202234526). This example has been customized to reflect your summative assessment presentation components and will help you get a better idea of how to organize your presentation so that you can focus on the slide content. Inputting your content into this presentation template is optional; you can use presentation software and design layouts of your choice to customize your presentation’s appearance (i.e., color, images, and font). However, ensure you have faculty member approval in advance to use other software.
    **Whether you use the presentation template example or another template of your choice, include the following slides and topics in your presentation:**
    – **Title**
    – **Introduction**
    – **Demographics and disparities**
    – **Criminal justice agencies and roles in community rapport**
    – **Ethical responsibilities in serving diverse communities**
    – **Risk of bias or cultural incompetence in policing the selected group**
    – **Multicultural factors in policing the selected group**
    – **Challenges to developing impartial policing practices**
    – **Recommendation to address identified disparity**
    – **Conclusion**
    – **References**
    – **Presentation recording link (if recording using video software)**
    **Format citations and references for any sources and images according to APA guidelines. Include citations either within the slide’s content or in the speaker notes on the slide where they are mentioned. Use the references slide to list your references. Cite at least 2 scholarly sources.**
    **Record yourself delivering the presentation in one of the following ways:**
    – **Record narrations within the presentation slides without appearing on screen**: If you record narrations for each slide within the presentation software, such as Microsoft® PowerPoint®, you do not need to record a video.
    – **Record a video or screencast of yourself delivering the presentation**: If you record a video of yourself delivering the presentation, either by appearing on screen or by recording a voiceover, paste the link to your completed video on the presentation recording link slide at the end of your presentation.
    For either format, ensure that slides are visible and your voice is heard clearly. Contact your faculty member for alternate deliverable formats if you need accommodations.
    \
    SampleofPrisonPopulationGraphs.docx](https://www.sweetstudy.com/files/sampleofprisonpopulationgraphs-docx "SampleofPrisonPopulationGraphs.docx")
    \
    StateDemographicData.docx](https://www.sweetstudy.com/files/statedemographicdata-docx "StateDemographicData.docx")
    \
    Wk3DevanCrowSAMPLEPRESENTATION.pptx](https://www.sweetstudy.com/files/wk3devancrowsamplepresentation-pptx "Wk3DevanCrowSAMPLEPRESENTATION.pptx")

  • [Solved] food label

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I attached the document, I need two different answers so two different attachments, need done within 4 hours – ## FoodLabel.doc **## FoodLabel.doc** [removed] **## FoodLabel.doc** [removed]

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    Assignment Prompt & Instructions

    I attached the document, I need two different answers so two different attachments, need done within 4 hours

    – ## FoodLabel.doc

    **## FoodLabel.doc**

    [removed]

    **## FoodLabel.doc**

    [removed]

  • [Solved] education

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering education.

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  • [Solved] Safety and Security

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    In-depth study guidance and analytical solution covering Safety and Security.

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  • [Solved] Business & Finance Data Gathering Tools and Analysis Techniques Assignment

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    – [**Read: Thomas (2021): Chapters 10 — 12**](https://canvas.liberty.edu/courses/869079/modules/items/91982645 "Read: Thomas (2021): Chapters 10 — 12") – [Read: Gallagher: Chapters 3, 4, 6](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fchapters%2Fmono%2F1…

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    – [**Read: Thomas (2021): Chapters 10 — 12**](https://canvas.liberty.edu/courses/869079/modules/items/91982645 "Read: Thomas (2021): Chapters 10 — 12")
    – [Read: Gallagher: Chapters 3, 4, 6](https://go.openathens.net/redirector/liberty.edu?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fchapters%2Fmono%2F10.4324%2F9781003402169-4%2Fcollection-practices-digital-case-studies-john-gallagher%3Fcontext%3Dubx "Read: Gallagher: Chapters 3, 4, 6")
    – Read: [Limitations and delimitations in the research process. Links to an external site.](https://doi.org/10.5281/zenodo.2552022 "Read: Limitations and delimitations in the research process. ")
    – [Read: Methods brief: Case studies. Links to an external site.](https://justiceresearch.dspacedirect.org/server/api/core/bitstreams/f81e3f51-951d-4032-a9ff-55a38f3b9617/content "Read: Methods brief: Case studies.")
    – [**Watch: Research Design: Defining your Population and Sampling Strategy**](https://canvas.liberty.edu/courses/869079/modules/items/91982656 "Watch: Research Design: Defining your Population and Sampling Strategy")
    – [**Watch: Research Design: Choosing your Data Collection Methods**](https://canvas.liberty.edu/courses/869079/modules/items/91982661 "Watch: Research Design: Choosing your Data Collection Methods")
    – [**Watch: Research Design: Decide on your Data Analysis Strategy**](https://canvas.liberty.edu/courses/869079/modules/items/91982665 "Watch: Research Design: Decide on your Data Analysis Strategy")
    – [**Watch: Types of Triangulation in Research**](https://canvas.liberty.edu/courses/869079/modules/items/91982668 "Watch: Types of Triangulation in Research ")
    – [**Watch: Difference Between Delimitations, Limitations, and Assumptions**](https://canvas.liberty.edu/courses/869079/modules/items/91982673 "Watch: Difference Between Delimitations, Limitations, and Assumptions")
    \
    DataGatheringToolsandAnalysisTechniquesAssignmentInstructions.docx](https://www.sweetstudy.com/files/datagatheringtoolsandanalysistechniquesassignmentinstructions-docx "DataGatheringToolsandAnalysisTechniquesAssignmentInstructions.docx")
    \
    DataGatheringToolsandAnalysisTechniquesAssignmentTemplate.docx](https://www.sweetstudy.com/files/datagatheringtoolsandanalysistechniquesassignmenttemplate-docx "DataGatheringToolsandAnalysisTechniquesAssignmentTemplate.docx")

  • [Solved] module 1

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  • [Solved] Discussion

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    – ## Discussion.docx **## Discussion.docx** Discussion 1 Post a 400-word blog post addressing the following: · Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in im…

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    – ## Discussion.docx

    **## Discussion.docx**

    Discussion 1

    Post a 400-word blog post addressing the following:

    · Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in improved outcomes for the populace.

    · Explore the enduring impact of these pioneering initiatives up to the present day. Offer insights into the reasons behind their continuity or evolution and identify factors that triggered changes in their initial implementation.

    · Examine the contemporary role of nurses in the advancement of population health. Discuss two effective avenues through which nurses can make a meaningful difference at the population level. Additionally, delve into the pivotal role played by epidemiology in enhancing the well-being of populations.

    Discussion 2

    · Why is it important to search for quality of the evidence rather than quantity?

    · How do you identify the most effective search terms and search engines?

    · How do I develop the PICO for my identified gap in practice?

    Discussion 3

    Post a scholarly response to the following criteria:

    · Explain the rationale for the recent increased focus on health equity and quality improvement.

    · Analyze the role of a DNP-prepared nurse leading, participating, and promoting patient care quality improvement and safety.

    · Analyze the role of the DNP-prepared nurse in promoting just culture within a healthcare organization.

    **## Discussion.docx**

    Discussion 1

    Post a 400-word blog post addressing the following:

    · Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in improved outcomes for the populace.

    · Explore the enduring impact of these pioneering initiatives up to the present day. Offer insights into the reasons behind their continuity or evolution and identify factors that triggered changes in their initial implementation.

    · Examine the contemporary role of nurses in the advancement of population health. Discuss two effective avenues through which nurses can make a meaningful difference at the population level. Additionally, delve into the pivotal role played by epidemiology in enhancing the well-being of populations.

    Discussion 2

    · Why is it important to search for quality of the evidence rather than quantity?

    · How do you identify the most effective search terms and search engines?

    · How do I develop the PICO for my identified gap in practice?

    Discussion 3

    Post a scholarly response to the following criteria:

    · Explain the rationale for the recent increased focus on health equity and quality improvement.

    · Analyze the role of a DNP-prepared nurse leading, participating, and promoting patient care quality improvement and safety.

    · Analyze the role of the DNP-prepared nurse in promoting just culture within a healthcare organization.

  • [Solved] NR 341 week 8

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    – ## NURSINGASSESSMENT1.docx – ## NURSINGASSESSMENT2.docx – TemplateRelearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx **## NURSINGASSESSMENT1.docx** | | | | | | | | | — | — | — | — | — | — | — | | **NURSING ASSESSMENT & NOTES** | | 4/5 1105 | **Nursing Note:** Resp…

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    – ## NURSINGASSESSMENT1.docx

    – ## NURSINGASSESSMENT2.docx

    – TemplateRelearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx

    **## NURSINGASSESSMENT1.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 4/5 1105 | **Nursing Note:** Respiratory therapist unavailable to administer breathing treatment, administered by RN. Lungs before treatment with decreased breath sounds in all fields, wheezes noted, and cough is dry. |
    | 4/5 1120 | **Nursing Note:** Lung assessment – increased air movement in upper fields, slight wheezes noted, bases remain decreased. Productive moist cough sputum sample obtained, slight greenish tint. |
    | 4/5 1150 | **Nursing Note:** Respiratory therapist at bedside to obtain ABGs. |
    | **VITAL SIGN TREND** |
    | **Date** | **Temp** | **HR** | **RR** | **BP** | **SpO2** | **O2** |
    | 4/5 1015 | 99.6 °F<br>(37.6 °C) | 100 | 24 | 110/62 | 90% | 2L/NC |
    | 4/5 1105 | 99.4 °F<br>(37.4 °C) | 106 | 22 | 116/68 | 94% | 2L/NC |
    | **PROVIDER PRESCRIPTIONS & NOTES** |
    | 4/5 1100 | **Prescriptions:**<br>· Albuterol and Ipratropium combination treatment (DuoNeb) x 1 treatment<br>· Arterial Blood Gas<br>· Urinalysis<br>· 2 view chest x-ray<br>· Sputum sample |
    | **COLLABORATIVE CARE** |

    **## NURSINGASSESSMENT2.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 3/3 0630 | **Name: Chantel Butler**<br>**Age: 38 years**<br>**Provider: R. Ahart MD**<br>**Allergies: NKA**<br>**Code Status: Full Code**<br>**Admit Wt: 132 lbs (59.8 kg)**<br>**BMI: 21.1**<br>**Nursing Note**: Slurred speech. The client came to the ED with “the worst headache ever.” She has right-sided facial drooping and tingling on the right arm and face. States tingling started several hours ago when she got up to the bathroom. She thought she was “laying funny” and went back to bed. When she got up at 0530, she noticed the facial drooping, and her boyfriend brought her to the emergency department. The slurring of speech began in the car ride to the hospital. |
    | 3/3 0640 | **Nursing Note**: Client resting on a stretcher awaiting transport to CT. Denies a change in headache or tingling. Speech continues to be slurred, and facial dropping continues as noted. Labs drawn. |
    | **VITAL SIGN TREND** |
    | **Date** | **Temp** | **HR** | **RR** | **BP** | **SpO2** | **O2** |
    | 3/3 0630 | 98.2 °F<br>(36.8 °C) | 83 | 22 | 172/90 | 98% | RA |
    | 3/3 0640 | 98.4 °F<br>(36.9 °C) | 96 | 20 | 174/92 | 99% | RA |
    | **PROVIDER PRESCRIPTIONS & NOTES** |
    | 3/3 0640 | **Prescriptions**:<br> <br>· Code Stroke<br>· Start IV<br>· IV to a saline lock<br>· CT head w/o contrast |
    | 3/3 0710 | **Prescriptions**: <br> <br>· MRI- head without contrast |
    | **LAB RESULTS** |
    | **Date** | **Lab** | **Normal** | **Result** |
    | 3/3 0710 | **Complete Blood Count (CBC)** | | |
    | | Hemoglobin (Hgb) | 12 – 17 g/dL | 12 |
    | | Hematocrit (Hct) | 36% – 51% | 36% |
    | | White Blood Cells (WBC) | 4,000 – 10,000 mm3 | 8,500 |
    | | Platelets | 150,000 – 350,000 mm3 | 350,000 |
    | | Blood Glucose | 70-100 mg/dL | 94 |
    | | HCG | Negative | negative |

    | | | |
    | — | — | — |
    | **DIAGNOSTIC TEST RESULTS** |
    | **Date** | **Diagnostic Test** | **Findings** |
    | 3/3 0710 | CT Scan | inconclusive |

    **Client Information**:

    **Medical History**:

    · Melanoma – left thigh

    · Hypertension

    · History of gallstones

    · Irritable bowel syndrome

    **Surgical History**:

    · C-section

    · Cholecystectomy

    · Name: Chantel Butler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    · Admit Wt: 132 lbs (59tler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    59.8 kg)

    · BMI: 21.1

    · Chantel Butler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    · Admit Wt: 132 lbs (59.8 kg)

    · BMI: 21.1

    **TemplateRelearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/templaterelearning-clinical-judgment-plan-of-care-template-july243-docx)

    **TemplateRelearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/templaterelearning-clinical-judgment-plan-of-care-template-july243-docx)

    **## NURSINGASSESSMENT1.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 4/5 1105 | **Nursing Note:** Respiratory therapist unavailable to administer breathing treatment, administered by RN. Lungs before treatment with decreased breath sounds in all fields, wheezes noted, and cough is dry. |
    | 4/5 1120 | **Nursing Note:** Lung assessment – increased air movement in upper fields, slight wheezes noted, bases remain decreased. Productive moist cough sputum sample obtained, slight greenish tint. |
    | 4/5 1150 | **Nursing Note:** Respiratory therapist at bedside to obtain ABGs. |
    | **VITAL SIGN TREND** |
    | **Date** | **Temp** | **HR** | **RR** | **BP** | **SpO2** | **O2** |
    | 4/5 1015 | 99.6 °F<br>(37.6 °C) | 100 | 24 | 110/62 | 90% | 2L/NC |
    | 4/5 1105 | 99.4 °F<br>(37.4 °C) | 106 | 22 | 116/68 | 94% | 2L/NC |
    | **PROVIDER PRESCRIPTIONS & NOTES** |
    | 4/5 1100 | **Prescriptions:**<br>· Albuterol and Ipratropium combination treatment (DuoNeb) x 1 treatment<br>· Arterial Blood Gas<br>· Urinalysis<br>· 2 view chest x-ray<br>· Sputum sample |
    | **COLLABORATIVE CARE** |

    **## NURSINGASSESSMENT2.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 3/3 0630 | **Name: Chantel Butler**<br>**Age: 38 years**<br>**Provider: R. Ahart MD**<br>**Allergies: NKA**<br>**Code Status: Full Code**<br>**Admit Wt: 132 lbs (59.8 kg)**<br>**BMI: 21.1**<br>**Nursing Note**: Slurred speech. The client came to the ED with “the worst headache ever.” She has right-sided facial drooping and tingling on the right arm and face. States tingling started several hours ago when she got up to the bathroom. She thought she was “laying funny” and went back to bed. When she got up at 0530, she noticed the facial drooping, and her boyfriend brought her to the emergency department. The slurring of speech began in the car ride to the hospital. |
    | 3/3 0640 | **Nursing Note**: Client resting on a stretcher awaiting transport to CT. Denies a change in headache or tingling. Speech continues to be slurred, and facial dropping continues as noted. Labs drawn. |
    | **VITAL SIGN TREND** |
    | **Date** | **Temp** | **HR** | **RR** | **BP** | **SpO2** | **O2** |
    | 3/3 0630 | 98.2 °F<br>(36.8 °C) | 83 | 22 | 172/90 | 98% | RA |
    | 3/3 0640 | 98.4 °F<br>(36.9 °C) | 96 | 20 | 174/92 | 99% | RA |
    | **PROVIDER PRESCRIPTIONS & NOTES** |
    | 3/3 0640 | **Prescriptions**:<br> <br>· Code Stroke<br>· Start IV<br>· IV to a saline lock<br>· CT head w/o contrast |
    | 3/3 0710 | **Prescriptions**: <br> <br>· MRI- head without contrast |
    | **LAB RESULTS** |
    | **Date** | **Lab** | **Normal** | **Result** |
    | 3/3 0710 | **Complete Blood Count (CBC)** | | |
    | | Hemoglobin (Hgb) | 12 – 17 g/dL | 12 |
    | | Hematocrit (Hct) | 36% – 51% | 36% |
    | | White Blood Cells (WBC) | 4,000 – 10,000 mm3 | 8,500 |
    | | Platelets | 150,000 – 350,000 mm3 | 350,000 |
    | | Blood Glucose | 70-100 mg/dL | 94 |
    | | HCG | Negative | negative |

    | | | |
    | — | — | — |
    | **DIAGNOSTIC TEST RESULTS** |
    | **Date** | **Diagnostic Test** | **Findings** |
    | 3/3 0710 | CT Scan | inconclusive |

    **Client Information**:

    **Medical History**:

    · Melanoma – left thigh

    · Hypertension

    · History of gallstones

    · Irritable bowel syndrome

    **Surgical History**:

    · C-section

    · Cholecystectomy

    · Name: Chantel Butler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    · Admit Wt: 132 lbs (59tler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    59.8 kg)

    · BMI: 21.1

    · Chantel Butler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    · Admit Wt: 132 lbs (59.8 kg)

    · BMI: 21.1

    **TemplateRelearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/templaterelearning-clinical-judgment-plan-of-care-template-july243-docx)

    **## NURSINGASSESSMENT1.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 4/5 1105 | **Nursing Note:** Respiratory therapist unavailable to administer breathing treatment, administered by RN. Lungs before treatment with decreased breath sounds in all fields, wheezes noted, and cough is dry. |
    | 4/5 1120 | **Nursing Note:** Lung assessment – increased air movement in upper fields, slight wheezes noted, bases remain decreased. Productive moist cough sputum sample obtained, slight greenish tint. |
    | 4/5 1150 | **Nursing Note:** Respiratory therapist at bedside to obtain ABGs. |
    | **VITAL SIGN TREND** |
    | **Date** | **Temp** | **HR** | **RR** | **BP** | **SpO2** | **O2** |
    | 4/5 1015 | 99.6 °F<br>(37.6 °C) | 100 | 24 | 110/62 | 90% | 2L/NC |
    | 4/5 1105 | 99.4 °F<br>(37.4 °C) | 106 | 22 | 116/68 | 94% | 2L/NC |
    | **PROVIDER PRESCRIPTIONS & NOTES** |
    | 4/5 1100 | **Prescriptions:**<br>· Albuterol and Ipratropium combination treatment (DuoNeb) x 1 treatment<br>· Arterial Blood Gas<br>· Urinalysis<br>· 2 view chest x-ray<br>· Sputum sample |
    | **COLLABORATIVE CARE** |

    **## NURSINGASSESSMENT2.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **NURSING ASSESSMENT & NOTES** |
    | 3/3 0630 | **Name: Chantel Butler**<br>**Age: 38 years**<br>**Provider: R. Ahart MD**<br>**Allergies: NKA**<br>**Code Status: Full Code**<br>**Admit Wt: 132 lbs (59.8 kg)**<br>**BMI: 21.1**<br>**Nursing Note**: Slurred speech. The client came to the ED with “the worst headache ever.” She has right-sided facial drooping and tingling on the right arm and face. States tingling started several hours ago when she got up to the bathroom. She thought she was “laying funny” and went back to bed. When she got up at 0530, she noticed the facial drooping, and her boyfriend brought her to the emergency department. The slurring of speech began in the car ride to the hospital. |
    | 3/3 0640 | **Nursing Note**: Client resting on a stretcher awaiting transport to CT. Denies a change in headache or tingling. Speech continues to be slurred, and facial dropping continues as noted. Labs drawn. |
    | **VITAL SIGN TREND** |
    | **Date** | **Temp** | **HR** | **RR** | **BP** | **SpO2** | **O2** |
    | 3/3 0630 | 98.2 °F<br>(36.8 °C) | 83 | 22 | 172/90 | 98% | RA |
    | 3/3 0640 | 98.4 °F<br>(36.9 °C) | 96 | 20 | 174/92 | 99% | RA |
    | **PROVIDER PRESCRIPTIONS & NOTES** |
    | 3/3 0640 | **Prescriptions**:<br> <br>· Code Stroke<br>· Start IV<br>· IV to a saline lock<br>· CT head w/o contrast |
    | 3/3 0710 | **Prescriptions**: <br> <br>· MRI- head without contrast |
    | **LAB RESULTS** |
    | **Date** | **Lab** | **Normal** | **Result** |
    | 3/3 0710 | **Complete Blood Count (CBC)** | | |
    | | Hemoglobin (Hgb) | 12 – 17 g/dL | 12 |
    | | Hematocrit (Hct) | 36% – 51% | 36% |
    | | White Blood Cells (WBC) | 4,000 – 10,000 mm3 | 8,500 |
    | | Platelets | 150,000 – 350,000 mm3 | 350,000 |
    | | Blood Glucose | 70-100 mg/dL | 94 |
    | | HCG | Negative | negative |

    | | | |
    | — | — | — |
    | **DIAGNOSTIC TEST RESULTS** |
    | **Date** | **Diagnostic Test** | **Findings** |
    | 3/3 0710 | CT Scan | inconclusive |

    **Client Information**:

    **Medical History**:

    · Melanoma – left thigh

    · Hypertension

    · History of gallstones

    · Irritable bowel syndrome

    **Surgical History**:

    · C-section

    · Cholecystectomy

    · Name: Chantel Butler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    · Admit Wt: 132 lbs (59tler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    59.8 kg)

    · BMI: 21.1

    · Chantel Butler

    · Age: 38 years

    · Provider: R. Ahart MD

    · Allergies: NKA

    · Code Status: Full Code

    · Admit Wt: 132 lbs (59.8 kg)

    · BMI: 21.1

    **TemplateRelearning_Clinical_Judgment_Plan_of_Care_Template_July243.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/templaterelearning-clinical-judgment-plan-of-care-template-july243-docx)

    – 1
    – 2
    – 3

  • [Solved] Theories of Personality

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    ### **Instructions** 1. The link at the bottom will take you to a free online version of Costa and McCrae's "Big Five" personality test (NEO-PI). This one is titled the IPIP300. There are 300 items, but it'll go pretty fast, no worries. You'll see that there's also a short 44-item version, don't tak…

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    ### **Instructions**
    1. The link at the bottom will take you to a free online version of Costa and McCrae's "Big Five" personality test (NEO-PI).  This one is titled the IPIP300.  There are 300 items, but it'll go pretty fast, no worries. You'll see that there's also a short 44-item version, don't take it. It doesn't include the subscales (facets).  When you click on the link, you'll need to create a username and password. I suggest using an email account to join. If you see a  "join with Facebook" option,  I do not recommend using it.  The site is perfectly safe and managed by academics; for privacy reasons, I'm just not a fan of using Facebook, Google, or any other profile as a way to log in to anything. Once you have an account, you'll be able to go back anytime and view the results of any tests you take. I think it's interesting to look back on past scores and compare them to new scores. **Here's the task. Please follow each step carefully:** 1. For this assignment, please take the personality test and save all of the results (some students use a series of screenshots, some copy as jpeg, whatever works for you)2. Copy and paste all results, including details on subscales, aka facets (not just the 5 broad domains) into a Word document. 3. Next, write your response to the results.  Begin with a brief intro – summarizing your general impressions about the test. 4. Now review your scores on each of the five domains and facets.  Discuss each domain.  Do any of the percentile ranks seem unusually high or low or uncharacteristic of how you view yourself?  If any overall factor (domain) seems out of line with your view of yourself, dive a little deeper into the subdomains (facets) and you might find more useful information. I'd like your thoughts on whether you agree or disagree with the results, and _why_ you agree or disagree.  5. Tell whether you think the results are useful to you, and if so, how? 6. Consider the many possible applications of this test and discuss when, where, why, and how it might be useful or not useful.  Examples: Might the results be useful in relationships? for managers making hiring decisions? for psychologists in clinical settings? etc. 7. Write a conclusion, and you're done. _________________________________________________________________________________ **Besides the pages allocated for your results, the portion you will write should be about 2 pages. Be sure to write the assignment in a Word document, save it, and upload it (submit file). Please do not type your response directly into the submission box.**_________________________________________________________________________________Click on the link below to get to the "personality assessor" website.  You'll need to set up an account.   Again, I encourage students to sign up using an email account and not the Facebook option (privacy concerns). *****  Click** [**IPIP-300**](https://www.personalityassessor.com/ipip300/) **to go to the personality assessor website.** Scroll through the tests to find the IPIP-300.Note: You'll find several other personality tests on this site that are interesting, including an MBTI-like test, and others.