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[Solved] ch 3 worksheet

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**Please read each case study listed below, and answer the associated questions.** – Don't base your answers on what you believe or have found through Goggle! – **Only use Practical Applications in Sports Nutrition as a reference**. – **Include the page numbers where you found the information.** – S…

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**Please read each case study listed below, and answer the associated questions.**
– Don't base your answers on what you believe or have found through Goggle!
– **Only use Practical Applications in Sports Nutrition as a reference**.
– **Include the page numbers where you found the information.**
– Show your calculations based on her weight and activity level. It will be a range of numbers.
– Must be typed-no handwritten papers
– See [How to calculate a person's carbohydrate intake](https://cerritos.instructure.com/courses/98388/pages/calculating-a-persons-recommended-carbohydrate-intake?module_item_id=4166189)
## Calculating a person's recommended carbohydrate intake
When calculating a person's carbohydrate recommendation, you can calculate it based on her/his weight and activity level (if given) from Table 3.6. Your recommendations should always be a range of numbers. You will also need to justify/support your answer (as if you were talking to the person) and give suggestions based on the recommendations from _Practical Applications in Sports Nutrition_
For example:
Julie is interested in losing weight. She enjoys participating in step aerobics, kickboxing, and muscle conditioning group fitness classes 4 to 5 times per week, 45 minutes to 1.5 hour per class. She currently weighs 150 lbs and is 32 years-old.
Based on **Table 3.6**, her training is moderate-high volume since her workouts are sometime less than 1 hour and sometimes over 1 hour.
She weighs 150 lbs. Convert to kg: 150 lbs x 1 kg/2.2 lbs = 68.2 kg
68.2 kg x 5 g CHO/kg (moderate intensity) = 341 g CHO
and 68.2 kg x 10 g CHO/kg (high intensity) = 682 g CHO
Answer: It is recommended that Julie consume 341-682 g carbohydrates daily. According to Fink and Mikesky, she should include fresh or frozen vegetables, fruits, and make sure that half of her grains are whole grains (brown rice, barley, quinoa).
Since her food preference weren't stated, provide a few choices from the textbook (without quantities or meal plans). You should not base your recommendations on person preferences or what you personally believe it should be! Remember, that you are not the expert, so you will need to reference your textbook and ChooseMyPlate.gov.
**TABLE 3.6** Daily Carbohydrate Intake RecommendationsType of trainingTraining duration (hours/day)Daily carbohydrate intake range (g/kg)Low-intensity or skill-based activities<1.03–5Moderate training~1.05–7High-volume training1.0–3.06–10Extreme commitment>4.0–5.08–12
Kelly (66kg) is a 48 – year-old race walker who participates in half marathons. She walks 5 to 6 days per week, 1 to 2 hours per day, at a moderate to high intensity. Kelly makes an appointment with you to determine how much carbohydrate she should be consuming daily to keep her glycogen levels as high as possible. She is also interested in knowing how to properly “carbohydrate load” the week before a race.
_Questions_:
1. How many grams of carbohydrate would you recommend Kelly consume on a daily basis? Using Table 3.6 as a reference, show your calculations and units.
2. What suggestion do you have for Kelly for carbohydrate loading 6-7 days prior to her race (Use Table 3.10. You can access and copy this information from the textbook for your answer).

November 5, 2026
[Solved] Nursing HOMEWORK

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– ## CertificationandLiionandLicensurePlanDiscussionResponse.docx **## CertificationandLiionandLicensurePlanDiscussionResponse.docx** eCCCCCCCrCertification and Liion and Licensure Plan LOUISE G Main Question Post Discussion: Certification and Licensure Plan Psych ARNPs, upon gaining full practice a…

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– ## CertificationandLiionandLicensurePlanDiscussionResponse.docx

**## CertificationandLiionandLicensurePlanDiscussionResponse.docx**

eCCCCCCCrCertification and Liion and Licensure Plan

LOUISE G

Main Question Post Discussion: Certification and Licensure Plan

Psych ARNPs, upon gaining full practice authority, do not require physician supervision or collaboration. Full practice authority is achieved by completing 3,000 hours of practice under physician supervision, holding an active license. However, before this is achieved, the establishment of collaborative practice with physicians must be in place (Toney-Butler & Martin, 2023).

To be a certified and licensed psych APRN in Florida, a person must hold an active Florida RN license and hold a minimum of a master’s degree in mental health from a program approved by the Florida Board of Nursing. Next, one needs to pass the national certification in their specialty and be certified by an accredited certifying body such as the ANCC. Finally, one applies for licensure as an APRN to the Florida Board of Nursing. The board reviews one’s educational credentials and national certification so as to determine the applicant’s eligibility for an APRN license (Toney-Butler & Martin, 2023). The Florida Board of Nursing website is
[https://floridasnursinghomeadmin.gov/\
Links to an external site.](https://floridasnursinghomeadmin.gov/).

The scope of practice of psych ARNPs in Florida is defined by the general standard of practice for APRNs. Their scope of practice includes diagnosis and treatment of mental illnesses with specified criteria for achieving autonomous practice to be able to offer services listed in their scope of practice without the need for a physician’s oversight (Toney-Butler & Martin, 2023). Getting a DEA license in Florida begins by securing a Florida license and CSP registration. This is followed by completing the mandatory 8-hour training, followed by submitting a DEA application. After this, one tracks the application process, and if successful, one receives and maintains their DEA license (DEA, 2025).

Florida has a PMP program known as E-FORCSE in place, requiring all dispensers of controlled substances, including Psych ARNPs, to report dispensed schedule II-V medications to the Florida state database with an aim of reducing drug diversion and abuse (E-FORCSE Home Page | Florida Department of Health, n.d.). Psych ARNPs are allowed to prescribe controlled substances, including schedule II-V, as long as they are under a supervisory protocol with a registered physician.

**GERMINE P**

**Main Question Post**

1. Certification & Licensure Process for APRNs in Minnesota

To become an APRN in Minnesota (e.g., CNP, CNS, CNM, CRNA), you must:

· Hold an active, unencumbered RN license in Minnesota.

· Graduate from a nationally accredited graduate-level APRN program.

· Obtain national certification in one of the six designated population foci (e.g., adult-gerontology, family across the lifespan, neonatal, pediatric, psychiatric/mental health, or women’s and gender-related health) from a body approved by the Board of Nursing

· Submit an APRN Licensure Application, including proof of program completion, certification verification, and a criminal background check if not completed within the past year

· For CNPs and CNSs beginning after July 1, 2014, submit verification of 2,080 supervised practice hours in a collaborative management setting (hospital or integrated clinical environment)

2. Application Process

Applicants must:

· Complete the online or paper APRN application for each APRN role sought, pay the fee ($105, plus $32 additional if a background check is required)

· Arrange for certification documentation to be sent directly from the certifying body to the Minnesota Board of Nursing

· Submit a Confirmation of Program Completion form via the educational institution directly to the Board.

· Complete Criminal Background Check and fingerprinting, unless done within the past year

· Once all requirements are met—including 2,080 hours if applicable—the Board issues licensure

3. Minnesota Board of Nursing Website

The official Board of Nursing website is the central hub for APRN licensure, applications, forms, certification instructions, DEA registration guidance, and PMP enrollment- https://mn.gov/boards/nursing/?utm_source=chatgpt.com

4. Scope of Practice & Practice Authority

· Minnesota grants Full Practice Authority (FPA) to APRNs: after completing the required 2,080 hours in a collaborative management setting, APRNs can practice independently without requiring supervision or co-signature

· The scope of practice includes advanced assessment, diagnosis, prescribing (including controlled substances), ordering tests and therapeutic devices, and referral services

5. Practice Agreement Requirements

· A collaborative management agreement with a Minnesota-licensed physician or APRN (experienced in the same population focus) must document the scope of collaboration and supervisory oversight during the initial 2,080 hours

· After completion, APRNs (except CRNAs treating pain) may practice and prescribe independently.

6. DEA License & Prescription Monitoring Program (PMP)

· APRNs must apply separately for a DEA registration number to obtain controlled-substance prescribing authority; the Board’s website offers guidance for this process and PMP enrollment.

· Minnesota operates a Prescription Monitoring Program, requiring all prescribers of controlled substances to register and report dispensing data

7. Controlled-Substance Prescriptive Authority

· Once registered with the Board and the DEA, APRNs may prescribe Schedule II–V controlled substances, legend drugs, OTC medications, and therapeutic devices independently.

8. Continuing Education & Renewal

· APRNs must maintain national certification; renewal requirements are managed through their certifying organizations

· APRNs with prescriptive authority must complete at least 2 hours of continuing education on controlled substances prescribing, and all DEA registrants must complete an 8-hour training on substance use disorders when registering or renewing

9. Current Legislation & Future Direction

· A bill introduced in early 2025 (HF 1794 / SF 1794) proposes to eliminate the mandatory 2,080-hour transition-to-practice requirement for new APRNs, signaling potential future changes toward even greater independence

Summary: Regulations, Barriers, and Surprises

· Regulatory Model: Minnesota combines full practice authority with a structured transition-to-practice requirement, balancing autonomy with initial collaborative oversight.

· Barriers: The required 2,080 hours may delay full independence. Additionally, institutional policies or federal limits (e.g., Medicare restrictions on orthotic ordering and rehab certifications) may restrict APRNs despite their legal autonomy

· Surprises:

1. Minnesota’s forward-leaning model: granting independent authority relatively quickly after collaboration.

2. The pending legislative effort to remove the transition hours requirement, which could further streamline APRN independence.

RESPOND TO PEERS

**Respond** to at least
**two** of your colleagues on
**2 different days** in one or more of the ways listed below.

· Share an insight from having viewed your colleagues’ posts.

· Suggest additional actions or perspectives.

· Share insights after comparing state processes, roles, and limitations.

· Suggest a way to advocate for the profession.

· Share resources with those who are in your state.

**## CertificationandLiionandLicensurePlanDiscussionResponse.docx**

eCCCCCCCrCertification and Liion and Licensure Plan

LOUISE G

Main Question Post Discussion: Certification and Licensure Plan

Psych ARNPs, upon gaining full practice authority, do not require physician supervision or collaboration. Full practice authority is achieved by completing 3,000 hours of practice under physician supervision, holding an active license. However, before this is achieved, the establishment of collaborative practice with physicians must be in place (Toney-Butler & Martin, 2023).

To be a certified and licensed psych APRN in Florida, a person must hold an active Florida RN license and hold a minimum of a master’s degree in mental health from a program approved by the Florida Board of Nursing. Next, one needs to pass the national certification in their specialty and be certified by an accredited certifying body such as the ANCC. Finally, one applies for licensure as an APRN to the Florida Board of Nursing. The board reviews one’s educational credentials and national certification so as to determine the applicant’s eligibility for an APRN license (Toney-Butler & Martin, 2023). The Florida Board of Nursing website is
[https://floridasnursinghomeadmin.gov/\
Links to an external site.](https://floridasnursinghomeadmin.gov/).

The scope of practice of psych ARNPs in Florida is defined by the general standard of practice for APRNs. Their scope of practice includes diagnosis and treatment of mental illnesses with specified criteria for achieving autonomous practice to be able to offer services listed in their scope of practice without the need for a physician’s oversight (Toney-Butler & Martin, 2023). Getting a DEA license in Florida begins by securing a Florida license and CSP registration. This is followed by completing the mandatory 8-hour training, followed by submitting a DEA application. After this, one tracks the application process, and if successful, one receives and maintains their DEA license (DEA, 2025).

Florida has a PMP program known as E-FORCSE in place, requiring all dispensers of controlled substances, including Psych ARNPs, to report dispensed schedule II-V medications to the Florida state database with an aim of reducing drug diversion and abuse (E-FORCSE Home Page | Florida Department of Health, n.d.). Psych ARNPs are allowed to prescribe controlled substances, including schedule II-V, as long as they are under a supervisory protocol with a registered physician.

**GERMINE P**

**Main Question Post**

1. Certification & Licensure Process for APRNs in Minnesota

To become an APRN in Minnesota (e.g., CNP, CNS, CNM, CRNA), you must:

· Hold an active, unencumbered RN license in Minnesota.

· Graduate from a nationally accredited graduate-level APRN program.

· Obtain national certification in one of the six designated population foci (e.g., adult-gerontology, family across the lifespan, neonatal, pediatric, psychiatric/mental health, or women’s and gender-related health) from a body approved by the Board of Nursing

· Submit an APRN Licensure Application, including proof of program completion, certification verification, and a criminal background check if not completed within the past year

· For CNPs and CNSs beginning after July 1, 2014, submit verification of 2,080 supervised practice hours in a collaborative management setting (hospital or integrated clinical environment)

2. Application Process

Applicants must:

· Complete the online or paper APRN application for each APRN role sought, pay the fee ($105, plus $32 additional if a background check is required)

· Arrange for certification documentation to be sent directly from the certifying body to the Minnesota Board of Nursing

· Submit a Confirmation of Program Completion form via the educational institution directly to the Board.

· Complete Criminal Background Check and fingerprinting, unless done within the past year

· Once all requirements are met—including 2,080 hours if applicable—the Board issues licensure

3. Minnesota Board of Nursing Website

The official Board of Nursing website is the central hub for APRN licensure, applications, forms, certification instructions, DEA registration guidance, and PMP enrollment- https://mn.gov/boards/nursing/?utm_source=chatgpt.com

4. Scope of Practice & Practice Authority

· Minnesota grants Full Practice Authority (FPA) to APRNs: after completing the required 2,080 hours in a collaborative management setting, APRNs can practice independently without requiring supervision or co-signature

· The scope of practice includes advanced assessment, diagnosis, prescribing (including controlled substances), ordering tests and therapeutic devices, and referral services

5. Practice Agreement Requirements

· A collaborative management agreement with a Minnesota-licensed physician or APRN (experienced in the same population focus) must document the scope of collaboration and supervisory oversight during the initial 2,080 hours

· After completion, APRNs (except CRNAs treating pain) may practice and prescribe independently.

6. DEA License & Prescription Monitoring Program (PMP)

· APRNs must apply separately for a DEA registration number to obtain controlled-substance prescribing authority; the Board’s website offers guidance for this process and PMP enrollment.

· Minnesota operates a Prescription Monitoring Program, requiring all prescribers of controlled substances to register and report dispensing data

7. Controlled-Substance Prescriptive Authority

· Once registered with the Board and the DEA, APRNs may prescribe Schedule II–V controlled substances, legend drugs, OTC medications, and therapeutic devices independently.

8. Continuing Education & Renewal

· APRNs must maintain national certification; renewal requirements are managed through their certifying organizations

· APRNs with prescriptive authority must complete at least 2 hours of continuing education on controlled substances prescribing, and all DEA registrants must complete an 8-hour training on substance use disorders when registering or renewing

9. Current Legislation & Future Direction

· A bill introduced in early 2025 (HF 1794 / SF 1794) proposes to eliminate the mandatory 2,080-hour transition-to-practice requirement for new APRNs, signaling potential future changes toward even greater independence

Summary: Regulations, Barriers, and Surprises

· Regulatory Model: Minnesota combines full practice authority with a structured transition-to-practice requirement, balancing autonomy with initial collaborative oversight.

· Barriers: The required 2,080 hours may delay full independence. Additionally, institutional policies or federal limits (e.g., Medicare restrictions on orthotic ordering and rehab certifications) may restrict APRNs despite their legal autonomy

· Surprises:

1. Minnesota’s forward-leaning model: granting independent authority relatively quickly after collaboration.

2. The pending legislative effort to remove the transition hours requirement, which could further streamline APRN independence.

RESPOND TO PEERS

**Respond** to at least
**two** of your colleagues on
**2 different days** in one or more of the ways listed below.

· Share an insight from having viewed your colleagues’ posts.

· Suggest additional actions or perspectives.

· Share insights after comparing state processes, roles, and limitations.

· Suggest a way to advocate for the profession.

· Share resources with those who are in your state.

November 5, 2026
[Solved] Problem

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November 5, 2026
[Solved] felton powerpoint

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Create a power point presentation of 8-10 slides that includes the following: (Your presentation must also include a title slide and a reference slide which are NOT part of the 8-10 slide requirement.) Choose a family problem or stressor that can significantly impact the functioning of a family such…

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Create a power point presentation of 8-10 slides that includes the following: (Your presentation must also include a title slide and a reference slide which are NOT part of the 8-10 slide requirement.)
Choose a family problem or stressor that can significantly impact the functioning of a family such as military deployment, child abuse and neglect, domestic violence or substance abuse. You may choose another issue but it must be one that presents a significant stressor. Create a power point presentation of 8-10 slides that includes the following: (Your presentation must also include a title slide and a reference slide which are NOT part of the 8-10 slide requirement.)
– Describe the stressor include contributing factors and rate of incidence
– Describe potential impact of the stressor on the family
– Identify possible coping strategies for the family
– Provide 3 local/state/federal/non-profit resources to assist with this issue

November 5, 2026
[Solved] motions and cognitive approaches

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– ## PositiveemotionsPSY.docx **## PositiveemotionsPSY.docx** 2 Sometimes the greatest learning occurs when we have an opportunity to explore a topic that intrigues us or confuses us. This week's learning resources provide a window into the complexity of the three different constructs: self-efficacy…

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– ## PositiveemotionsPSY.docx

**## PositiveemotionsPSY.docx**

2

Sometimes the greatest learning occurs when we have an opportunity to explore a topic that intrigues us or confuses us. This week's learning resources provide a window into the complexity of the three different constructs: self-efficacy, optimism, and hope. We will utilize this discussion forum to identify areas in which the class desires more information on the topics impacting the debate as to whether the three share a common thread.

**1. Main Entry:**

**Class Contribution to Learning**
**_–_** Positive emotions are not as easily distinguished as negative emotions. Anger and sadness are physiologically expressed in distinctive ways (e.g., facial expressions). Positive emotions tend to be more difficult to pinpoint because their cognitive and physiological responses overlap. For example, joy and happiness share similar facial expressions. Because positive emotions are more difficult to differentiate, there is a challenge to operationally define the common thread they share.

This week we will enhance our learning community through the exchange of thoughts and questions on these topics. This is your chance 1) to express your thoughts — including points of intrigue or questions, and 2) to learn from the process of putting your ideas in writing and clarifying them as you and your classmate engage in thoughtful exchanges within this forum.

a. Select one (1) of the following topics

a.

·
**_optimism_**

·
**_hope_**

·
**_savoring_**

·
**_mindfulness_**

·
**_flow_**

b. Once you have selected your topic, define the term in a sentence or two and provide a brief statement (3+ sentences) about why the topic captured your attention.

c. Accompany your summary with a reference and link to a solid, peer-reviewed article that explores/explains your selected topic. The reference must be presented in APA format and the link to the article must work. For this part of the assignment, I suggest you conduct your search for an article within Google Scholar.

d. In your authorial voice (i.e., own words) provide a brief synopsis of what the article is about. Include relevant details like theory outlined or hypothesis tested, and conclusions made by the authors. Also, express thoughts on the strengths and weakness of the article. Explain your thinking.

·
**Savoring -** On p. 50 of the
[Kurtz](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386808&type=content&rcode=UMUC-8548302) article, 10 specific "savoring strategies" are identified for savoring the positive experiences in one's life.

e. Excluding "kill-joy thinking, describe the ones that you yourself employ. Are there some of the other ones that you should do more often?

**## PositiveemotionsPSY.docx**

2

Sometimes the greatest learning occurs when we have an opportunity to explore a topic that intrigues us or confuses us. This week's learning resources provide a window into the complexity of the three different constructs: self-efficacy, optimism, and hope. We will utilize this discussion forum to identify areas in which the class desires more information on the topics impacting the debate as to whether the three share a common thread.

**1. Main Entry:**

**Class Contribution to Learning**
**_–_** Positive emotions are not as easily distinguished as negative emotions. Anger and sadness are physiologically expressed in distinctive ways (e.g., facial expressions). Positive emotions tend to be more difficult to pinpoint because their cognitive and physiological responses overlap. For example, joy and happiness share similar facial expressions. Because positive emotions are more difficult to differentiate, there is a challenge to operationally define the common thread they share.

This week we will enhance our learning community through the exchange of thoughts and questions on these topics. This is your chance 1) to express your thoughts — including points of intrigue or questions, and 2) to learn from the process of putting your ideas in writing and clarifying them as you and your classmate engage in thoughtful exchanges within this forum.

a. Select one (1) of the following topics

a.

·
**_optimism_**

·
**_hope_**

·
**_savoring_**

·
**_mindfulness_**

·
**_flow_**

b. Once you have selected your topic, define the term in a sentence or two and provide a brief statement (3+ sentences) about why the topic captured your attention.

c. Accompany your summary with a reference and link to a solid, peer-reviewed article that explores/explains your selected topic. The reference must be presented in APA format and the link to the article must work. For this part of the assignment, I suggest you conduct your search for an article within Google Scholar.

d. In your authorial voice (i.e., own words) provide a brief synopsis of what the article is about. Include relevant details like theory outlined or hypothesis tested, and conclusions made by the authors. Also, express thoughts on the strengths and weakness of the article. Explain your thinking.

·
**Savoring -** On p. 50 of the
[Kurtz](https://learn.umgc.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1386808&type=content&rcode=UMUC-8548302) article, 10 specific "savoring strategies" are identified for savoring the positive experiences in one's life.

e. Excluding "kill-joy thinking, describe the ones that you yourself employ. Are there some of the other ones that you should do more often?

November 5, 2026
[Solved] natasha final

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please see attachment – ## natashafinal.docx **## natashafinal.docx** Please choose five of the seven questions to answer. If the question contains a scenario, **be sure to answer EACH of the follow-up questions in your essay**. Essays should be at a minimum two pages, but you can take as many as yo…

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Assignment Prompt & Instructions

please see attachment

– ## natashafinal.docx

**## natashafinal.docx**

Please choose five of the seven questions to answer. If the question contains a scenario,
**be sure to answer EACH of the follow-up questions in your essay**. Essays should be at a minimum two pages, but you can take as many as you need to answer the question
**fully. Be sure to have sources at the end of each essay.**

**Question 1:**

Metropolis owns and operates 20,000-seat Lois Lane Arena. Lane Arena is surrounded by a large parking lot. Entrance to the parking lot and arena is possible only through four admission gates, one on each side of the arena. Metropolis, through a municipal arena authority, rents Lane Arena to a professional basketball team, concert promoters, organizations that sponsor conventions, and other private groups or companies willing to pay the asked-for rental fee. The city’s official rental policy, as stated in a resolution adopted by the Metropolis City Council, is that Lane Arena be available for rent by any individual, group, or entity for “any purpose that does not dishonor Metropolis or offend the sense of decency of its citizens.”

A recent action by the Metropolis Arena Authority concerning Lane Arena generated considerable controversy. The controversy involving Lane Arena concerned the decision of the Metropolis Arena Authority to reject a request by the XHL (“The Xtreme Hockey League”) to rent Lane Arena for a new professional hockey franchise, the Metropolis Puckers. In rejecting the request, the city cited the Puckers’ plan to post on the scoreboard “body counts” (counts of opposing players disabled by the rough play of the Puckers), its sponsorship by “Rot Gut Whiskey,” and its plan to have topless cheerleaders entertain fans between periods.

The XHL contends that the decision of Metropolis to reject its request to rent Lane Arena violates the First Amendment. Does it? Analyze:

a. First, what are the protections under the First Amendment?

b. Can you cite any case law that would have set precedent for your argument to support or reverse the rejection of the Puckers request?

c. You must at least cite the following landmark cases: Schenck v. U.S. (1919), Gitlow v. New York (1925), and a minimum of two additional First Amendment cases to support your position.

**Question 2:**

A group of Fundamentalist parents are upset with required readings in classes at a public school in Tennessee. Specifically, they believe that certain required readings promote secular humanism and undermine the religious beliefs of their children. They complain that Harry Potter books required in the seventh-grade favorably portray witchcraft. They complain that a senior-high physics book suggests that the Big Bang provides a credible explanation of the origin of the universe. Finally, they complain that biographies required in a tenth-grade history class promote feminism and the notion that women should find work outside the home. The Fundamentalist parents wonder whether the required readings violate either the Establishment Clause or the Free Exercise Clause. They would either like to have a court order the curriculum be changed or that their students be exempted from objectionable required reading and instruction.

a) Define prior restraint. Define time place and manner restraints.

b) What do you tell the parents of the children? Is their request denied? On what case(s) is this denial (or support) based?

**Question 3:**

Assume you are the producer of the campus television show, a late night show which runs on the local public access channel as well as the campus channel. You are preparing a segment entitled “What do You Know about University Professors?” about the private lives of university professors. You hear some rumors about the new English professor, Bob Jones, from several students, and decide to investigate. You send student researchers to Jones’ hometown and former employers. You find out several bits if information, including an arrest for drunk driving ten years ago, a brief stint in prison for shoplifting as a twenty-year old, and accusations of inappropriate relationships with students at his former university. You also discover Jones’ penchant for naked parties, which can be viewed on a restricted Internet site. You and a fellow student stake out the next party, and get some shots of Jones’ with other professors naked partying in the backyard. You got the pics and video by climbing a tree in the neighbor’s yard. You run the promo of the segment claiming “Jones’ bares all…..with other profs.”

3.

a. From a legal standpoint, would be safe broadcasting this information?

b. What is the difference between a public figure and a private citizen?

c. Are there any cases that act as precedent for privacy law?

d. Would you act any differently if these were professors in your department? At another university? What are the ethical ramifications of running this story?

**Question 4:**

Amy, a prominent women's rights activist, is a resident of Yuba City, California. She was the mother of Benny, who was 18 years old. Benny lived at home with Amy, while attending Community College. On Benny's 15th birthday, Amy took out an insurance policy on Benny in the amount of $1,000,000. Amy named herself as the insurance policy's beneficiary. Two weeks after his 18th birthday, Benny died mysteriously of a heart attack. Reporter, who works for The Daily Breeze (Yuba City’s daily newspaper), discovered the existence of the insurance policy on Benny's life. Reporter also gained access to the coroner's unofficial, preliminary report. The report stated that Benny may have died as a result of poisoning, possibly administered through his food over a period of several months. Reporter spoke with Officer Oren, an officer with the Yuba City Police Department who did not participate in the investigation of Benny's death. Officer Oren told Reporter the following: "I would not be surprised if Amy were to become a suspect in Benny's death and charged with murder by tomorrow." Reporter did not verify this information. Reporter did not speak with either the coroner or Amy. The next day, The Daily Breeze ran the following story on page one of its local section:

PROMINENT MOM SUSPECTED IN SON'S DEATH

Benny, the son of Amy, died yesterday of a mysterious heart attack. Amy is a prominent women's rights activist and resident of Yuba City. Foul play is suspected in Benny's death and Amy is a suspect. A reliable source confirmed that Amy will be charged with Benny's murder in the very near future.

Angered by The Daily Breeze’s allegations, Amy wrote The Daily Breeze a scathing letter and requested a retraction. Amy was neither arrested nor charged with Benny's death. After an autopsy, the coroner's official report stated Benny's heart attack was caused by a rare heart condition. The Daily Breeze printed a retraction after the official autopsy report was released.

Amy would like to file a defamation suit against The Daily Breeze. She comes to you for legal representation.

a. Discuss the cause(s) of action available to Amy along with anticipated defense(s) available to The Daily Breeze, i.e., what are the components of a defamation claim? Be sure to define defamation, libel, negligence, actual malice standard, etc.

b. Identify a minimum of three precedent cases related to this type of case.

c. Discuss the likely outcome of such litigation.

**Question 5:**

Dvorak writes soundtracks for films. Qwerty writes screenplays. They sometimes combine their products to create soundtrack-plus-screenplay packages. They pitch these packages to film producers, who sometimes buy the packages and sometimes buy the soundtracks or the screenplays separately.

One evening last month, working alone in her studio on a new project, Dvorak struggled to find a melody that would fit the melancholy and dignity of Qwerty's latest heroine. Right then, through an open window, she heard a mourning dove sing. Inspired, Dvorak quickly re-worked the dove's song into a fitting melody. Before she had even gone to the trouble of writing her composition down, she excitedly called Qwerty. Getting Qwerty's answering machine, Dvorak turned on her speaker phone, gave a short introduction, and played the new melody. Satisfied with her day's work, Qwerty left her studio immediately after hanging up the phone.

It turns out that Qwerty did not answer the phone because his wife, Sue, was hosting a party. Sue was celebrating having gotten Disney to pay a huge settlement to her clients, representatives of the estate of the original Mr. Potato Head. A good many of the guests — those with the big heads, short legs, and variegated features — came from the Potato Head family. Others represented the usual crop of well-connected Hollywood executives.

Qwerty did not know many of the guests, nor did he care to. He considered himself, as an auteur, above such schmoozing. Two drinks into the evening, Qwerty started arguing with the executives about how the film industry steals artists' labors. Four drinks in, he started offering tater tots to horrified members of the Potato Head clan. At six drinks, Dvorak's call came in.

Qwerty knew better than to try to work in his condition, so he just listened in as the machine began recording Dvorak's call. "Now this," he shouted in a slurred voice to his wife's guests, "represents the sort of genius that makes losers and tubers like you rich!" As Dvorak finished her short introduction, Qwerty turned up the answering machine's speaker and let Dvorak's live performance wash over the hushed crowd.

Despite his poor manners, Qwerty had made his point. The guests filtered out whistling Dvorak's tune and marveling at art's power to save a party from utter disaster. But though Sue forgave Qwerty, Dvorak got very angry when she learned that he had played her call without her permission. "At the same time that I thought I was leaving a private message for you," she explained, "you were broadcasting my performance to a bunch of strangers!"

Furthermore, not long after Dvorak unknowingly performed for Sue's guests, a competing composer of film scores, Shift, sold a studio a tune that sounded rather similar to Dvorak's. Shift was not at the party and disavows any exposure to Dvorak's melody.

Dvorak has asked your firm to advise her about her possible copyright claims against Qwerty and Shift.
**Write a memo doing so**, citing the following: the Copyright Act of 1976, define music licensing and fair use, and a minimum of four cases. Does Dvorak have a case and why or why not?

**Question 6:**

You are a member of the leftist group NME, or No Meat Eaters, an often volatile group known for assailing vegetarians in public. However, you are also a journalist. When you discover NME is about to engage in a terrorist plot against farmers, you tape the meeting then break the story. You get not only beat up, but sued by NME. Discuss the defense for this case based on Sunshine Laws, Freedom of Information Act, as well as exemptions, and a minimum of two cases.

**Question 7:**

The Children's Television Act of 1990 was enacted to encourage television broadcasters to serve the needs of children more extensively in their programming. To do so, the Act provides that in considering licensing renewals, the Federal Communications Commission "shall consider the extent to which the licensee has served the educational and informational needs of children through the licensee's overall programming."

The first license renewals that will be subject to this Act were considered in 1992. Assume that in one of these initial renewal proceedings, the F.C.C. determines that a television broadcaster has totally failed to program material that serves the needs of children, and denies renewal of the license on this basis. Also assume that the broadcaster appeals the denial on the ground that the above aspect of the Act and the denial of renewal violate the first amendment to the United States Constitution.

Discuss arguments that might be made on both sides of this issue, and state how you believe the issue should be resolved, and why. Be sure to define the Children’s Television Act of 1990, the Public Broadcasting Act of 1967, and core children’s broadcasting. Cite a minimum of two cases.

**## natashafinal.docx**

Please choose five of the seven questions to answer. If the question contains a scenario,
**be sure to answer EACH of the follow-up questions in your essay**. Essays should be at a minimum two pages, but you can take as many as you need to answer the question
**fully. Be sure to have sources at the end of each essay.**

**Question 1:**

Metropolis owns and operates 20,000-seat Lois Lane Arena. Lane Arena is surrounded by a large parking lot. Entrance to the parking lot and arena is possible only through four admission gates, one on each side of the arena. Metropolis, through a municipal arena authority, rents Lane Arena to a professional basketball team, concert promoters, organizations that sponsor conventions, and other private groups or companies willing to pay the asked-for rental fee. The city’s official rental policy, as stated in a resolution adopted by the Metropolis City Council, is that Lane Arena be available for rent by any individual, group, or entity for “any purpose that does not dishonor Metropolis or offend the sense of decency of its citizens.”

A recent action by the Metropolis Arena Authority concerning Lane Arena generated considerable controversy. The controversy involving Lane Arena concerned the decision of the Metropolis Arena Authority to reject a request by the XHL (“The Xtreme Hockey League”) to rent Lane Arena for a new professional hockey franchise, the Metropolis Puckers. In rejecting the request, the city cited the Puckers’ plan to post on the scoreboard “body counts” (counts of opposing players disabled by the rough play of the Puckers), its sponsorship by “Rot Gut Whiskey,” and its plan to have topless cheerleaders entertain fans between periods.

The XHL contends that the decision of Metropolis to reject its request to rent Lane Arena violates the First Amendment. Does it? Analyze:

a. First, what are the protections under the First Amendment?

b. Can you cite any case law that would have set precedent for your argument to support or reverse the rejection of the Puckers request?

c. You must at least cite the following landmark cases: Schenck v. U.S. (1919), Gitlow v. New York (1925), and a minimum of two additional First Amendment cases to support your position.

**Question 2:**

A group of Fundamentalist parents are upset with required readings in classes at a public school in Tennessee. Specifically, they believe that certain required readings promote secular humanism and undermine the religious beliefs of their children. They complain that Harry Potter books required in the seventh-grade favorably portray witchcraft. They complain that a senior-high physics book suggests that the Big Bang provides a credible explanation of the origin of the universe. Finally, they complain that biographies required in a tenth-grade history class promote feminism and the notion that women should find work outside the home. The Fundamentalist parents wonder whether the required readings violate either the Establishment Clause or the Free Exercise Clause. They would either like to have a court order the curriculum be changed or that their students be exempted from objectionable required reading and instruction.

a) Define prior restraint. Define time place and manner restraints.

b) What do you tell the parents of the children? Is their request denied? On what case(s) is this denial (or support) based?

**Question 3:**

Assume you are the producer of the campus television show, a late night show which runs on the local public access channel as well as the campus channel. You are preparing a segment entitled “What do You Know about University Professors?” about the private lives of university professors. You hear some rumors about the new English professor, Bob Jones, from several students, and decide to investigate. You send student researchers to Jones’ hometown and former employers. You find out several bits if information, including an arrest for drunk driving ten years ago, a brief stint in prison for shoplifting as a twenty-year old, and accusations of inappropriate relationships with students at his former university. You also discover Jones’ penchant for naked parties, which can be viewed on a restricted Internet site. You and a fellow student stake out the next party, and get some shots of Jones’ with other professors naked partying in the backyard. You got the pics and video by climbing a tree in the neighbor’s yard. You run the promo of the segment claiming “Jones’ bares all…..with other profs.”

3.

a. From a legal standpoint, would be safe broadcasting this information?

b. What is the difference between a public figure and a private citizen?

c. Are there any cases that act as precedent for privacy law?

d. Would you act any differently if these were professors in your department? At another university? What are the ethical ramifications of running this story?

**Question 4:**

Amy, a prominent women's rights activist, is a resident of Yuba City, California. She was the mother of Benny, who was 18 years old. Benny lived at home with Amy, while attending Community College. On Benny's 15th birthday, Amy took out an insurance policy on Benny in the amount of $1,000,000. Amy named herself as the insurance policy's beneficiary. Two weeks after his 18th birthday, Benny died mysteriously of a heart attack. Reporter, who works for The Daily Breeze (Yuba City’s daily newspaper), discovered the existence of the insurance policy on Benny's life. Reporter also gained access to the coroner's unofficial, preliminary report. The report stated that Benny may have died as a result of poisoning, possibly administered through his food over a period of several months. Reporter spoke with Officer Oren, an officer with the Yuba City Police Department who did not participate in the investigation of Benny's death. Officer Oren told Reporter the following: "I would not be surprised if Amy were to become a suspect in Benny's death and charged with murder by tomorrow." Reporter did not verify this information. Reporter did not speak with either the coroner or Amy. The next day, The Daily Breeze ran the following story on page one of its local section:

PROMINENT MOM SUSPECTED IN SON'S DEATH

Benny, the son of Amy, died yesterday of a mysterious heart attack. Amy is a prominent women's rights activist and resident of Yuba City. Foul play is suspected in Benny's death and Amy is a suspect. A reliable source confirmed that Amy will be charged with Benny's murder in the very near future.

Angered by The Daily Breeze’s allegations, Amy wrote The Daily Breeze a scathing letter and requested a retraction. Amy was neither arrested nor charged with Benny's death. After an autopsy, the coroner's official report stated Benny's heart attack was caused by a rare heart condition. The Daily Breeze printed a retraction after the official autopsy report was released.

Amy would like to file a defamation suit against The Daily Breeze. She comes to you for legal representation.

a. Discuss the cause(s) of action available to Amy along with anticipated defense(s) available to The Daily Breeze, i.e., what are the components of a defamation claim? Be sure to define defamation, libel, negligence, actual malice standard, etc.

b. Identify a minimum of three precedent cases related to this type of case.

c. Discuss the likely outcome of such litigation.

**Question 5:**

Dvorak writes soundtracks for films. Qwerty writes screenplays. They sometimes combine their products to create soundtrack-plus-screenplay packages. They pitch these packages to film producers, who sometimes buy the packages and sometimes buy the soundtracks or the screenplays separately.

One evening last month, working alone in her studio on a new project, Dvorak struggled to find a melody that would fit the melancholy and dignity of Qwerty's latest heroine. Right then, through an open window, she heard a mourning dove sing. Inspired, Dvorak quickly re-worked the dove's song into a fitting melody. Before she had even gone to the trouble of writing her composition down, she excitedly called Qwerty. Getting Qwerty's answering machine, Dvorak turned on her speaker phone, gave a short introduction, and played the new melody. Satisfied with her day's work, Qwerty left her studio immediately after hanging up the phone.

It turns out that Qwerty did not answer the phone because his wife, Sue, was hosting a party. Sue was celebrating having gotten Disney to pay a huge settlement to her clients, representatives of the estate of the original Mr. Potato Head. A good many of the guests — those with the big heads, short legs, and variegated features — came from the Potato Head family. Others represented the usual crop of well-connected Hollywood executives.

Qwerty did not know many of the guests, nor did he care to. He considered himself, as an auteur, above such schmoozing. Two drinks into the evening, Qwerty started arguing with the executives about how the film industry steals artists' labors. Four drinks in, he started offering tater tots to horrified members of the Potato Head clan. At six drinks, Dvorak's call came in.

Qwerty knew better than to try to work in his condition, so he just listened in as the machine began recording Dvorak's call. "Now this," he shouted in a slurred voice to his wife's guests, "represents the sort of genius that makes losers and tubers like you rich!" As Dvorak finished her short introduction, Qwerty turned up the answering machine's speaker and let Dvorak's live performance wash over the hushed crowd.

Despite his poor manners, Qwerty had made his point. The guests filtered out whistling Dvorak's tune and marveling at art's power to save a party from utter disaster. But though Sue forgave Qwerty, Dvorak got very angry when she learned that he had played her call without her permission. "At the same time that I thought I was leaving a private message for you," she explained, "you were broadcasting my performance to a bunch of strangers!"

Furthermore, not long after Dvorak unknowingly performed for Sue's guests, a competing composer of film scores, Shift, sold a studio a tune that sounded rather similar to Dvorak's. Shift was not at the party and disavows any exposure to Dvorak's melody.

Dvorak has asked your firm to advise her about her possible copyright claims against Qwerty and Shift.
**Write a memo doing so**, citing the following: the Copyright Act of 1976, define music licensing and fair use, and a minimum of four cases. Does Dvorak have a case and why or why not?

**Question 6:**

You are a member of the leftist group NME, or No Meat Eaters, an often volatile group known for assailing vegetarians in public. However, you are also a journalist. When you discover NME is about to engage in a terrorist plot against farmers, you tape the meeting then break the story. You get not only beat up, but sued by NME. Discuss the defense for this case based on Sunshine Laws, Freedom of Information Act, as well as exemptions, and a minimum of two cases.

**Question 7:**

The Children's Television Act of 1990 was enacted to encourage television broadcasters to serve the needs of children more extensively in their programming. To do so, the Act provides that in considering licensing renewals, the Federal Communications Commission "shall consider the extent to which the licensee has served the educational and informational needs of children through the licensee's overall programming."

The first license renewals that will be subject to this Act were considered in 1992. Assume that in one of these initial renewal proceedings, the F.C.C. determines that a television broadcaster has totally failed to program material that serves the needs of children, and denies renewal of the license on this basis. Also assume that the broadcaster appeals the denial on the ground that the above aspect of the Act and the denial of renewal violate the first amendment to the United States Constitution.

Discuss arguments that might be made on both sides of this issue, and state how you believe the issue should be resolved, and why. Be sure to define the Children’s Television Act of 1990, the Public Broadcasting Act of 1967, and core children’s broadcasting. Cite a minimum of two cases.

November 5, 2026
[Solved] Find two research articles from peer reviewed journals studying that construct

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– ## indtworesearcharticlesfrompeerreviewedjournalsstudyingthatconstruct.docx **## indtworesearcharticlesfrompeerreviewedjournalsstudyingthatconstruct.docx** 2 What is a construct? What is a measure? Discuss different levels of measures and give examples in your description. Pick a construct and des…

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– ## indtworesearcharticlesfrompeerreviewedjournalsstudyingthatconstruct.docx

**## indtworesearcharticlesfrompeerreviewedjournalsstudyingthatconstruct.docx**

2

What is a construct? What is a measure? Discuss different levels of measures and give examples in your description. Pick a construct and describe that construct in detail. Next, find
two research articles from peer reviewed journals studying that construct.
**You are to find actual research studies talking about the construct, not review articles for measures.**

For example, here is an article ABOUT a measure:
[https://link.springer.com/article/10.1007/BF00917219](https://link.springer.com/article/10.1007/BF00917219) (This is not the full text of the article)

This is an article that USES measures in a study:
[https://jamanetwork.com/journals/jamapsychiatry/article-abstract/494134](https://jamanetwork.com/journals/jamapsychiatry/article-abstract/494134) (This is not the full text of the article.)

(You want to look for articles that USE measures in a study. Please ask if you don't understand the difference.)

Include the references for those articles and a link to the articles. What specific measures were used in each study? If you were conducting your own study, which one (if either) would you use and why?

**## indtworesearcharticlesfrompeerreviewedjournalsstudyingthatconstruct.docx**

2

What is a construct? What is a measure? Discuss different levels of measures and give examples in your description. Pick a construct and describe that construct in detail. Next, find
two research articles from peer reviewed journals studying that construct.
**You are to find actual research studies talking about the construct, not review articles for measures.**

For example, here is an article ABOUT a measure:
[https://link.springer.com/article/10.1007/BF00917219](https://link.springer.com/article/10.1007/BF00917219) (This is not the full text of the article)

This is an article that USES measures in a study:
[https://jamanetwork.com/journals/jamapsychiatry/article-abstract/494134](https://jamanetwork.com/journals/jamapsychiatry/article-abstract/494134) (This is not the full text of the article.)

(You want to look for articles that USE measures in a study. Please ask if you don't understand the difference.)

Include the references for those articles and a link to the articles. What specific measures were used in each study? If you were conducting your own study, which one (if either) would you use and why?

November 5, 2026
[Solved] Biology Microbiology assignment

✓ Verified Academic Solution Available

Executive Solution Overview

I started the paper, need help finishing asap – ## FoodSafetyHOLReport.docx **## FoodSafetyHOLReport.docx** **Food Safety HOL #12:** **Maricel Perez Torres** **08/23/2025** **Microbiology Lab: Wounds and Digestive System Infections** **Unit 4 Week 12** **Abstract** One paragraph that summarizes the …

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Assignment Prompt & Instructions

I started the paper, need help finishing asap

– ## FoodSafetyHOLReport.docx

**## FoodSafetyHOLReport.docx**

**Food Safety HOL #12:**

**Maricel Perez Torres**

**08/23/2025**

**Microbiology Lab: Wounds and Digestive System Infections**

**Unit 4 Week 12**

**Abstract**

One paragraph that summarizes the report

· One paragraph that summarizes the report (no longer than a paragraph)

· Belongs at the very beginning of the paper, but should be written last

· Concise description of the experimental objectives, results, and conclusions

· Includes why the experiment was performed; what problems were addressed; what major conclusions were found; and what major conclusions were drawn.

· Does
_not_ include general background information.

· Uses proper terminology
for your course (examples include: pH, dominant, nucleotide, contamination, X or Y-linked, etc.)

**Introduction and Background**

This study is being conducted to emphasize the importance of food safety and its impact on public health. Foodborne illnesses remain a leading cause of sickness and death worldwide, yet many cases are preventable through proper food handling, storage, and preparation. Understanding how pathogens contaminate food and learning effective prevention measures are essential for maintaining health in our households. Furthermore, educating individuals about safe practices at home and in food service settings helps reduce the risk of outbreaks and lowers healthcare costs. Ultimately, this study aims to enhance knowledge of food safety and promote its practical application in daily life to prevent foodborne diseases and protect overall well-being.

In this experiment, we will analyze the types of pathogens present on unwashed lettuce compared to lettuce that has been properly washed. Additionally, we will investigate the microbial growth in milk after the container has been opened and stored in the refrigerator for 7 days, compared to a sealed container that has been refrigerated for the same period. This study aims to demonstrate the effects of washing and exposure on food safety and the potential for microbial contamination.

We aimed to prove that washing lettuce and keeping milk containers sealed will reduce microbial contamination compared to unwashed lettuce and opened milk.

Milk consumption is widespread in many areas of society, making it a common source of infection, especially when not handled, stored, or processed adequately. Prevention of transmission of milk contaminants is a reasonably easy task and can be achieved with minimal effort.
Some milk-related diseases are endemic in certain underdeveloped countries. As is the case with Brucellosis (Kapoor et al., 2023).

Microbes found in raw milk can be part of beneficial flora. An example of this is the type of beneficial organism, Lactobacillus. Also, we may discover spoilage organisms such as Pseudomonas. The third type of organisms found on milk are pathogenic. These include, among many others, Brucella melitensis, the causative organism of Brucellosis (Kapoor et al., 2023).

Raw milk can cause 840 times more illnesses and 45 times hospitalizations than pasteurized milk. However, pasteurized milk has also been implicated in contamination outbreaks. Listeria monocytogenes is commonly found in contaminated pasteurized milk due to its ability to survive pasteurization. To maintain public safety, the population must be educated
about common milk-borne diseases, their potential hazards, and strategies to prevent contamination. Keeping the milk refrigerated between 2–8 degrees Celsius will minimize pathogen growth (Kapoor et al., 2023).

Consumption of fresh produce exposes individuals to a higher risk of food-borne illnesses. Popular products that come labeled as “washed and ready to eat have been associated with contamination outbreaks. Common microbes found in contaminated produce are Escherichia coli, Salmonella, Listeria, Norovirus, and Hepatitis A virus. Standardization of food Handling protocols and education to business operators improves public safety in this regard (Machado-Moreira et al., 2019).

Every year, nearly 9 million people are affected by foodborne illnesses caused by contaminated food. Leafy green vegetables account for a significant portion of these cases. Research shows that certain microorganisms can survive and even grow on produce after it has been washed and packaged under strict safety standards. Household handling practices—such as storage conditions, temperature, and the length of time produce is kept—play a major role in determining microbial growth and the risk of foodborne illness. Studies indicate that the longer produce is stored, the higher the microbial load becomes. Notably, pathogenic strains like E. coli are capable of multiplying even under refrigeration
_(_ Uhlig et al., 2022
_)._

In this experiment we start by culturing samples from two containers of milk stored in the refrigerator for 7 days, ne opened and one sealed since purchase. We also collected two lettuce samples, one before washing and one after washing. The goal was to compare microbial growth across these samples to evaluate how household food handling practices, such as washing and storage, influence food safety and whether these measures effectively reduce microbial contamination and the risk of foodborne illness.

We used aseptic techniques to collect and analyze microbial samples from milk and lettuce. Sterile swabs were used to transfer samples from each food item to pre-poured TSA agar plates, which were divided into labeled sections for comparison. The plates were then incubated inverted for 48–72 hours to allow microbial growth. After incubation, we observed the plates without removing the lids, counted the number of colony types and total colonies in each section, and recorded the results in a data table. Personal protective equipment (PPE) such as gloves, goggles, masks, and aprons, along with 10% bleach, was used throughout to maintain safety and prevent contamination.

Photos and graphic illustrations in this section with graphics in .jpg, .tif, or .gif format to minimize electronic file size.

**Materials and Methods**

Materials:

· Bottle of bleach

· Bottle of distilled water

· Camera

· Coffee cup

· Hand soap

· Isopropyl (rubbing) alcohol

· Large cooking pot

· Leaf lettuce-fresh, unwashed

· Oven mitt

· Roll of paper towels

· Small container of milk

· Source of tap water

· Stove or hotplate

· Apron

· Face mask with ear loops

· Pair of gloves

· Pair of safety goggles

· Permanent marker

· Petri dish, 90 mm

· Sterile swab, 2 per pack

· Test Tube rack, 6 x 21 mm

· Test tube clamp

· Tryptic soy agar (TSA), 18 mL tube

Methods

In this experiment, two samples of milk and two samples of lettuce were collected to analyze microbial growth. We used Sterile cotton swabs to collect the samples and employed aseptic techniques to prevent contamination. Two TSA agar plates were prepared and divided into labeled sections: “Milk Fresh” and “Milk Opened” on one plate, and “Lettuce Washed” and “Lettuce Unwashed” on the other. Samples from the unwashed lettuce were transferred onto the corresponding section of the agar plate, and the swabs were disposed of in undiluted bleach. The lettuce was then washed, dried, and swabbed again for the “Lettuce Washed” section. Similarly, an opened milk sample stored for seven days and a fresh unopened milk sample were swabbed and inoculated onto their respective sections of the agar plate. All plates were inverted and incubated at room temperature for 48 hours. After incubation, microbial growth was observed without removing the lids, counting both the number of colony types and total colonies for each section. Photos of the plates were taken, and all reusable and disposable materials were disinfected or disposed of using a 10% bleach solution to maintain aseptic conditions. Personal protective equipment (PPE), including gloves, goggles, masks, and aprons, was worn throughout the experiment. At the end, pictures were taken to document the plates for visual analysis and record-keeping.

**Results**

#### Summary of the results

· Fresh milk plate → few colonies, often sparse and uniform.

· 7-day open milk plate → many colonies, high diversity (rods, cocci, sometimes fungi), showing spoilage organisms have multiplied.

#### Unwashed lettuce

· High microbial load:

· Soil bacteria (Pseudomonas, Bacillus, Clostridium spores).

· Enteric bacteria (possible E. coli, Salmonella).

· Lactic acid bacteria and yeasts.

· Agar plate results:

· Dense growth, often too numerous to count (TNTC).

· Colonies vary widely in shape, color, and texture (smooth, rough, white, yellow, opaque, etc.).

· Possible presence of fungi (fluffy mold colonies).

#### 🥬 Washed lettuce (rinsed in water)

· Reduced microbial load, but not sterile:

· Many surface bacteria are rinsed off, lowering colony counts.

· Some microbes remain because they stick tightly to leaf crevices or biofilms.

· Agar plate results:

· Fewer colonies than unwashed lettuce.

· Still shows a mix of bacteria and yeasts, but less diversity and density compared to unwashed.

#### 🥬 Key Difference

· Unwashed lettuce → much higher microbial diversity and numbers.

· Washed lettuce → reduced colony counts, but washing alone does not eliminate all microbes.

Results

· Results section is written in paragraph form and is one or two pages long

· Do not offer any explanation for the results in this section

· Presents the results in text and graphic form (figures, tables, graphs)

· Describes the general trends seen in the data in narrative form (paragraphs).

· All figures and tables should be referenced in the narrative.

Do not redraw the graph in words; let it do the work for you. For example, Temperature had a pronounced effect on seedling growth rate (Figure

**Discussion**

·
_The discussion is the meat of the lab report._

· Tries to answer the question "Why?" Explains what was expected and what was found.

· Do the data support the original hypothesis? Why or why not?

· This section presents reasons for the results obtained in the experiment and references related studies.

· What trends were noticed; why did they occur?

· What is the theory or model behind the experiment and is it substantiated by your results?

· This section also includes potential sources of error. What recommendations might improve the procedure and results?

_Consideration is given to:_

· What is the connection between the experimental measurements taken and the final results and conclusions? How do your results relate to the real world?

· What were the results of observations and calculations?

· What trends were noticed?

· What is the theory or model behind the experiment?

· Do the experimental results substantiate or refute the theory? Why? Be sure to refer specifically to the results you obtained.

· Were the results consistent with your original predictions of outcomes or were you forced to revise your thinking?

· Did errors occur (for example, environmental changes or unplanned interference in the procedure)? If so, how did these errors affect the experiment?

· Did any errors occur due to the equipment used (for example, contamination due to a lack of aseptic technique)?

What recommendations might improve the procedures and results?

**Conclusion**

· Consists of a single paragraph.

· Restates the objective, the results, and important discussion findings; Does NOT introduce new material.

· Conclusion should be supported by at least 3 reasons and/or pieces of data obtained from the experiment.

**Citations**

Kapoor, Sunandini et al. “Milk-borne diseases through the lens of one health.”
_Frontiers in microbiology_ vol. 14 1041051. 6 Apr. 2023, doi:10.3389/fmicb.2023.1041051

Machado-Moreira, Bernardino et al. “Microbial Contamination of Fresh Produce: What, Where, and How?.”
_Comprehensive reviews in food science and food safety_ vol. 18,6 (2019): 1727-1750. doi:10.1111/1541-4337.12487

Uhlig, E et al. “The live bacterial load and microbiota composition of prepacked "ready-to-eat" leafy greens during household conditions, with special reference to E. coli.”
_International journal of food microbiology_ vol. 377 (2022): 109786. doi:10.1016/j.ijfoodmicro.2022.109786

**## FoodSafetyHOLReport.docx**

**Food Safety HOL #12:**

**Maricel Perez Torres**

**08/23/2025**

**Microbiology Lab: Wounds and Digestive System Infections**

**Unit 4 Week 12**

**Abstract**

One paragraph that summarizes the report

· One paragraph that summarizes the report (no longer than a paragraph)

· Belongs at the very beginning of the paper, but should be written last

· Concise description of the experimental objectives, results, and conclusions

· Includes why the experiment was performed; what problems were addressed; what major conclusions were found; and what major conclusions were drawn.

· Does
_not_ include general background information.

· Uses proper terminology
for your course (examples include: pH, dominant, nucleotide, contamination, X or Y-linked, etc.)

**Introduction and Background**

This study is being conducted to emphasize the importance of food safety and its impact on public health. Foodborne illnesses remain a leading cause of sickness and death worldwide, yet many cases are preventable through proper food handling, storage, and preparation. Understanding how pathogens contaminate food and learning effective prevention measures are essential for maintaining health in our households. Furthermore, educating individuals about safe practices at home and in food service settings helps reduce the risk of outbreaks and lowers healthcare costs. Ultimately, this study aims to enhance knowledge of food safety and promote its practical application in daily life to prevent foodborne diseases and protect overall well-being.

In this experiment, we will analyze the types of pathogens present on unwashed lettuce compared to lettuce that has been properly washed. Additionally, we will investigate the microbial growth in milk after the container has been opened and stored in the refrigerator for 7 days, compared to a sealed container that has been refrigerated for the same period. This study aims to demonstrate the effects of washing and exposure on food safety and the potential for microbial contamination.

We aimed to prove that washing lettuce and keeping milk containers sealed will reduce microbial contamination compared to unwashed lettuce and opened milk.

Milk consumption is widespread in many areas of society, making it a common source of infection, especially when not handled, stored, or processed adequately. Prevention of transmission of milk contaminants is a reasonably easy task and can be achieved with minimal effort.
Some milk-related diseases are endemic in certain underdeveloped countries. As is the case with Brucellosis (Kapoor et al., 2023).

Microbes found in raw milk can be part of beneficial flora. An example of this is the type of beneficial organism, Lactobacillus. Also, we may discover spoilage organisms such as Pseudomonas. The third type of organisms found on milk are pathogenic. These include, among many others, Brucella melitensis, the causative organism of Brucellosis (Kapoor et al., 2023).

Raw milk can cause 840 times more illnesses and 45 times hospitalizations than pasteurized milk. However, pasteurized milk has also been implicated in contamination outbreaks. Listeria monocytogenes is commonly found in contaminated pasteurized milk due to its ability to survive pasteurization. To maintain public safety, the population must be educated
about common milk-borne diseases, their potential hazards, and strategies to prevent contamination. Keeping the milk refrigerated between 2–8 degrees Celsius will minimize pathogen growth (Kapoor et al., 2023).

Consumption of fresh produce exposes individuals to a higher risk of food-borne illnesses. Popular products that come labeled as “washed and ready to eat have been associated with contamination outbreaks. Common microbes found in contaminated produce are Escherichia coli, Salmonella, Listeria, Norovirus, and Hepatitis A virus. Standardization of food Handling protocols and education to business operators improves public safety in this regard (Machado-Moreira et al., 2019).

Every year, nearly 9 million people are affected by foodborne illnesses caused by contaminated food. Leafy green vegetables account for a significant portion of these cases. Research shows that certain microorganisms can survive and even grow on produce after it has been washed and packaged under strict safety standards. Household handling practices—such as storage conditions, temperature, and the length of time produce is kept—play a major role in determining microbial growth and the risk of foodborne illness. Studies indicate that the longer produce is stored, the higher the microbial load becomes. Notably, pathogenic strains like E. coli are capable of multiplying even under refrigeration
_(_ Uhlig et al., 2022
_)._

In this experiment we start by culturing samples from two containers of milk stored in the refrigerator for 7 days, ne opened and one sealed since purchase. We also collected two lettuce samples, one before washing and one after washing. The goal was to compare microbial growth across these samples to evaluate how household food handling practices, such as washing and storage, influence food safety and whether these measures effectively reduce microbial contamination and the risk of foodborne illness.

We used aseptic techniques to collect and analyze microbial samples from milk and lettuce. Sterile swabs were used to transfer samples from each food item to pre-poured TSA agar plates, which were divided into labeled sections for comparison. The plates were then incubated inverted for 48–72 hours to allow microbial growth. After incubation, we observed the plates without removing the lids, counted the number of colony types and total colonies in each section, and recorded the results in a data table. Personal protective equipment (PPE) such as gloves, goggles, masks, and aprons, along with 10% bleach, was used throughout to maintain safety and prevent contamination.

Photos and graphic illustrations in this section with graphics in .jpg, .tif, or .gif format to minimize electronic file size.

**Materials and Methods**

Materials:

· Bottle of bleach

· Bottle of distilled water

· Camera

· Coffee cup

· Hand soap

· Isopropyl (rubbing) alcohol

· Large cooking pot

· Leaf lettuce-fresh, unwashed

· Oven mitt

· Roll of paper towels

· Small container of milk

· Source of tap water

· Stove or hotplate

· Apron

· Face mask with ear loops

· Pair of gloves

· Pair of safety goggles

· Permanent marker

· Petri dish, 90 mm

· Sterile swab, 2 per pack

· Test Tube rack, 6 x 21 mm

· Test tube clamp

· Tryptic soy agar (TSA), 18 mL tube

Methods

In this experiment, two samples of milk and two samples of lettuce were collected to analyze microbial growth. We used Sterile cotton swabs to collect the samples and employed aseptic techniques to prevent contamination. Two TSA agar plates were prepared and divided into labeled sections: “Milk Fresh” and “Milk Opened” on one plate, and “Lettuce Washed” and “Lettuce Unwashed” on the other. Samples from the unwashed lettuce were transferred onto the corresponding section of the agar plate, and the swabs were disposed of in undiluted bleach. The lettuce was then washed, dried, and swabbed again for the “Lettuce Washed” section. Similarly, an opened milk sample stored for seven days and a fresh unopened milk sample were swabbed and inoculated onto their respective sections of the agar plate. All plates were inverted and incubated at room temperature for 48 hours. After incubation, microbial growth was observed without removing the lids, counting both the number of colony types and total colonies for each section. Photos of the plates were taken, and all reusable and disposable materials were disinfected or disposed of using a 10% bleach solution to maintain aseptic conditions. Personal protective equipment (PPE), including gloves, goggles, masks, and aprons, was worn throughout the experiment. At the end, pictures were taken to document the plates for visual analysis and record-keeping.

**Results**

#### Summary of the results

· Fresh milk plate → few colonies, often sparse and uniform.

· 7-day open milk plate → many colonies, high diversity (rods, cocci, sometimes fungi), showing spoilage organisms have multiplied.

#### Unwashed lettuce

· High microbial load:

· Soil bacteria (Pseudomonas, Bacillus, Clostridium spores).

· Enteric bacteria (possible E. coli, Salmonella).

· Lactic acid bacteria and yeasts.

· Agar plate results:

· Dense growth, often too numerous to count (TNTC).

· Colonies vary widely in shape, color, and texture (smooth, rough, white, yellow, opaque, etc.).

· Possible presence of fungi (fluffy mold colonies).

#### 🥬 Washed lettuce (rinsed in water)

· Reduced microbial load, but not sterile:

· Many surface bacteria are rinsed off, lowering colony counts.

· Some microbes remain because they stick tightly to leaf crevices or biofilms.

· Agar plate results:

· Fewer colonies than unwashed lettuce.

· Still shows a mix of bacteria and yeasts, but less diversity and density compared to unwashed.

#### 🥬 Key Difference

· Unwashed lettuce → much higher microbial diversity and numbers.

· Washed lettuce → reduced colony counts, but washing alone does not eliminate all microbes.

Results

· Results section is written in paragraph form and is one or two pages long

· Do not offer any explanation for the results in this section

· Presents the results in text and graphic form (figures, tables, graphs)

· Describes the general trends seen in the data in narrative form (paragraphs).

· All figures and tables should be referenced in the narrative.

Do not redraw the graph in words; let it do the work for you. For example, Temperature had a pronounced effect on seedling growth rate (Figure

**Discussion**

·
_The discussion is the meat of the lab report._

· Tries to answer the question "Why?" Explains what was expected and what was found.

· Do the data support the original hypothesis? Why or why not?

· This section presents reasons for the results obtained in the experiment and references related studies.

· What trends were noticed; why did they occur?

· What is the theory or model behind the experiment and is it substantiated by your results?

· This section also includes potential sources of error. What recommendations might improve the procedure and results?

_Consideration is given to:_

· What is the connection between the experimental measurements taken and the final results and conclusions? How do your results relate to the real world?

· What were the results of observations and calculations?

· What trends were noticed?

· What is the theory or model behind the experiment?

· Do the experimental results substantiate or refute the theory? Why? Be sure to refer specifically to the results you obtained.

· Were the results consistent with your original predictions of outcomes or were you forced to revise your thinking?

· Did errors occur (for example, environmental changes or unplanned interference in the procedure)? If so, how did these errors affect the experiment?

· Did any errors occur due to the equipment used (for example, contamination due to a lack of aseptic technique)?

What recommendations might improve the procedures and results?

**Conclusion**

· Consists of a single paragraph.

· Restates the objective, the results, and important discussion findings; Does NOT introduce new material.

· Conclusion should be supported by at least 3 reasons and/or pieces of data obtained from the experiment.

**Citations**

Kapoor, Sunandini et al. “Milk-borne diseases through the lens of one health.”
_Frontiers in microbiology_ vol. 14 1041051. 6 Apr. 2023, doi:10.3389/fmicb.2023.1041051

Machado-Moreira, Bernardino et al. “Microbial Contamination of Fresh Produce: What, Where, and How?.”
_Comprehensive reviews in food science and food safety_ vol. 18,6 (2019): 1727-1750. doi:10.1111/1541-4337.12487

Uhlig, E et al. “The live bacterial load and microbiota composition of prepacked "ready-to-eat" leafy greens during household conditions, with special reference to E. coli.”
_International journal of food microbiology_ vol. 377 (2022): 109786. doi:10.1016/j.ijfoodmicro.2022.109786

November 5, 2026
[Solved] self assessment

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– ## clinicalskillsandproceduresselfassessment.docx – ## ClinicalSkillsandProceduresSelf.docx **## clinicalskillsandproceduresselfassessment.docx** **PRAC 6552: Clinical Skills and Procedures Self-Assessment Form** **FNP Students** | | | | | | | — | — | — | — | — | | **Skill / Procedure** …

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Assignment Prompt & Instructions

– ## clinicalskillsandproceduresselfassessment.docx

– ## ClinicalSkillsandProceduresSelf.docx

**## clinicalskillsandproceduresselfassessment.docx**

**PRAC 6552: Clinical Skills and Procedures Self-Assessment Form**

**FNP Students**

| | | | | |
| — | — | — | — | — |
| **Skill / Procedure** | **Confident**(Can complete independently) | **Mostly Confident**(Can complete with supervision) | **Beginning**(Has performed with supervision or need supervision to feel confident) | **New**(Has never performed or does not apply) |
| **Breast Examination** | | | | |
| **Basic microscopy (yeast, BV)** | | | | |
| **Obtaining vaginal culture** | | | | |
| **HARK screening** | | | | |
| **Contraceptive Options** | | | | |
| **Herpes Culture** | | | | |
| **Pap Smear** | | | | |
| **IUD Insertion and Removal** | | | | |
| **Auscultation Fetal Heart Tones** | | | | |
| **Fundal Height Assessment** | | | | |
| **Pregnancy Testing** | | | | |
| **EPPDS Screening** | | | | |
| **Pelvic Exam** | | | | |
| | | | | |
| | | | | |

**Summary of strengths:**

| |
| — |
| |

**Opportunities for growth:**

| |
| — |
| |

**Now, write 3–4 possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

| |
| — |
| |

**## ClinicalSkillsandProceduresSelf.docx**

Clinical Skills and Procedures Self-Assessment

![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/self-assessment-20935941)Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

The FNP and the AGPCNP Clinical Skills Lists and Resource Review documents, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum course.

For this Assignment, you assess where you are now in your clinical skill development and make plans for your practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills and procedures.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185329/modules/items/7634211)

**To prepare:**

· Review the clinical skills in the FNP Procedures List and AGPCNP Clinical Skills List and Resource Review documents found in the Learning Resources that is specific to your selected NP track. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Download the Clinical Skills and Procedures Self-Assessment Form that applies to your NP track to complete this Assignment.

Assignment

Using the Clinical Skills and Procedures Self-Assessment Form:

· Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form.

**\*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.**

By Day 7

**Submit** your completed FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form.

submission information

1. To submit your completed assignment, save your Assignment as
**WK1Assgn2_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**PRAC_6552_Week1_Assignment2_Rubric**

| | | |
| — | — | — |
| PRAC_6552_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form. | **30 to >26.0 ptsExcellent** The response provides ratings for all procedures on the form.<br> <br>**26 to >23.0 ptsGood** The response provides ratings for most of the procedures on the form.<br> <br>**23 to >20.0 ptsFair** The response provides ratings for some of the procedures on the form.<br> <br>**20 to >0 ptsPoor** The response provides ratings for only a few procedures on the form, or ratings are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | **30 to >26.0 ptsExcellent** The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.<br> <br>**26 to >23.0 ptsGood** The response provides an accurate summary of both the strengths and opportunities for improvement.<br> <br>**23 to >20.0 ptsFair** The response provides a vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement.<br> <br>**20 to >0 ptsPoor** The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form. | **30 to >26.0 ptsExcellent** The response provides 3–4 clear and appropriate goals and objectives for the Practicum experience.<br> <br>**26 to >23.0 ptsGood** The response provides at least 3 appropriate goals and objectives for the Practicum experience.<br> <br>**23 to >20.0 ptsFair** The response provides at least 3 unclear or inappropriate goals and objectives for the Practicum experience.<br> <br>**20 to >0 ptsPoor** The response provides less than 3 unclear or inappropriate goals and objectives for the Practicum experience, or goals and objectives are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

## image1.jpeg

**## ClinicalSkillsandProceduresSelf.docx**

Clinical Skills and Procedures Self-Assessment

![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/self-assessment-20935941)Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

The FNP and the AGPCNP Clinical Skills Lists and Resource Review documents, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum course.

For this Assignment, you assess where you are now in your clinical skill development and make plans for your practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills and procedures.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185329/modules/items/7634211)

**To prepare:**

· Review the clinical skills in the FNP Procedures List and AGPCNP Clinical Skills List and Resource Review documents found in the Learning Resources that is specific to your selected NP track. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Download the Clinical Skills and Procedures Self-Assessment Form that applies to your NP track to complete this Assignment.

Assignment

Using the Clinical Skills and Procedures Self-Assessment Form:

· Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form.

**\*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.**

By Day 7

**Submit** your completed FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form.

submission information

1. To submit your completed assignment, save your Assignment as
**WK1Assgn2_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**PRAC_6552_Week1_Assignment2_Rubric**

| | | |
| — | — | — |
| PRAC_6552_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form. | **30 to >26.0 ptsExcellent** The response provides ratings for all procedures on the form.<br> <br>**26 to >23.0 ptsGood** The response provides ratings for most of the procedures on the form.<br> <br>**23 to >20.0 ptsFair** The response provides ratings for some of the procedures on the form.<br> <br>**20 to >0 ptsPoor** The response provides ratings for only a few procedures on the form, or ratings are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | **30 to >26.0 ptsExcellent** The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.<br> <br>**26 to >23.0 ptsGood** The response provides an accurate summary of both the strengths and opportunities for improvement.<br> <br>**23 to >20.0 ptsFair** The response provides a vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement.<br> <br>**20 to >0 ptsPoor** The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form. | **30 to >26.0 ptsExcellent** The response provides 3–4 clear and appropriate goals and objectives for the Practicum experience.<br> <br>**26 to >23.0 ptsGood** The response provides at least 3 appropriate goals and objectives for the Practicum experience.<br> <br>**23 to >20.0 ptsFair** The response provides at least 3 unclear or inappropriate goals and objectives for the Practicum experience.<br> <br>**20 to >0 ptsPoor** The response provides less than 3 unclear or inappropriate goals and objectives for the Practicum experience, or goals and objectives are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

## image1.jpeg

**## clinicalskillsandproceduresselfassessment.docx**

**PRAC 6552: Clinical Skills and Procedures Self-Assessment Form**

**FNP Students**

| | | | | |
| — | — | — | — | — |
| **Skill / Procedure** | **Confident**(Can complete independently) | **Mostly Confident**(Can complete with supervision) | **Beginning**(Has performed with supervision or need supervision to feel confident) | **New**(Has never performed or does not apply) |
| **Breast Examination** | | | | |
| **Basic microscopy (yeast, BV)** | | | | |
| **Obtaining vaginal culture** | | | | |
| **HARK screening** | | | | |
| **Contraceptive Options** | | | | |
| **Herpes Culture** | | | | |
| **Pap Smear** | | | | |
| **IUD Insertion and Removal** | | | | |
| **Auscultation Fetal Heart Tones** | | | | |
| **Fundal Height Assessment** | | | | |
| **Pregnancy Testing** | | | | |
| **EPPDS Screening** | | | | |
| **Pelvic Exam** | | | | |
| | | | | |
| | | | | |

**Summary of strengths:**

| |
| — |
| |

**Opportunities for growth:**

| |
| — |
| |

**Now, write 3–4 possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

| |
| — |
| |

**## ClinicalSkillsandProceduresSelf.docx**

Clinical Skills and Procedures Self-Assessment

![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/self-assessment-20935941)Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

The FNP and the AGPCNP Clinical Skills Lists and Resource Review documents, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum course.

For this Assignment, you assess where you are now in your clinical skill development and make plans for your practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills and procedures.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185329/modules/items/7634211)

**To prepare:**

· Review the clinical skills in the FNP Procedures List and AGPCNP Clinical Skills List and Resource Review documents found in the Learning Resources that is specific to your selected NP track. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Download the Clinical Skills and Procedures Self-Assessment Form that applies to your NP track to complete this Assignment.

Assignment

Using the Clinical Skills and Procedures Self-Assessment Form:

· Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form.

**\*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.**

By Day 7

**Submit** your completed FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form.

submission information

1. To submit your completed assignment, save your Assignment as
**WK1Assgn2_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**PRAC_6552_Week1_Assignment2_Rubric**

| | | |
| — | — | — |
| PRAC_6552_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form. | **30 to >26.0 ptsExcellent** The response provides ratings for all procedures on the form.<br> <br>**26 to >23.0 ptsGood** The response provides ratings for most of the procedures on the form.<br> <br>**23 to >20.0 ptsFair** The response provides ratings for some of the procedures on the form.<br> <br>**20 to >0 ptsPoor** The response provides ratings for only a few procedures on the form, or ratings are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | **30 to >26.0 ptsExcellent** The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.<br> <br>**26 to >23.0 ptsGood** The response provides an accurate summary of both the strengths and opportunities for improvement.<br> <br>**23 to >20.0 ptsFair** The response provides a vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement.<br> <br>**20 to >0 ptsPoor** The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form. | **30 to >26.0 ptsExcellent** The response provides 3–4 clear and appropriate goals and objectives for the Practicum experience.<br> <br>**26 to >23.0 ptsGood** The response provides at least 3 appropriate goals and objectives for the Practicum experience.<br> <br>**23 to >20.0 ptsFair** The response provides at least 3 unclear or inappropriate goals and objectives for the Practicum experience.<br> <br>**20 to >0 ptsPoor** The response provides less than 3 unclear or inappropriate goals and objectives for the Practicum experience, or goals and objectives are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

## image1.jpeg

**## clinicalskillsandproceduresselfassessment.docx**

**PRAC 6552: Clinical Skills and Procedures Self-Assessment Form**

**FNP Students**

| | | | | |
| — | — | — | — | — |
| **Skill / Procedure** | **Confident**(Can complete independently) | **Mostly Confident**(Can complete with supervision) | **Beginning**(Has performed with supervision or need supervision to feel confident) | **New**(Has never performed or does not apply) |
| **Breast Examination** | | | | |
| **Basic microscopy (yeast, BV)** | | | | |
| **Obtaining vaginal culture** | | | | |
| **HARK screening** | | | | |
| **Contraceptive Options** | | | | |
| **Herpes Culture** | | | | |
| **Pap Smear** | | | | |
| **IUD Insertion and Removal** | | | | |
| **Auscultation Fetal Heart Tones** | | | | |
| **Fundal Height Assessment** | | | | |
| **Pregnancy Testing** | | | | |
| **EPPDS Screening** | | | | |
| **Pelvic Exam** | | | | |
| | | | | |
| | | | | |

**Summary of strengths:**

| |
| — |
| |

**Opportunities for growth:**

| |
| — |
| |

**Now, write 3–4 possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

| |
| — |
| |

**## ClinicalSkillsandProceduresSelf.docx**

Clinical Skills and Procedures Self-Assessment

![A person filling a survey Description automatically generated](https://www.sweetstudy.com/questions/self-assessment-20935941)Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills, such as those for advanced practice nursing.

The FNP and the AGPCNP Clinical Skills Lists and Resource Review documents, provided in the Learning Resources, can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum course.

For this Assignment, you assess where you are now in your clinical skill development and make plans for your practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills and procedures.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185329/modules/items/7634211)

**To prepare:**

· Review the clinical skills in the FNP Procedures List and AGPCNP Clinical Skills List and Resource Review documents found in the Learning Resources that is specific to your selected NP track. It is recommended that you print out this document to serve as a guide throughout your practicum.

· Download the Clinical Skills and Procedures Self-Assessment Form that applies to your NP track to complete this Assignment.

Assignment

Using the Clinical Skills and Procedures Self-Assessment Form:

· Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form.

· Based on your ratings, summarize your strengths and opportunities for improvement.

· Based on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form.

**\*\* YOU MUST HAVE 3 NEW OBJECTIVES EACH QUARTER. You may include previous practicum objectives; however, you still must have 3 new objectives for your current course.**

By Day 7

**Submit** your completed FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form.

submission information

1. To submit your completed assignment, save your Assignment as
**WK1Assgn2_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**PRAC_6552_Week1_Assignment2_Rubric**

| | | |
| — | — | — |
| PRAC_6552_Week1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRate yourself according to your confidence level performing the procedures identified on the Clinical Skills and Procedures Self-Assessment Form. | **30 to >26.0 ptsExcellent** The response provides ratings for all procedures on the form.<br> <br>**26 to >23.0 ptsGood** The response provides ratings for most of the procedures on the form.<br> <br>**23 to >20.0 ptsFair** The response provides ratings for some of the procedures on the form.<br> <br>**20 to >0 ptsPoor** The response provides ratings for only a few procedures on the form, or ratings are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your ratings, summarize your strengths and opportunities for improvement. | **30 to >26.0 ptsExcellent** The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.<br> <br>**26 to >23.0 ptsGood** The response provides an accurate summary of both the strengths and opportunities for improvement.<br> <br>**23 to >20.0 ptsFair** The response provides a vague, inaccurate, or incomplete summary of both the strengths and opportunities for improvement.<br> <br>**20 to >0 ptsPoor** The response provides a vague, inaccurate, or incomplete summary of the strengths and/or opportunities for improvement, or the summaries are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeBased on your self-assessment and theory of nursing practice, develop 3–4 goals and objectives for this practicum experience. Include them on the designated area of the form. | **30 to >26.0 ptsExcellent** The response provides 3–4 clear and appropriate goals and objectives for the Practicum experience.<br> <br>**26 to >23.0 ptsGood** The response provides at least 3 appropriate goals and objectives for the Practicum experience.<br> <br>**23 to >20.0 ptsFair** The response provides at least 3 unclear or inappropriate goals and objectives for the Practicum experience.<br> <br>**20 to >0 ptsPoor** The response provides less than 3 unclear or inappropriate goals and objectives for the Practicum experience, or goals and objectives are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion was provided. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

## image1.jpeg

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November 5, 2026
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Assignment Prompt & Instructions

Submit your final written strategic plan (excluding title page and appendices), with the following minimum components:
– Executive Summary
– History and Characteristics of the Institution
– Mission, Vision and Values
– Goal and Objectives
– Environmental Analysis/SWOT
– Marketing & Competitive Strategies
– Evaluation & Control
– Appendices
Use headers and sub headers to identify the sections of the summary along with APA format throughout the summary. The reference list should be placed as Appendix A. Supporting documents may be placed in additional appendices, if so desired. No budget submission is required because, for the purpose of this assignment, all costs and resources have been approved.

November 5, 2026