Tag: Homework Solution

  • [Solved] evaluation

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    – a year ago **files (1)** – ## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx **## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx** **Level 1:** **Clinical Performance Evaluation- ADNG 1200 Clinical I** · Student will complete a self-evaluation of each student learning outcome below using…

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    – a year ago

    **files (1)**

    – ## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI1.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

  • [Solved] Prof Double R

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) 1. Share your **thoughts and questions** about company A and B, including any questions or concerns you have regarding: – Acquisition rationale – Business environment – Executive summary (purpose/details) 2. S…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    1. Share your **thoughts and questions** about company A and B, including any questions or concerns you have regarding:

    – Acquisition rationale
    – Business environment
    – Executive summary (purpose/details)
    2. Share what you learned from completing the **Milestone Two assignment** (UPLOADED BELOW) including any questions you may have.
    3. Reflect on your experience working through the milestones and the process you followed. Include any aspects that stood out as you prepare to make your final recommendations in the project submission.

    Submit this assignment in an alternate format, such as a 1- to 2-page Word document or a 1- to 2-slide PowerPoint presentation.

    – [\
    \
    TransGlobalAirlinesAcquisitionRecommendation1.docx](https://www.sweetstudy.com/files/transglobalairlinesacquisitionrecommendation1-docx "TransGlobalAirlinesAcquisitionRecommendation1.docx")

    – a year ago

  • [Solved] Healthcare Decision 4

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    Create an 5-7 slide PowerPoint presentation with detailed speaker notes about the statistical results with a recommendation and plan of action for health system leadership. In your speaker notes, include the details for a recommendation to determine what decision and plan of action to make for the s…

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    Assignment Prompt & Instructions

    Create an 5-7 slide PowerPoint presentation with detailed speaker notes about the statistical results with a recommendation and plan of action for health system leadership. In your speaker notes, include the details for a recommendation to determine what decision and plan of action to make for the scenario that is based upon your data analysis and supported with scholarly literature.

    – a year ago

  • [Solved] No plagiarism

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    Assignment attached below – a year ago **files (1)** – ## Week2assessmentinstructions.docx **## Week2assessmentinstructions.docx** This assessment provides an opportunity for you to develop a presentation for your practicum organization, which provides an overview of ethical standards and relevant p…

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    Assignment Prompt & Instructions

    Assignment attached below

    – a year ago

    **files (1)**

    – ## Week2assessmentinstructions.docx

    **## Week2assessmentinstructions.docx**

    This assessment provides an opportunity for you to develop a presentation for your practicum organization, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care and empower you to be a stronger advocate and nursing professional.

    **Presentation Overview**

    Develop a 10–12 slide presentation with audio.

    · The presentation should be 10 minutes in length.

    · The intended audience is your practicum audience.

    · The focus of the presentation is on ethical standards and relevant policy issues that impact the coordination of care at your practicum site.

    · Create a detailed narrative script for your presentation.

    · The script should be 3–4 pages in length.

    · This script will be submitted to Turnitin.

    In your presentation:

    · Explain how governmental policies related to the health and/or safety of the community affect the coordination of care as it relates to your practicum.

    · Provide examples of a specific policy affecting your practicum site.

    · Explain how national, state, and local policy provisions raise ethical questions or dilemmas for care coordination.

    · What are the implications and consequences of specific policy provisions on your practicum site? Consider the impacts at the national, state, and local levels.

    · What evidence do you have to support your conclusions?

    · Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Consider the factors that contribute to health, health disparities, and access to services specific to your patient population.

    · Include any evidence you have to support your conclusions.

    · Communicate key ethical and policy issues affecting the coordination and continuum of care for your practicum site. Make sure both narrative script and audio voice-over are included with your presentation.

    · Present a concise overview.

    · Support your main points and conclusions with relevant and credible evidence.

    The requirements outlined above correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    **Presentation Format and Length**

    Your slide deck should consist of 10–12 slides,
    **not including** a title and references slide. Your presentation should not exceed 10 minutes.

    Create a detailed narrative script for your presentation in APA format with proper citation of supporting evidence. This would be the script of what you would say in an actual presentation. You do not need to present to your site but you may want to share it with your preceptor.

    **Supporting Evidence**

    Cite 4–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

    **## Week2assessmentinstructions.docx**

    This assessment provides an opportunity for you to develop a presentation for your practicum organization, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care and empower you to be a stronger advocate and nursing professional.

    **Presentation Overview**

    Develop a 10–12 slide presentation with audio.

    · The presentation should be 10 minutes in length.

    · The intended audience is your practicum audience.

    · The focus of the presentation is on ethical standards and relevant policy issues that impact the coordination of care at your practicum site.

    · Create a detailed narrative script for your presentation.

    · The script should be 3–4 pages in length.

    · This script will be submitted to Turnitin.

    In your presentation:

    · Explain how governmental policies related to the health and/or safety of the community affect the coordination of care as it relates to your practicum.

    · Provide examples of a specific policy affecting your practicum site.

    · Explain how national, state, and local policy provisions raise ethical questions or dilemmas for care coordination.

    · What are the implications and consequences of specific policy provisions on your practicum site? Consider the impacts at the national, state, and local levels.

    · What evidence do you have to support your conclusions?

    · Assess the impact of the code of ethics for nurses on the coordination and continuum of care. Consider the factors that contribute to health, health disparities, and access to services specific to your patient population.

    · Include any evidence you have to support your conclusions.

    · Communicate key ethical and policy issues affecting the coordination and continuum of care for your practicum site. Make sure both narrative script and audio voice-over are included with your presentation.

    · Present a concise overview.

    · Support your main points and conclusions with relevant and credible evidence.

    The requirements outlined above correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    **Presentation Format and Length**

    Your slide deck should consist of 10–12 slides,
    **not including** a title and references slide. Your presentation should not exceed 10 minutes.

    Create a detailed narrative script for your presentation in APA format with proper citation of supporting evidence. This would be the script of what you would say in an actual presentation. You do not need to present to your site but you may want to share it with your preceptor.

    **Supporting Evidence**

    Cite 4–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

  • [Solved] Gardening

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    no plagiarism – a year ago **files (1)** – ## JasonCarter-Essay1.docx **## JasonCarter-Essay1.docx** ## Home Gardening: A Solution for Food Insecurity ### Jason Carter ### Northwood University ### ENG 1150: English Composition 1 ### Professor Janice Child ### April 6, 2025 Jason, I garden, and I enj…

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    Assignment Prompt & Instructions

    no plagiarism

    – a year ago

    **files (1)**

    – ## JasonCarter-Essay1.docx

    **## JasonCarter-Essay1.docx**

    ## Home Gardening: A Solution for Food Insecurity

    ### Jason Carter

    ### Northwood University

    ### ENG 1150: English Composition 1

    ### Professor Janice Child

    ### April 6, 2025

    Jason,

    I garden, and I enjoyed this essay. It’s interesting and well-organized, but I questioned if you were writing for me in Michigan or someone miles farther south. Lots of people garden here. But it isn’t quite as easy as you suggest. Lots of people do raised beds – starting with sticks and twigs, then compost, then nice dirt. Then they plant and hope that the bunnies don’t get there first. Some people garden in neighborhood gardens, which seems like such a fun way to have a garden. I watch a fair amount of British gardening shows, and they seem to give everyone in their towns and villages access to plots in the neighborhood gardens. Neighborhood gardens make access to some of the tools that seem so helpful – like rototillers – accessible and free.

    But here there is quite a delay with a vegetable garden from seed. I’m usually thrilled by a tomato or two. I’ve never had the patience or luck to get a vegetable garden growing starting from seed. I tend to lose interest when I realize it will be a month or more before I’ll see a broccoli with my name on it. If I’m going to grow tomatoes, I start with a plant anymore.

    I’m going to be asking you to revise this essay for essay two. And by revise, I mean to see the topic with fresh eyes. Not just minor editing. I want a new essay on the same topic.

    You can either write from the opposite point of view – which is a great thing to do when you are trying to persuade someone about something political. As you consider the opposition’s point of view, you get a sense of where there might be consensus and where you might find areas that would be easy to argue against – if you were ever to improve your first persuasive paper.

    You could also take your broad topic and explore in greater detail some subtopic that interests you.

    For example, …

    you could focus on gardens for college students. I live close to Michigan State University, which began as Michigan Agricultural College in 1855. The central campus is surrounded by research labs, barns and fields that support its various agricultural programs.

    When I came to East Lansing for grad school, my then-boyfriend told me I was going to a cow college. I was offended, but it was a clue that he was a moron.

    It would be easy for MSU to find land and offer space and instruction for students in developing a garden. Why don’t they do that? I don’t know. Maybe they do.

    There would be lots of benefits – the obvious one would be less food insecurity, but there would also be greater understanding of the agricultural community that makes up a big part of this state – which would be helpful for the students who are not enrolled in education related programs. Cars may be our first product, tourism may be second, but agricultural products would be right up there.

    There would also be community outreach. There might be opportunities for the agricultural companies – seed producers, local (or university) farms involved in animal sciences to provide manure. This would be a public relations jackpot – tours, garden markets offering vegetables and products made from the crops, workshops to teach others to garden effectively.

    (In fact, the PR benefits could be the paper. So could addressing ways to get involvement from third parties or students.)

    Consider writing a persuasive essay aimed at the general audience, but also targeting institutions of higher education and the legislature suggesting that they act on the problem of food insecurity on campuses (and in the communities that surround them) to produce food that can be consumed by the grower and made available to the local community in need of help.

    Now you pick a subtopic for essay 2:

    You don’t have to use my topic, but don’t lose sight of the idea of making this a persuasive piece.

    · What do you want to happen? (your thesis)

    · What are the features and benefits if the plan is implemented

    · What should your audience do to make this a reality (the call to action).

    Home Gardening: A Solution for Food Insecurity

    Food insecurity is a significant global health issue that has negatively impacted people for many decades. The lack of availability of access to food on a continuous basis should not be an issue that people face in this modern society. A challenging economy, increasing food prices, and lower wages are just some of the variables that contribute to food insecurity. Now is the time for people to focus more on factors
    ~~in which~~ (I’m going to offer ideas when it seems like your sentence would provide the same content without some unneeded words. Keep thinking about being concise.) they can control. and aA resolution to food insecurity is for people to engage in sustainable living by growing their own food.

    Food insecurity is formally defined as reduced access to nutritious food that is needed to sustain a healthy lifestyle (Loofbourrow and Scherr, 2023). In past times, this was a problem that mostly only third world countries suffered from, but increasingly difficult economic times have seen more and more people in modern societies suffering from food insecurity. Food insecurity has been found to increase the risk of developing Type 2 Diabetes Mellitus which is a leading cause of death (Levi, Bleich, and Seligman, 2023). Food insecurity also affects the college landscape and leads to poorer academic performance and increasingly poorer health outcomes. Financial constraints are the largest factor contributing to these even with an increased number of food nutrition programs. (And it might be that some of the government funded food programs will be disappearing. Have you read about any that have been stopped. This is the only site I found that focused on U.S. food-related programs — https://www.reuters.com/world/us/trump-cuts-hit-struggling-food-banks-risking-hunger-low-income-americans-2025-03-25/.)

    The most popular food nutrition program is the Supplemental Nutrition Assistance Program (SNAP) and is itit is available throughout our nation. Benefit recipients can use SNAP benefits to purchase seeds to grow food in their own backyards or common areas. Instead of depending on high food costs from grocery produce, most fruits and vegetables can be easily grown for a more continuous supply. This will further allow SNAP benefits to stretch further as the benefits can be focused on buying items that can’t be grown. A DIY garden can be started with less than $100 dollars and the potential to increase the amount of available nutrition food is priceless. On average, most SNAP recipients receive about $189 each month to meet their nutrition needs. On the other hand, the average cost of groceries that each person needs each month is around $420, a $231 dollar deficit. If these people don’t have access to additional funds to supplement the deficit, most will ration their food out each month or starve themselves.

    College students are another group that suffer from food insecurity and need more feasible solutions. Most college students aren’t eligible for SNAP benefits because they are still considered dependents of their parents and guardians. Freshman students are generally well taken care of because they are on mandated meal plans and often have plenty of support to meet their financial needs. Upperclassmen have less support and less access to the nutritious food they need to maintain a healthy lifestyle and perform well as they get closer to obtaining their degree (Loofbourrow and Scherr, 2023). Even with many schools having food pantries, the shame and guilt that many students face with having to use that option is make it not a feasible solution.

    Creating a sustainable garden using one’s own bare hands surpasses just being a functional solution. A garden can bring joy and motivation for the future that a person was able to solve such a challenging situation. To start the garden, supplies can all be recycled materials found. Old wood can be repurposed and even plastic can be used to set up raised garden beds. Should you explain how? I’m not picturing how plastic can be used in a raised garden. Soil can be purchased or recycled as well using compost that can readily be found at garden centers. I have to say that the dirt and compost I buy at my local garden centers isn’t cheap. New gardeners should choose their favorite fruits and vegetables and then go to the local library to check out books to assist with the transition. Borrowing library books is cost-effective as limited funds aren’t used to purchase books. The only next step is to purchase the seeds and start planting! Okay, so I live in zone 6. (It used to be 5B, but it is getting warm enough so that the zone map tells me I have access to more plants. Still, when you buy seeds – assuming you have to wait for the ground to warm enough – you might be looking at 75 days from planting to a tomato, Should you identify the zone you are writing for? If you are in zone 9, say, your experience is much different than mine. Our season ends, maybe, late October, and with the lag time for seeds, the actual growing time is relatively short, which means hungry months from May to maybe July for some crops. The seeds will vary by season, so it is recommended to have seasonal garden beds and use seeds that are native to the region in which a person lives. As the seeds grow and the person learns more about the intricacies of gardening, this could also be another business venture. There are plenty of people that want to learn how to grow their own food as more people are becoming more health conscious about knowing what they are putting in their body.

    Overall, there are only so many factors that a person can control, and the economic growth of a society is not one of them. Food prices are continuing to rise, and more people will starve if they don’t find an alternate solution to combat this. A garden can practically pay for itself and is something that those with financial constraints should learn to do. It is such a great joy to be able to grow your own food and provide for yourself without having to worry about price. Imagine a world where more people are healthy and there are less health complications because of eating more nutritious food.

    References

    Levi, R., Bleich, S. N., & Seligman, H. K. (2023). Food Insecurity and Diabetes: Overview of

    Intersections and Potential Dual Solutions. Diabetes Care, 46(9), 1599–1608.
    [https://doi.org/10.2337/dci23-0002](https://doi.org/10.2337/dci23-0002)

    Loofbourrow, B. M., & Scherr, R. E. (2023). Food Insecurity in Higher Education: A

    Contemporary Review of Impacts and Explorations of Solutions. International Journal of Environmental Research and Public Health, 20(10), 5884.
    [https://doi.org/10.3390/ijerph20105884](https://doi.org/10.3390/ijerph20105884)

    For additional information on APA Style formatting, please consult the Edition.

    **## JasonCarter-Essay1.docx**

    ## Home Gardening: A Solution for Food Insecurity

    ### Jason Carter

    ### Northwood University

    ### ENG 1150: English Composition 1

    ### Professor Janice Child

    ### April 6, 2025

    Jason,

    I garden, and I enjoyed this essay. It’s interesting and well-organized, but I questioned if you were writing for me in Michigan or someone miles farther south. Lots of people garden here. But it isn’t quite as easy as you suggest. Lots of people do raised beds – starting with sticks and twigs, then compost, then nice dirt. Then they plant and hope that the bunnies don’t get there first. Some people garden in neighborhood gardens, which seems like such a fun way to have a garden. I watch a fair amount of British gardening shows, and they seem to give everyone in their towns and villages access to plots in the neighborhood gardens. Neighborhood gardens make access to some of the tools that seem so helpful – like rototillers – accessible and free.

    But here there is quite a delay with a vegetable garden from seed. I’m usually thrilled by a tomato or two. I’ve never had the patience or luck to get a vegetable garden growing starting from seed. I tend to lose interest when I realize it will be a month or more before I’ll see a broccoli with my name on it. If I’m going to grow tomatoes, I start with a plant anymore.

    I’m going to be asking you to revise this essay for essay two. And by revise, I mean to see the topic with fresh eyes. Not just minor editing. I want a new essay on the same topic.

    You can either write from the opposite point of view – which is a great thing to do when you are trying to persuade someone about something political. As you consider the opposition’s point of view, you get a sense of where there might be consensus and where you might find areas that would be easy to argue against – if you were ever to improve your first persuasive paper.

    You could also take your broad topic and explore in greater detail some subtopic that interests you.

    For example, …

    you could focus on gardens for college students. I live close to Michigan State University, which began as Michigan Agricultural College in 1855. The central campus is surrounded by research labs, barns and fields that support its various agricultural programs.

    When I came to East Lansing for grad school, my then-boyfriend told me I was going to a cow college. I was offended, but it was a clue that he was a moron.

    It would be easy for MSU to find land and offer space and instruction for students in developing a garden. Why don’t they do that? I don’t know. Maybe they do.

    There would be lots of benefits – the obvious one would be less food insecurity, but there would also be greater understanding of the agricultural community that makes up a big part of this state – which would be helpful for the students who are not enrolled in education related programs. Cars may be our first product, tourism may be second, but agricultural products would be right up there.

    There would also be community outreach. There might be opportunities for the agricultural companies – seed producers, local (or university) farms involved in animal sciences to provide manure. This would be a public relations jackpot – tours, garden markets offering vegetables and products made from the crops, workshops to teach others to garden effectively.

    (In fact, the PR benefits could be the paper. So could addressing ways to get involvement from third parties or students.)

    Consider writing a persuasive essay aimed at the general audience, but also targeting institutions of higher education and the legislature suggesting that they act on the problem of food insecurity on campuses (and in the communities that surround them) to produce food that can be consumed by the grower and made available to the local community in need of help.

    Now you pick a subtopic for essay 2:

    You don’t have to use my topic, but don’t lose sight of the idea of making this a persuasive piece.

    · What do you want to happen? (your thesis)

    · What are the features and benefits if the plan is implemented

    · What should your audience do to make this a reality (the call to action).

    Home Gardening: A Solution for Food Insecurity

    Food insecurity is a significant global health issue that has negatively impacted people for many decades. The lack of availability of access to food on a continuous basis should not be an issue that people face in this modern society. A challenging economy, increasing food prices, and lower wages are just some of the variables that contribute to food insecurity. Now is the time for people to focus more on factors
    ~~in which~~ (I’m going to offer ideas when it seems like your sentence would provide the same content without some unneeded words. Keep thinking about being concise.) they can control. and aA resolution to food insecurity is for people to engage in sustainable living by growing their own food.

    Food insecurity is formally defined as reduced access to nutritious food that is needed to sustain a healthy lifestyle (Loofbourrow and Scherr, 2023). In past times, this was a problem that mostly only third world countries suffered from, but increasingly difficult economic times have seen more and more people in modern societies suffering from food insecurity. Food insecurity has been found to increase the risk of developing Type 2 Diabetes Mellitus which is a leading cause of death (Levi, Bleich, and Seligman, 2023). Food insecurity also affects the college landscape and leads to poorer academic performance and increasingly poorer health outcomes. Financial constraints are the largest factor contributing to these even with an increased number of food nutrition programs. (And it might be that some of the government funded food programs will be disappearing. Have you read about any that have been stopped. This is the only site I found that focused on U.S. food-related programs — https://www.reuters.com/world/us/trump-cuts-hit-struggling-food-banks-risking-hunger-low-income-americans-2025-03-25/.)

    The most popular food nutrition program is the Supplemental Nutrition Assistance Program (SNAP) and is itit is available throughout our nation. Benefit recipients can use SNAP benefits to purchase seeds to grow food in their own backyards or common areas. Instead of depending on high food costs from grocery produce, most fruits and vegetables can be easily grown for a more continuous supply. This will further allow SNAP benefits to stretch further as the benefits can be focused on buying items that can’t be grown. A DIY garden can be started with less than $100 dollars and the potential to increase the amount of available nutrition food is priceless. On average, most SNAP recipients receive about $189 each month to meet their nutrition needs. On the other hand, the average cost of groceries that each person needs each month is around $420, a $231 dollar deficit. If these people don’t have access to additional funds to supplement the deficit, most will ration their food out each month or starve themselves.

    College students are another group that suffer from food insecurity and need more feasible solutions. Most college students aren’t eligible for SNAP benefits because they are still considered dependents of their parents and guardians. Freshman students are generally well taken care of because they are on mandated meal plans and often have plenty of support to meet their financial needs. Upperclassmen have less support and less access to the nutritious food they need to maintain a healthy lifestyle and perform well as they get closer to obtaining their degree (Loofbourrow and Scherr, 2023). Even with many schools having food pantries, the shame and guilt that many students face with having to use that option is make it not a feasible solution.

    Creating a sustainable garden using one’s own bare hands surpasses just being a functional solution. A garden can bring joy and motivation for the future that a person was able to solve such a challenging situation. To start the garden, supplies can all be recycled materials found. Old wood can be repurposed and even plastic can be used to set up raised garden beds. Should you explain how? I’m not picturing how plastic can be used in a raised garden. Soil can be purchased or recycled as well using compost that can readily be found at garden centers. I have to say that the dirt and compost I buy at my local garden centers isn’t cheap. New gardeners should choose their favorite fruits and vegetables and then go to the local library to check out books to assist with the transition. Borrowing library books is cost-effective as limited funds aren’t used to purchase books. The only next step is to purchase the seeds and start planting! Okay, so I live in zone 6. (It used to be 5B, but it is getting warm enough so that the zone map tells me I have access to more plants. Still, when you buy seeds – assuming you have to wait for the ground to warm enough – you might be looking at 75 days from planting to a tomato, Should you identify the zone you are writing for? If you are in zone 9, say, your experience is much different than mine. Our season ends, maybe, late October, and with the lag time for seeds, the actual growing time is relatively short, which means hungry months from May to maybe July for some crops. The seeds will vary by season, so it is recommended to have seasonal garden beds and use seeds that are native to the region in which a person lives. As the seeds grow and the person learns more about the intricacies of gardening, this could also be another business venture. There are plenty of people that want to learn how to grow their own food as more people are becoming more health conscious about knowing what they are putting in their body.

    Overall, there are only so many factors that a person can control, and the economic growth of a society is not one of them. Food prices are continuing to rise, and more people will starve if they don’t find an alternate solution to combat this. A garden can practically pay for itself and is something that those with financial constraints should learn to do. It is such a great joy to be able to grow your own food and provide for yourself without having to worry about price. Imagine a world where more people are healthy and there are less health complications because of eating more nutritious food.

    References

    Levi, R., Bleich, S. N., & Seligman, H. K. (2023). Food Insecurity and Diabetes: Overview of

    Intersections and Potential Dual Solutions. Diabetes Care, 46(9), 1599–1608.
    [https://doi.org/10.2337/dci23-0002](https://doi.org/10.2337/dci23-0002)

    Loofbourrow, B. M., & Scherr, R. E. (2023). Food Insecurity in Higher Education: A

    Contemporary Review of Impacts and Explorations of Solutions. International Journal of Environmental Research and Public Health, 20(10), 5884.
    [https://doi.org/10.3390/ijerph20105884](https://doi.org/10.3390/ijerph20105884)

    For additional information on APA Style formatting, please consult the Edition.

  • [Solved] Evaluate Certification Test Items Based on Item Analysis Results

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    – a year ago **files (1)** – ## PSY8765Unit4Assignment.docx **## PSY8765Unit4Assignment.docx** 1 EVALUATE CERTIFICATION TEST ITEMS BASED ON ITEM ANALYSIS RESULTS Evaluate Certification Test Items Based on Item Analysis Results Jessica Holloway Capella University PSY8765 Test & Assessments in Workpla…

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    **files (1)**

    – ## PSY8765Unit4Assignment.docx

    **## PSY8765Unit4Assignment.docx**

    1

    EVALUATE CERTIFICATION TEST ITEMS BASED ON ITEM ANALYSIS RESULTS

    Evaluate Certification Test Items Based on Item Analysis Results

    Jessica Holloway

    Capella University

    PSY8765

    Test & Assessments in Workplace Psychology

    Dr. Alice Bailey

    May 4, 2025

    **Evaluate Certification Test Items Based on Item Analysis Results**

    **Overview**

    Premier Testing and Assessment Consulting will evaluate the efficacy of the item analysis of the item analysis results of the Professional Association of Gardeners and Landscaping Professionals certification exam. Even though subject matter professionals created the test, this demonstrates that instructions are required to guarantee the assessment is set up effectively. This report’s conclusion will assess each item’s quality and offer recommendations for each action.

    **Evaluation Criteria**

    The production of tests depends on item analysis since it reveals how well each question performs in determining which test takers comprehend the content and which do not (Sturman et al., 2021). The criteria used to assess test items are test item complexity, test security, risk, discrimination, and distractor analysis.

    The difficulty of an item is measured by the number of test-takers who properly answered it. Because it enables developers to make well-informed judgments regarding test structure and instructional strategies, an item’s difficulty functions as a criterion in assessing the quality of efficacy of tests. According to Turman et al. (2021), this can be represented as a percentage, where a higher percentage indicates a simpler question and a lower percentage suggests a more challenging one. Developers can better identify which test questions require change or replacement by classifying items. While challenging questions may deter students or fail to gauge their comprehension, easy questions may not distinguish across students’ knowledge levels.

    High-performing test takers and low-performing test takers are distinguished by item discrimination (Sturman et al., 2021). It provides insight into how successfully each test item differentiates between different comprehension levels. The percentage of right answers from two groups – the top scorers and the lower group – would be compared in order to compute this. According to Turman et al. (2021), a positive index suggests that the item is good at differentiating between different levels of knowledge because a larger percentage of students in the upper group answered correctly than those in the lower group. Confusion or ambiguity in the question may be indicated by a negative index, which suggests that more students in the lower group provided accurate answers than those in the upper group (Sturman et al., 202). It may not be a good discriminator if the index is around zero, which indicates that both groups performed similarly on that item (Sturman et al., 2021).

    A particular type of item analysis known as “distractor analysis” is devoted to analyzing the erroneous answer choices, or “distractors,” in multiple-choice questions. It looks at how well these distractors work to get answers from students who might not be aware of the right response (Forthmann et al., 2020). The objective is to make sure that distractions are convincing enough to elicit answers from students who have misconceptions or incomplete information, while yet enabling competent students to select the right solution.

    Test security leads to effective processes used to protect tests and maintain their value, per the International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments (2016). Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers. Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers.

    In summary, a number of things require improvement to guarantee their efficacy and dependability. By carefully addressing these four areas – item difficulty, item discrimination, security, and distractor analysis – you can raise the overall caliber and effectiveness of your test. Some things need to be revised in order to make sure that the staff members are becoming proficient in their talents. Some things should be rewritten according to their difficulty, and distractions should be made more believable.

    References

    Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York: McGraw-Hill.

    Forthmann, B., Forster, N., Schutze, B., Hebbecker, K., Flessner, J., Peters, M. T., & Souvignier, E. (2020). How much g is in the distractor? Re-thinking item-analysis of multiple-choice items.
    _Journal of Intelligence,_ 8(1), 11.
    [https://doi.org/10.3390/jintelligence8010011](https://doi.org/10.3390/jintelligence8010011)

    The International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments, (2016).
    _International Journal of Testing,_ 16(3), 181-204. https://doi- org.library.capella.edu/10.1080/15305058.2015.1111221

    Lane, S., Raymond, M. R. & Haladyna, T. M. (Eds.). (2015).
    _Handbook of test development._ Taylor & Francis Group.

    Panjaitan, R. L., Irawati, R., Sujana, A., Hanifah, N., & Djuanda, D. (2018). Item validity vs. item discrimination index: a redundancy?
    _Journal of Physics: Conference Series,_ 983(1).
    [https://doi.org/10.1088/1742-6596/983/1/012101](https://doi.org/10.1088/1742-6596/983/1/012101)

    Sturman, C.W.J.S.R.T.M.S.E. (2021).
    _Psychological Testing and Assessment_(10th ed.). McGraw- Hill Higher Education (US).
    [https://capella.vitalsource.com/books/9781264169207](https://capella.vitalsource.com/books/9781264169207)

    **## PSY8765Unit4Assignment.docx**

    1

    EVALUATE CERTIFICATION TEST ITEMS BASED ON ITEM ANALYSIS RESULTS

    Evaluate Certification Test Items Based on Item Analysis Results

    Jessica Holloway

    Capella University

    PSY8765

    Test & Assessments in Workplace Psychology

    Dr. Alice Bailey

    May 4, 2025

    **Evaluate Certification Test Items Based on Item Analysis Results**

    **Overview**

    Premier Testing and Assessment Consulting will evaluate the efficacy of the item analysis of the item analysis results of the Professional Association of Gardeners and Landscaping Professionals certification exam. Even though subject matter professionals created the test, this demonstrates that instructions are required to guarantee the assessment is set up effectively. This report’s conclusion will assess each item’s quality and offer recommendations for each action.

    **Evaluation Criteria**

    The production of tests depends on item analysis since it reveals how well each question performs in determining which test takers comprehend the content and which do not (Sturman et al., 2021). The criteria used to assess test items are test item complexity, test security, risk, discrimination, and distractor analysis.

    The difficulty of an item is measured by the number of test-takers who properly answered it. Because it enables developers to make well-informed judgments regarding test structure and instructional strategies, an item’s difficulty functions as a criterion in assessing the quality of efficacy of tests. According to Turman et al. (2021), this can be represented as a percentage, where a higher percentage indicates a simpler question and a lower percentage suggests a more challenging one. Developers can better identify which test questions require change or replacement by classifying items. While challenging questions may deter students or fail to gauge their comprehension, easy questions may not distinguish across students’ knowledge levels.

    High-performing test takers and low-performing test takers are distinguished by item discrimination (Sturman et al., 2021). It provides insight into how successfully each test item differentiates between different comprehension levels. The percentage of right answers from two groups – the top scorers and the lower group – would be compared in order to compute this. According to Turman et al. (2021), a positive index suggests that the item is good at differentiating between different levels of knowledge because a larger percentage of students in the upper group answered correctly than those in the lower group. Confusion or ambiguity in the question may be indicated by a negative index, which suggests that more students in the lower group provided accurate answers than those in the upper group (Sturman et al., 202). It may not be a good discriminator if the index is around zero, which indicates that both groups performed similarly on that item (Sturman et al., 2021).

    A particular type of item analysis known as “distractor analysis” is devoted to analyzing the erroneous answer choices, or “distractors,” in multiple-choice questions. It looks at how well these distractors work to get answers from students who might not be aware of the right response (Forthmann et al., 2020). The objective is to make sure that distractions are convincing enough to elicit answers from students who have misconceptions or incomplete information, while yet enabling competent students to select the right solution.

    Test security leads to effective processes used to protect tests and maintain their value, per the International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments (2016). Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers. Maintaining the validity and reliability of test results depends on this. Test security is important in item analysis because it has a direct effect on the caliber of information gathered from student answers.

    In summary, a number of things require improvement to guarantee their efficacy and dependability. By carefully addressing these four areas – item difficulty, item discrimination, security, and distractor analysis – you can raise the overall caliber and effectiveness of your test. Some things need to be revised in order to make sure that the staff members are becoming proficient in their talents. Some things should be rewritten according to their difficulty, and distractions should be made more believable.

    References

    Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York: McGraw-Hill.

    Forthmann, B., Forster, N., Schutze, B., Hebbecker, K., Flessner, J., Peters, M. T., & Souvignier, E. (2020). How much g is in the distractor? Re-thinking item-analysis of multiple-choice items.
    _Journal of Intelligence,_ 8(1), 11.
    [https://doi.org/10.3390/jintelligence8010011](https://doi.org/10.3390/jintelligence8010011)

    The International Test Commission Guidelines on the Security of Tests, Examinations, and Other Assessments, (2016).
    _International Journal of Testing,_ 16(3), 181-204. https://doi- org.library.capella.edu/10.1080/15305058.2015.1111221

    Lane, S., Raymond, M. R. & Haladyna, T. M. (Eds.). (2015).
    _Handbook of test development._ Taylor & Francis Group.

    Panjaitan, R. L., Irawati, R., Sujana, A., Hanifah, N., & Djuanda, D. (2018). Item validity vs. item discrimination index: a redundancy?
    _Journal of Physics: Conference Series,_ 983(1).
    [https://doi.org/10.1088/1742-6596/983/1/012101](https://doi.org/10.1088/1742-6596/983/1/012101)

    Sturman, C.W.J.S.R.T.M.S.E. (2021).
    _Psychological Testing and Assessment_(10th ed.). McGraw- Hill Higher Education (US).
    [https://capella.vitalsource.com/books/9781264169207](https://capella.vitalsource.com/books/9781264169207)

  • [Solved] English Montage Video Assignment

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    – a year ago **files (1)** – ## Montagevideoassignment.docx **## Montagevideoassignment.docx** What you have to do is to ask the question to any person interviewing in the video. These are the question we are trying to include: Please provide your perspective on the role social media platforms shoul…

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    – a year ago

    **files (1)**

    – ## Montagevideoassignment.docx

    **## Montagevideoassignment.docx**

    What you have to do is to ask the question to any person interviewing in the video.

    These are the question we are trying to include:

    Please provide your perspective on the role social media platforms should play in preventing suicide among vulnerable users.

    Please provide insight on animal testing in scientific research.

    Please elaborate on how mass media shapes political decisions of general public Please give your viewpoint on mental asylum.

    Click the video of that person talking you sent or else at least give us audio with translation.

    So, basically, you will have to ask 3 questions to 3 different people in this video of another person talking, and you will have to take their perspective. As per their perspectives, or the factual information, you will need to gather many videos. You can get them from Google, YouTube, news, anywhere, but we will need many of them for all 3 questions. Use the sample link to learn more about the actual presentation if not a video of person talking we will at least need their audio.

    It’s basically video montage.

    **## Montagevideoassignment.docx**

    What you have to do is to ask the question to any person interviewing in the video.

    These are the question we are trying to include:

    Please provide your perspective on the role social media platforms should play in preventing suicide among vulnerable users.

    Please provide insight on animal testing in scientific research.

    Please elaborate on how mass media shapes political decisions of general public Please give your viewpoint on mental asylum.

    Click the video of that person talking you sent or else at least give us audio with translation.

    So, basically, you will have to ask 3 questions to 3 different people in this video of another person talking, and you will have to take their perspective. As per their perspectives, or the factual information, you will need to gather many videos. You can get them from Google, YouTube, news, anywhere, but we will need many of them for all 3 questions. Use the sample link to learn more about the actual presentation if not a video of person talking we will at least need their audio.

    It’s basically video montage.

  • [Solved] Education Unit 5 Final Assignment

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    Unit 5 Final Assignment – a year ago **files (1)** – ## Unit5_FinalProject_Assessment.docx **## Unit5_FinalProject_Assessment.docx** ## **Unit 5: Final Project/Assessment** Unit 5: Integrating Technology Across the Disciplines This unit addresses technology integration needs and practices specif…

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    Unit 5 Final Assignment

    – a year ago

    **files (1)**

    – ## Unit5_FinalProject_Assessment.docx

    **## Unit5_FinalProject_Assessment.docx**

    ## **Unit 5: Final Project/Assessment**

    Unit 5: Integrating Technology Across the Disciplines

    This unit addresses technology integration needs and practices specific to various disciplinary content areas. The chapter has the following structure:

    ·
    **Review of issues in the field**—These issues shape the ways technology can be (or required to be) used.

    ·
    **Technology integration strategies and resources**—These are strategies being used to address instructional needs for the area, and are given along with example lesson ideas for these strategies.

    ·
    **Recommendations for teacher growth in technological knowledge**—These focus on how teachers may continue to grow in their understanding of issues and integration strategies for the content area and include a rubric for self-assessment.

    _You should select one discipline that is of interest to your future teaching career._

    _Your Final Assignment will focus on Chapter 5, Unit._

    **_Final Assignment Directions:_**

    **_You will select a discipline. You will focus on what aligns with this chapter's discipline. In your own words, discuss the following prompts (listed below) in a 5-minute audio submission. You will submit a 750-1000-word reflection._**

    **_You should expand and be detailed in your responses. You should provide Real real-world examples if applicable. (50 possible points)_**

    **_1. What do you feel is the biggest issue surrounding technology in education?_**

    **_2. What strategies and resources do you wish to integrate into your future classroom?_**

    **_3. After reviewing sample lesson plans focusing on a discipline, what ideas or activities do you feel you may adopt for a future lesson?_**

    **_4. What are you excited about for your future teaching career? Discuss some key ideas that you are excited to learn more about as you continue your educational career._**

    **_5. Overall: Your feelings about technology in the classroom. Provide rationale to support your thoughts on the topic._**

    **## Unit5_FinalProject_Assessment.docx**

    ## **Unit 5: Final Project/Assessment**

    Unit 5: Integrating Technology Across the Disciplines

    This unit addresses technology integration needs and practices specific to various disciplinary content areas. The chapter has the following structure:

    ·
    **Review of issues in the field**—These issues shape the ways technology can be (or required to be) used.

    ·
    **Technology integration strategies and resources**—These are strategies being used to address instructional needs for the area, and are given along with example lesson ideas for these strategies.

    ·
    **Recommendations for teacher growth in technological knowledge**—These focus on how teachers may continue to grow in their understanding of issues and integration strategies for the content area and include a rubric for self-assessment.

    _You should select one discipline that is of interest to your future teaching career._

    _Your Final Assignment will focus on Chapter 5, Unit._

    **_Final Assignment Directions:_**

    **_You will select a discipline. You will focus on what aligns with this chapter's discipline. In your own words, discuss the following prompts (listed below) in a 5-minute audio submission. You will submit a 750-1000-word reflection._**

    **_You should expand and be detailed in your responses. You should provide Real real-world examples if applicable. (50 possible points)_**

    **_1. What do you feel is the biggest issue surrounding technology in education?_**

    **_2. What strategies and resources do you wish to integrate into your future classroom?_**

    **_3. After reviewing sample lesson plans focusing on a discipline, what ideas or activities do you feel you may adopt for a future lesson?_**

    **_4. What are you excited about for your future teaching career? Discuss some key ideas that you are excited to learn more about as you continue your educational career._**

    **_5. Overall: Your feelings about technology in the classroom. Provide rationale to support your thoughts on the topic._**

  • [Solved] economics and enter fi

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