Tag: Model Answer

  • [Solved] ARAI

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  • [Solved] D-Personal Progress Topic Interest

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

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    Assignment Prompt & Instructions

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

    – ## PersonalProgressStatusCheckModule2AssignmentInstructions.docx

    – ## Instruction.docx

    – ## Videostoview.docx

    – Reading-Single-CaseResearchDesignandAnalysis-CounselingApplications.pdf

    **## PersonalProgressStatusCheckModule2AssignmentInstructions.docx**

    EDCO 716

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

    **Overview**

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

    **Instructions**

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

    **## Instruction.docx**

    Module 2

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

    **Personal Progress: Topic Interest Assignment**

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

    **Progress Report – writing tips**

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

    **Learning Outcomes**

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

    · Describe common quantitative research designs used in dissertations.

    · Identify typical qualitative research designs used in dissertations.

    · Explain common pitfalls in the dissertation process.

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

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

    **· 250 words.**

    **## Videostoview.docx**

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

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

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

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

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

    [https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-randomized-comparative-or-control-group-studies?module_item_id=91227962](https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-randomized-comparative-or-control-group-studies?module_item_id=91227962)

    [https://canvas.liberty.edu/courses/962536/pages/watch-n-of-1-experimental-case-studies?module_item_id=91227967](https://canvas.liberty.edu/courses/962536/pages/watch-n-of-1-experimental-case-studies?module_item_id=91227967)

    [https://canvas.liberty.edu/courses/962536/pages/watch-introduction-to-qualitative-research?module_item_id=91227973](https://canvas.liberty.edu/courses/962536/pages/watch-introduction-to-qualitative-research?module_item_id=91227973)

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

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-what-is-qualitative-research?module_item_id=91227981](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-what-is-qualitative-research?module_item_id=91227981)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-developing-a-qualitative-research-question?module_item_id=91227984](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-developing-a-qualitative-research-question?module_item_id=91227984)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-interviews?module_item_id=91227989](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-interviews?module_item_id=91227989)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-focus-groups?module_item_id=91227994](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-focus-groups?module_item_id=91227994)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-data-analysis?module_item_id=91228000](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-data-analysis?module_item_id=91228000)

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

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

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

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

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

    **## PersonalProgressStatusCheckModule2AssignmentInstructions.docx**

    EDCO 716

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

    **Overview**

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

    **Instructions**

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

    **## Instruction.docx**

    Module 2

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

    **Personal Progress: Topic Interest Assignment**

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

    **Progress Report – writing tips**

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

    **Learning Outcomes**

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

    · Describe common quantitative research designs used in dissertations.

    · Identify typical qualitative research designs used in dissertations.

    · Explain common pitfalls in the dissertation process.

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

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

    **· 250 words.**

    **## Videostoview.docx**

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

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

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

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

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

    [https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-randomized-comparative-or-control-group-studies?module_item_id=91227962](https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-randomized-comparative-or-control-group-studies?module_item_id=91227962)

    [https://canvas.liberty.edu/courses/962536/pages/watch-n-of-1-experimental-case-studies?module_item_id=91227967](https://canvas.liberty.edu/courses/962536/pages/watch-n-of-1-experimental-case-studies?module_item_id=91227967)

    [https://canvas.liberty.edu/courses/962536/pages/watch-introduction-to-qualitative-research?module_item_id=91227973](https://canvas.liberty.edu/courses/962536/pages/watch-introduction-to-qualitative-research?module_item_id=91227973)

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

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-what-is-qualitative-research?module_item_id=91227981](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-what-is-qualitative-research?module_item_id=91227981)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-developing-a-qualitative-research-question?module_item_id=91227984](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-developing-a-qualitative-research-question?module_item_id=91227984)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-interviews?module_item_id=91227989](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-interviews?module_item_id=91227989)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-focus-groups?module_item_id=91227994](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-focus-groups?module_item_id=91227994)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-data-analysis?module_item_id=91228000](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-data-analysis?module_item_id=91228000)

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

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

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

    **## PersonalProgressStatusCheckModule2AssignmentInstructions.docx**

    EDCO 716

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

    **Overview**

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

    **Instructions**

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

    **## Instruction.docx**

    Module 2

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

    **Personal Progress: Topic Interest Assignment**

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

    **Progress Report – writing tips**

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

    **Learning Outcomes**

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

    · Describe common quantitative research designs used in dissertations.

    · Identify typical qualitative research designs used in dissertations.

    · Explain common pitfalls in the dissertation process.

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

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

    **· 250 words.**

    **## Videostoview.docx**

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

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

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

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

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

    [https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-randomized-comparative-or-control-group-studies?module_item_id=91227962](https://canvas.liberty.edu/courses/962536/pages/watch-common-quantitative-designs-in-dissertations-randomized-comparative-or-control-group-studies?module_item_id=91227962)

    [https://canvas.liberty.edu/courses/962536/pages/watch-n-of-1-experimental-case-studies?module_item_id=91227967](https://canvas.liberty.edu/courses/962536/pages/watch-n-of-1-experimental-case-studies?module_item_id=91227967)

    [https://canvas.liberty.edu/courses/962536/pages/watch-introduction-to-qualitative-research?module_item_id=91227973](https://canvas.liberty.edu/courses/962536/pages/watch-introduction-to-qualitative-research?module_item_id=91227973)

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

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-what-is-qualitative-research?module_item_id=91227981](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-what-is-qualitative-research?module_item_id=91227981)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-developing-a-qualitative-research-question?module_item_id=91227984](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-developing-a-qualitative-research-question?module_item_id=91227984)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-interviews?module_item_id=91227989](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-interviews?module_item_id=91227989)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-focus-groups?module_item_id=91227994](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-focus-groups?module_item_id=91227994)

    [https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-data-analysis?module_item_id=91228000](https://canvas.liberty.edu/courses/962536/pages/watch-fundamentals-of-qualitative-research-methods-data-analysis?module_item_id=91228000)

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

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

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

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

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

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    Assignment Prompt & Instructions

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

  • [Solved] pu

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering pu.

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] 780

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    – ## NU780….docx **## NU780….docx** NU780-8C Now that you have explored the state of health where you live and developed a proposal to address an identified healthcare need, construct a discussion of how the bolded concepts noted in the #2 course learning objective were considered and addressed …

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    – ## NU780….docx

    **## NU780….docx**

    NU780-8C

    Now that you have explored the state of health where you live and developed a proposal to address an identified healthcare need, construct a discussion of how the bolded concepts noted in the #2 course learning objective were considered and addressed in your proposal. Course learning objective LO2 Describe the role of social determinants, gaps, and inequities in care that influence the population health outcomes of a chosen population. Please be sure to provide references where appropriate to support aspects

    **## NU780….docx**

    NU780-8C

    Now that you have explored the state of health where you live and developed a proposal to address an identified healthcare need, construct a discussion of how the bolded concepts noted in the #2 course learning objective were considered and addressed in your proposal. Course learning objective LO2 Describe the role of social determinants, gaps, and inequities in care that influence the population health outcomes of a chosen population. Please be sure to provide references where appropriate to support aspects

  • [Solved] Week 8 Bio

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    The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 3 of the prompts below:** – Explain how the infectious disease progresses including infecti…

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    The discussion is based on the textbook readings from _Microbiology_ (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, **please answer 3 of the prompts below:**
    – Explain how the infectious disease progresses including infectivity, invasiveness, the portals of entry/exit. (USLO 8.1)
    – Define virulence factors.  Speculate how these factors help the organism avoid the immune system and cause disease.  (USLO 8.2)
    – Explain ID50 and LD 50  and how they affect the likelihood of disease. (USLO 8.3)
    – Define epidemiology and the role of the CDC. (USLO 8.4)
    – Differentiate between the terms, epidemic, pandemic, endemic and sporadic diseases.  (USLO 8.5)
    – Compare modes of infectious disease transmission (i.e., airborne, contact, etc.)  Provide an example of each and what are some ways you could prevent the transmission of these diseases?  (USLO 8.6)
    – Explain ways that healthcare professionals and government agencies can help control the spread of diseases, at the facility, local and larger levels like state or country. (USLO 8.7)

  • [Solved] Week 8 PSY

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    **Select** **TWO** **of the prompts below to respond to** in this week's discussion, 1. You have been asked to provide an educational seminar on psychosocial changes for a group of adults who are in middle adulthood. Discuss Erikson’s generativity vs. stagnation stage, the virtue gained, and what th…

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    **Select** **TWO** **of the prompts below to respond to** in this week's discussion,
    1. You have been asked to provide an educational seminar on psychosocial changes for a group of adults who are in middle adulthood.  Discuss Erikson’s generativity vs. stagnation stage, the virtue gained, and what the impact of this stage on personality can be (e.g., positive characteristics of generative adults). (USLO 8.3)
    2. Describe 3 ways people can experience generativity in Erikson’s generativity vs. stagnation stage.  How might people leave a legacy in the world if they have children?  How might they leave a legacy if they don’t have children? (USLO 8.3)
    3. Discuss 4 or more physical changes that occur in middle adulthood. What environmental factors, if any, impact these changes? (

  • [Solved] Week 8 CLS

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    Chose One Prompt _Prompt #1_ Take a day or a week in your present life and list all things tied to religion. These can include religious structures in your neighborhood, religious or spiritual study groups, saying prayers before meals, the pledge of allegiance, cultural festivities, social media mes…

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    Chose One Prompt
    _Prompt #1_
    Take a day or a week in your present life and list all things tied to religion. These can include religious structures in your neighborhood, religious or spiritual study groups, saying prayers before meals, the pledge of allegiance, cultural festivities, social media messages, or tv shows and movies with religious connotations. What do you observe? Is it a picture of religious diversity? Do you or people in your social settings practice religious tolerance or religious inclusivity? Explain with specific examples.
    (USLO 8.1)
    _Prompt #2_
    In the U.S., which religions are socially privileged, and which are not? Discuss reasons behind religious privilege and how it impacts people belonging to faiths that are in the minority? Provide examples of individual and institutional forms of religious and spiritual oppression that people experience in the U.S. And list a few social outreach efforts to help diminish religious persecution and provide a sense of community to adherents of all religions.
    (USLO 8.2)
    _Prompt #3_
    After reading through the unit on religion and spiritual identities,
    – Has your perspective about them changed? If yes, how did it change; if not, why not? Explain.
    – Are you more comfortable conversing about belief systems that are different from your own? Elaborate.
    – Do you have any reservations to stand up as an ally for religious equity and inclusion? Reflect.
    (USLO 8.3)
    _Prompt #4_
    What is a stereotype about your religion/spirituality/non-religion beliefs that upsets you, and why? If there are more than one, include them as well in your response. How would you explain your beliefs to others to educate people about the harmful effects of stereotyping?  Reflect on ways you can create a “safe place” for conversations on religion and spiritual identities different from your own.
    (USLO 8.3)
    _Prompt #5_
    Why should workplaces, specifically healthcare providers/organizations, be knowledgeable about diversity, equity, and inclusion in the context of religion/spiritual/non-religion identities? Research at least two real-case scenarios in which an individual’s religion/spiritual/non-religion identity had detrimental effects on the person.  What steps would you take to prevent similar incidents from happening?
    (USLO 8.2)

  • [Solved] presentation

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    **Topic: "Examining the Influence of Instagram Beauty Influencers on Women’s Self-Image: A Content Analysis of Self-Perception and Consumer Behavior"**

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    **Topic: "Examining the Influence of Instagram Beauty Influencers on Women’s Self-Image: A Content Analysis of Self-Perception and Consumer Behavior"**

  • [Solved] Rhetorical Analysis

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    **DRP:** the **rhetorical features** of a professional writing text based on the **rhetorical principles**

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    **DRP:**
    the **rhetorical features** of a professional writing text based on the **rhetorical principles**