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Tag: Model Answer

  • [Solved] EthicalT5Q2

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    In terms of intervention and spiritual care, how do you support a patient facing an ethical dilemma, with consideration for their worldview? If you were that patient, what care would you want provided? Initial discussion question posts should be a minimum of 200 words and include at least two refere…

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    In terms of intervention and spiritual care, how do you support a patient facing an ethical dilemma, with consideration for their worldview? If you were that patient, what care would you want provided?

    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

    – a year ago

  • [Solved] Benchmark – Patient’s Spiritual Needs: Case Analysis

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    For this final assignment, you will be tasked to review your work in the Topic 3 case study and continue to analyze the case to best determine spiritual care interventions throughout their plan of care. In particular, the focus will be on the Christian application of the four principles, as well as …

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    Assignment Prompt & Instructions

    For this final assignment, you will be tasked to review your work in the Topic 3 case study and continue to analyze the case to best determine spiritual care interventions throughout their plan of care. In particular, the focus will be on the Christian application of the four principles, as well as appropriate options in providing a patient with spiritual care.

    Based on the chart you completed and questions you answered in the Topic 3 about "Case Study: Healing and Autonomy" ( **attached**) and reading the topic Resources, complete the "Patient's Spiritual Needs: Case Analysis" ( **attached**) document, in which you will analyze the case study in relation to the following:

    – Patient autonomy
    – Christian perspective and actions related to sickness and health, principles of beneficence, and nonmaleficence
    – Spiritual needs assessment and appropriate interventions for all involved in providing care
    – Accountability that would demonstrate an ethical manner that reflects professional standards of practice and person-centered care and participatory approach to care

    _Note: Participatory approach to care calls for involving stakeholders, particularly the participants in a program or those affected by a given policy, in specific aspects of the evaluation process. The approach covers a wide range of different types of participation, and stakeholders can be involved at any stage of the impact evaluation process, including its design, data collection, analysis, reporting, and managing a study._

    _Also, person-centered care is "empowering people to take charge of their own health rather than being passive recipients of services" (WHO, 2021). This care strategy is based on the belief that patient views, input, and experiences can help improve overall health outcomes._

    Support your response using **ONLY** the following Topic 5 Resources ( **all attached**):

    – Chapter 5 from the textbook _Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care_
    – "Assessing Spiritual Health Through the Use of Spiritual Health Assessment Tools: Indications for End-of-Life Care"
    – "Faith-Sensitive End-of-Life Care for Children, Young People, and Their Families"

    – [\
    \
    PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy1.docx](https://www.sweetstudy.com/files/phi-413v-rs-t3t5casestudyhealingandautonomy1-docx-10288137 "PHI-413V-RS-T3T5CaseStudyHealingAndAutonomy1.docx")
    – [\
    \
    PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx](https://www.sweetstudy.com/files/phi-413v-rs-t5bmkpatientspiritualneedscaseanalysis-docx "PHI-413V-RS-T5BMKPatientSpiritualNeedsCaseAnalysis.docx")
    – [\
    \
    AssessingSpiritualHealth.pdf](https://www.sweetstudy.com/files/assessingspiritualhealth-pdf "AssessingSpiritualHealth.pdf")
    – [\
    \
    BibliU-Print-B1B4SGSSID7LR-Part5.pdf](https://www.sweetstudy.com/files/bibliu-print-b1b4sgssid7lr-part5-pdf "BibliU-Print-B1B4SGSSID7LR-Part5.pdf")
    – [\
    \
    Faith-SensitiveEnd-of-LifeCareforChildren.pdf](https://www.sweetstudy.com/files/faith-sensitiveend-of-lifecareforchildren-pdf "Faith-SensitiveEnd-of-LifeCareforChildren.pdf")

    – a year ago

  • [Solved] EthicalT5Q1

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    How does your own definition of spiritual care compare with the Christian definition of spiritual care? Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. – a year ago

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    Assignment Prompt & Instructions

    How does your own definition of spiritual care compare with the Christian definition of spiritual care?

    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

    – a year ago

  • [Solved] Advanced Quality Management for Health Care Administrators

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    Locate two articles that examine organizational learning, policy, and health care. You must use the CSU Online Library for at least one of your articles. Both articles do not have to be on the same topic. For example, Article 1 may examine organizational learning and hospitals, and Article 2 may exa…

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    Assignment Prompt & Instructions

    Locate two articles that examine organizational learning, policy, and health care. You must use the CSU Online Library for at least one of your articles. Both articles do not have to be on the same topic. For example, Article 1 may examine organizational learning and hospitals, and Article 2 may examine organizational learning and COVID-19, or both articles may examine the same topic. For example, both may examine organizational learning and COVID-19.

    Both articles must have been published within the last 5 years.

    Read each article, and write a review for each that accomplishes the following objectives:

    – Compose an overview of organizational learning and its significance to healthcare.
    – Explain the role of policy in advancing quality management in health care.
    – Explain why organizational learning is crucial for health care organizations to improve patient outcomes and overall performance.
    – Link a culture of accountability to quality management in health care.
    – Summarize the key findings and insights obtained from each article.

    Each article review must be at least two pages in length plus a title and reference page.

    The total assignment (two article reviews) must be at least four pages in length plus a title and reference page for each article review.

    The total sources for the assignment should be two articles plus at least two sources (at least four sources total). One source may be your eTextbook.

    All sources used must have citations and references in APA Style.

    – a year ago

  • [Solved] dr judy r mark

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    In-depth study guidance and analytical solution covering dr judy r mark.

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    Assignment Prompt & Instructions

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

  • [Solved] question assigment

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    – a year ago **files (2)** – ## archive22.zip – 20250511_161949.jpg **## archive22.zip** ## CamScanner 05-11-2025 16.16_1.jpg ## CamScanner 05-11-2025 16.16_2.jpg ## CamScanner 05-11-2025 16.16_3.jpg ## CamScanner 05-11-2025 16.16_4.jpg ## CamScanner 05-11-2025 16.16_5.jpg ## CamScanner 05-11-…

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    – a year ago

    **files (2)**

    – ## archive22.zip

    – 20250511_161949.jpg

    **## archive22.zip**

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    **20250511_161949.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-161949-jpg)

    **20250511_161949.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-161949-jpg)

    **## archive22.zip**

    ## CamScanner 05-11-2025 16.16_1.jpg

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    **20250511_161949.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-161949-jpg)

    **## archive22.zip**

    ## CamScanner 05-11-2025 16.16_1.jpg

    ## CamScanner 05-11-2025 16.16_2.jpg

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    ## CamScanner 05-11-2025 16.16_7.jpg

    **20250511_161949.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-161949-jpg)

  • [Solved] Can this be done 3 hours?5025 2pg

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    – a year ago **files (2)** – ## E-Journal8.pdf – ## week5ejourn5025.docx **## E-Journal8.pdf** SWK5025 E-JOURNAL WEEK 5 KIARA BONDS Date: Total hours completed this week: Agency/Site name: MSW site supervisor: Course: Summary of experiences this week including client/project assignments completed th…

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    – a year ago

    **files (2)**

    – ## E-Journal8.pdf

    – ## week5ejourn5025.docx

    **## E-Journal8.pdf**

    SWK5025 E-JOURNAL

    WEEK 5
    KIARA BONDS

    Date:

    Total hours completed this week:

    Agency/Site name:

    MSW site supervisor:

    Course:

    Summary of experiences this week including client/project assignments completed this week:

    Learning goals and competencies from your learning contract addressed this week:

    Share the date and length of this week's supervision:

    How have course discussions and materials been integrated in your practicum experience this week

    (provide two specific examples):

    Identify Social Work Skills/Theory used this week (provide two specific examples):

    Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

    experienced this week:

    How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

    example):

    Future plans for your continued learning at your placement (provide specific examples):

    **## week5ejourn5025.docx**

    | | | |
    | — | — | — |
    | **Week 5 Assignment 3: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
    | Total Points: 0 |

    **## week5ejourn5025.docx**

    | | | |
    | — | — | — |
    | **Week 5 Assignment 3: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
    | Total Points: 0 |

    **## E-Journal8.pdf**

    SWK5025 E-JOURNAL

    WEEK 5
    KIARA BONDS

    Date:

    Total hours completed this week:

    Agency/Site name:

    MSW site supervisor:

    Course:

    Summary of experiences this week including client/project assignments completed this week:

    Learning goals and competencies from your learning contract addressed this week:

    Share the date and length of this week's supervision:

    How have course discussions and materials been integrated in your practicum experience this week

    (provide two specific examples):

    Identify Social Work Skills/Theory used this week (provide two specific examples):

    Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

    experienced this week:

    How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

    example):

    Future plans for your continued learning at your placement (provide specific examples):

    **## week5ejourn5025.docx**

    | | | |
    | — | — | — |
    | **Week 5 Assignment 3: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
    | Total Points: 0 |

    **## E-Journal8.pdf**

    SWK5025 E-JOURNAL

    WEEK 5
    KIARA BONDS

    Date:

    Total hours completed this week:

    Agency/Site name:

    MSW site supervisor:

    Course:

    Summary of experiences this week including client/project assignments completed this week:

    Learning goals and competencies from your learning contract addressed this week:

    Share the date and length of this week's supervision:

    How have course discussions and materials been integrated in your practicum experience this week

    (provide two specific examples):

    Identify Social Work Skills/Theory used this week (provide two specific examples):

    Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

    experienced this week:

    How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

    example):

    Future plans for your continued learning at your placement (provide specific examples):

    **## week5ejourn5025.docx**

    | | | |
    | — | — | — |
    | **Week 5 Assignment 3: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week.. | / 4 pts |
    | Total Points: 0 |

  • [Solved] week 1 discussion 1

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    #### **Discussion 1: Theoretically Speaking** As you have learned throughout your previous course work, there are many theories that come into play when working with young children. Just as there are theories that are related to how children grow, develop, and learn, so too are there theories relate…

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    #### **Discussion 1: Theoretically Speaking**

    As you have learned throughout your previous course work, there are many theories that come into play when working with young children. Just as there are theories that are related to how children grow, develop, and learn, so too are there theories related to developing relationships with families and the community. In this discussion, you will examine some of the most common theories related to support children and their families.

    What really are theories and why are they important?  A theory is an organized body of concepts and principles intended to explain a particular phenomenon. Thus, theories explain how and why something functions the way it does (Johnson & Christensen, 2007). We use various theories as a basis and foundation to explain and understand behavior. That doesn’t mean that you can’t create your own theory of why and how something works. Your views can be understood and/or supported in the context of existing theories that have likely been researched, validated, and extensively studied.

    **To prepare for this discussion:**

    – Please refer to the Week One Guidance for further tips and examples that will support your success with this discussion.
    – Read Chapter 3: ECE 355 text
    – Locate your two assigned theorists from the table below

    **Last Name Begins With**

    **Approach to Early Literacy**

    Last Name Begins with A-F

    Bronfenbrenner and Erikson

    **In your initial post**, imagine that you are listening to your two assigned theorists having a conversation with each other.   Write a transcript of the conversation between your two theorists that address the points below:

    – Summarize the key characteristics of your assigned theories
    – _**Instructor tip:**_ _Identify the most pertinent details of the theory and summarize these characteristics._
    – Explain the similarities and differences between your theories when it comes to supporting families
    – _**Instructor tip:**_ _You may want to use a compare and contrast chart to help you organize the similarities and differences and how it relates to supporting families. Sometimes using a visual can be helpful in organizing your ideas._
    – Describe at least one way in which you see your theories working together to support strong partnerships between children, families, and the community
    – _**Instructor tip:**_ _How do these theories work together_ _to support strong partnerships between children, families, and the community_? _Make sure you give specific details and at least one example that integrates these different points of view._

    – [\
    \
    ECE313_full_text.pdf](https://www.sweetstudy.com/files/ece313-full-text-pdf "ECE313_full_text.pdf")
    – [\
    \
    03CH_Wardle_Children.pdf](https://www.sweetstudy.com/files/03ch-wardle-children-pdf "03CH_Wardle_Children.pdf")

    – a year ago

  • [Solved] Business Finance – Operations Management Comm Assignment

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Each of us tends to perceive the world in ways that match our own beliefs, and it can be difficult to recognize points of view outside of our own perspective. Submit a 2-page paper in whi…

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

    Each of us tends to perceive the world in ways that match our own beliefs, and it can be difficult to recognize points of view outside of our own perspective. Submit a 2-page paper in which you address the following: Describe, in detail, a specific example of an everyday interpersonal communication occurrence in a business setting. How might the participants’ perceptions of each other affect the conversation? Your paper should be 2 pages in length, cite at least one reference, and be written in current APA Style.

    – a year ago

  • [Solved] Business Finance – Management Week 5 Assignment – Case Study: Statistical Forecasting

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Due Sunday by midnight EST – a year ago **files (1)** – ## Week5AssignmentCaseStudyStatisticalForecasting.txt **## Week5AssignmentCaseStudyStatisticalForecasting.txt** | | | | | — | — | — | | | | Week 5 …

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

    Due Sunday by midnight EST

    – a year ago

    **files (1)**

    – ## Week5AssignmentCaseStudyStatisticalForecasting.txt

    **## Week5AssignmentCaseStudyStatisticalForecasting.txt**

    | | | |
    | — | — | — |
    | |
    | Week 5 Assignment – Case Study: Statistical Forecasting |
    | |
    | Dr. Megan Zobb, a key researcher within the North Luna University Medical Center, has been studying a new variant of a skin disease virus that seems to be surfacing among the North Luna University population. This variant (which has been tentatively named Painful Rash or PR), leads to the formation of surface lesions on an individual's body. These lesions are very similar to small boils or isolated shingles sores. These PR lesions are not necessarily clustered as shingles lesions but are isolated across the body. |
    | Insights From Initial Interviews |
    | Megan is initiating some efforts at a preliminary analysis. She has seen 20 initial patients and made several observations about the skin disease. She wants to analyze this initial data before structuring and recommending a more encompassing study. |
    | The signs and symptoms of this disorder usually affect multiple sections of the patient's body. These signs and symptoms may include: |
    | | • | Pain, burning, numbness, or tingling, but pain is always present. |
    | | • | Sensitivity to touch. |
    | | • | A red rash that begins a few days after the pain. |
    | | • | Fluid-filled blisters that break open and crust over. |
    | | • | Itching. |
    | Some people also experience: |
    | | • | Fever. |
    | | • | Headache. |
    | | • | Sensitivity to light. |
    | | • | Fatigue. |
    | Pain is always the first symptom of PR. For some, it can be intense. Depending on the location of the pain, it can sometimes be mistaken for a symptom of problems affecting the heart, lungs, or kidneys. Some people experience PR pain without ever developing the rash. The degree of pain that the individual experiences is seemingly proportional to the number of lesions. |
    | Dr. Zobb is extremely concerned that this new variant is especially challenging to the younger population, who are active and like to be outdoors. She has asked you as an analyst and statistician for some assistance in analyzing her initial data. She is not a biostatistician, so she requests that you explain the process you use and your interpretation of the results for each task. |
    | Initial Data Analysis |
    | Dr. Zobb has accumulated some data on an initial set of 20 patients across multiple age groups. She believes that the data suggests younger individuals are affected more than others. She wants you to complete the tasks shown here based on the data below. |
    | For each of the following, provide a detailed explanation of the process you used along with your interpretation of the results. Submit the response in a Word document and attach your Excel spreadsheet to show your calculations (where applicable). Be sure to number each response (e.g., 1.a, 1.b,…). |
    | | 1. | Develop an equation to model the data using a regression analysis approach and explain your calculation process in Excel. |
    | | 2. | Calculate the r-square statistic using Excel. Interpret the meaning of the r-square statistic in this case. |
    | | 3. | Determine three conclusions that address the initial observations and are supported by the regression analysis. |
    | Regression Analysis Initial Data |
    | Patient Number | Age of Patient | Number of Lesions |
    | 1 | 24 | 16 |
    | 2 | 63 | 7 |
    | 3 | 45 | 12 |
    | 4 | 17 | 24 |
    | 5 | 21 | 20 |
    | 6 | 72 | 4 |
    | 7 | 32 | 13 |
    | 8 | 36 | 16 |
    | 9 | 26 | 21 |
    | 10 | 47 | 10 |
    | 11 | 31 | 15 |
    | 12 | 23 | 18 |
    | 13 | 51 | 8 |
    | 14 | 24 | 22 |
    | 15 | 26 | 18 |
    | 16 | 25 | 19 |
    | 17 | 31 | 12 |
    | 18 | 19 | 29 |
    | 19 | 18 | 25 |
    | 20 | 21 | 17 |
    | Effects of Sunlight Analysis |
    | In her initial observations, Dr. Zobb notices that the number of lesions that appear on a patient seems to be dependent on the amount of direct sunlight exposure that the patient receives. She is uncertain at this point why this would be the case, but she is a good experimentalist and is trying to establish some observations that have statistical validity. She has taken a limited amount of data on 8 patients and wants you to complete the appropriate analysis based on the data below (be sure to show your work): |
    | | 1. | Develop an equation to model the data using a regression analysis approach and explain your calculation process, using Excel. |
    | | 2. | Megan has a small group of three additional patients that are the same age that she wants to examine for lesions. She knows the number of minutes of continuous exposure to direct sunlight that each has experienced. Predict the number of lesions that each of these patients will have based on the regression analysis that you completed in your initial data analysis: |
    | | • | Patient 9 – 193 minutes. |
    | | • | Patient 10 – 219 minutes. |
    | | • | Patient 11 – 84 minutes. |
    | | 3. | Determine three conclusions based on the correlation of the number of lesions to minutes of sunlight exposure, using regression analysis. |
    | Sunlight Exposure Regression Data |
    | Patient Number | Time of Continuous Exposure to Direct Sunlight(Minutes) | Number of Lesions |
    | 1 | 225 | 24 |
    | 2 | 184 | 16 |
    | 3 | 220 | 20 |
    | 4 | 240 | 26 |
    | 5 | 180 | 14 |
    | 6 | 184 | 16 |
    | 7 | 186 | 20 |
    | 8 | 215 | 22 |
    | Over-the-Counter Medication Effectiveness Analysis |
    | Dr. Zobb wants to test several over-the-counter lotions—that is, lotions available without a prescription—that can be applied directly to the lesions. She wants to determine whether there is a difference in the mean length of time it takes these three types of pain lotions to provide relief from the pain caused by these lesions. Megan is hoping that one of these lotions might be more promising than the others. Several sufferers (with roughly the same number of lesions) are randomly selected and given one of the three medications. Each sufferer records the time (in minutes) it takes the medication to begin working. The results are shown in the table below. She asks you to answer these questions (be sure to show your work). |
    | | 1. | State the null hypothesis and the alternative hypothesis for this situation. |
    | | 2. | At α = 0.01, can you conclude that the mean times are different? Assume that each population of relief times is normally distributed and that the population variances are equal. Hint: Use a one-way ANOVA to solve this problem. Be certain to show your calculations and describe the process you used to solve this problem. |
    | | 3. | Determine three conclusions on the effectiveness of the medication by addressing observations or hypotheses regarding these initial tests. |
    | Effectiveness of Over-the-Counter Medications |
    | Medication 1 (Minutes) | Medication 2 (Minutes) | Medication 3 (Minutes) |
    | 12 | 16 | 14 |
    | 15 | 14 | 17 |
    | 17 | 21 | 20 |
    | 12 | 15 | 15 |
    | | 19 | |
    | Summary of Data Analysis |
    | Now that you have all of your data analysis: |
    | | 1. | Provide a three-paragraph summary of the findings you learned through the analysis. |
    | | 2. | Provide three data-driven suggestions for further exploration. |
    | This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions. |
    | The specific course learning outcome associated with this assignment is: |
    | | • | Recommend a course of action utilizing quantitative methods for health services including biostatistics, forecasting, and the modeling of predictive functions. |

    **## Week5AssignmentCaseStudyStatisticalForecasting.txt**

    | | | |
    | — | — | — |
    | |
    | Week 5 Assignment – Case Study: Statistical Forecasting |
    | |
    | Dr. Megan Zobb, a key researcher within the North Luna University Medical Center, has been studying a new variant of a skin disease virus that seems to be surfacing among the North Luna University population. This variant (which has been tentatively named Painful Rash or PR), leads to the formation of surface lesions on an individual's body. These lesions are very similar to small boils or isolated shingles sores. These PR lesions are not necessarily clustered as shingles lesions but are isolated across the body. |
    | Insights From Initial Interviews |
    | Megan is initiating some efforts at a preliminary analysis. She has seen 20 initial patients and made several observations about the skin disease. She wants to analyze this initial data before structuring and recommending a more encompassing study. |
    | The signs and symptoms of this disorder usually affect multiple sections of the patient's body. These signs and symptoms may include: |
    | | • | Pain, burning, numbness, or tingling, but pain is always present. |
    | | • | Sensitivity to touch. |
    | | • | A red rash that begins a few days after the pain. |
    | | • | Fluid-filled blisters that break open and crust over. |
    | | • | Itching. |
    | Some people also experience: |
    | | • | Fever. |
    | | • | Headache. |
    | | • | Sensitivity to light. |
    | | • | Fatigue. |
    | Pain is always the first symptom of PR. For some, it can be intense. Depending on the location of the pain, it can sometimes be mistaken for a symptom of problems affecting the heart, lungs, or kidneys. Some people experience PR pain without ever developing the rash. The degree of pain that the individual experiences is seemingly proportional to the number of lesions. |
    | Dr. Zobb is extremely concerned that this new variant is especially challenging to the younger population, who are active and like to be outdoors. She has asked you as an analyst and statistician for some assistance in analyzing her initial data. She is not a biostatistician, so she requests that you explain the process you use and your interpretation of the results for each task. |
    | Initial Data Analysis |
    | Dr. Zobb has accumulated some data on an initial set of 20 patients across multiple age groups. She believes that the data suggests younger individuals are affected more than others. She wants you to complete the tasks shown here based on the data below. |
    | For each of the following, provide a detailed explanation of the process you used along with your interpretation of the results. Submit the response in a Word document and attach your Excel spreadsheet to show your calculations (where applicable). Be sure to number each response (e.g., 1.a, 1.b,…). |
    | | 1. | Develop an equation to model the data using a regression analysis approach and explain your calculation process in Excel. |
    | | 2. | Calculate the r-square statistic using Excel. Interpret the meaning of the r-square statistic in this case. |
    | | 3. | Determine three conclusions that address the initial observations and are supported by the regression analysis. |
    | Regression Analysis Initial Data |
    | Patient Number | Age of Patient | Number of Lesions |
    | 1 | 24 | 16 |
    | 2 | 63 | 7 |
    | 3 | 45 | 12 |
    | 4 | 17 | 24 |
    | 5 | 21 | 20 |
    | 6 | 72 | 4 |
    | 7 | 32 | 13 |
    | 8 | 36 | 16 |
    | 9 | 26 | 21 |
    | 10 | 47 | 10 |
    | 11 | 31 | 15 |
    | 12 | 23 | 18 |
    | 13 | 51 | 8 |
    | 14 | 24 | 22 |
    | 15 | 26 | 18 |
    | 16 | 25 | 19 |
    | 17 | 31 | 12 |
    | 18 | 19 | 29 |
    | 19 | 18 | 25 |
    | 20 | 21 | 17 |
    | Effects of Sunlight Analysis |
    | In her initial observations, Dr. Zobb notices that the number of lesions that appear on a patient seems to be dependent on the amount of direct sunlight exposure that the patient receives. She is uncertain at this point why this would be the case, but she is a good experimentalist and is trying to establish some observations that have statistical validity. She has taken a limited amount of data on 8 patients and wants you to complete the appropriate analysis based on the data below (be sure to show your work): |
    | | 1. | Develop an equation to model the data using a regression analysis approach and explain your calculation process, using Excel. |
    | | 2. | Megan has a small group of three additional patients that are the same age that she wants to examine for lesions. She knows the number of minutes of continuous exposure to direct sunlight that each has experienced. Predict the number of lesions that each of these patients will have based on the regression analysis that you completed in your initial data analysis: |
    | | • | Patient 9 – 193 minutes. |
    | | • | Patient 10 – 219 minutes. |
    | | • | Patient 11 – 84 minutes. |
    | | 3. | Determine three conclusions based on the correlation of the number of lesions to minutes of sunlight exposure, using regression analysis. |
    | Sunlight Exposure Regression Data |
    | Patient Number | Time of Continuous Exposure to Direct Sunlight(Minutes) | Number of Lesions |
    | 1 | 225 | 24 |
    | 2 | 184 | 16 |
    | 3 | 220 | 20 |
    | 4 | 240 | 26 |
    | 5 | 180 | 14 |
    | 6 | 184 | 16 |
    | 7 | 186 | 20 |
    | 8 | 215 | 22 |
    | Over-the-Counter Medication Effectiveness Analysis |
    | Dr. Zobb wants to test several over-the-counter lotions—that is, lotions available without a prescription—that can be applied directly to the lesions. She wants to determine whether there is a difference in the mean length of time it takes these three types of pain lotions to provide relief from the pain caused by these lesions. Megan is hoping that one of these lotions might be more promising than the others. Several sufferers (with roughly the same number of lesions) are randomly selected and given one of the three medications. Each sufferer records the time (in minutes) it takes the medication to begin working. The results are shown in the table below. She asks you to answer these questions (be sure to show your work). |
    | | 1. | State the null hypothesis and the alternative hypothesis for this situation. |
    | | 2. | At α = 0.01, can you conclude that the mean times are different? Assume that each population of relief times is normally distributed and that the population variances are equal. Hint: Use a one-way ANOVA to solve this problem. Be certain to show your calculations and describe the process you used to solve this problem. |
    | | 3. | Determine three conclusions on the effectiveness of the medication by addressing observations or hypotheses regarding these initial tests. |
    | Effectiveness of Over-the-Counter Medications |
    | Medication 1 (Minutes) | Medication 2 (Minutes) | Medication 3 (Minutes) |
    | 12 | 16 | 14 |
    | 15 | 14 | 17 |
    | 17 | 21 | 20 |
    | 12 | 15 | 15 |
    | | 19 | |
    | Summary of Data Analysis |
    | Now that you have all of your data analysis: |
    | | 1. | Provide a three-paragraph summary of the findings you learned through the analysis. |
    | | 2. | Provide three data-driven suggestions for further exploration. |
    | This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions. |
    | The specific course learning outcome associated with this assignment is: |
    | | • | Recommend a course of action utilizing quantitative methods for health services including biostatistics, forecasting, and the modeling of predictive functions. |