Celebrity Presentation

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Celebrity Presentation

(Celebrity Presentation)

Objective: Explain theoretical concepts using behavioral examples drawn from popular films and the media.

Description:  Each student will select a celebrity and discuss this individual’s significant life events and milestones as you see it relates to their personality development. Then, you will apply at least two of the personality theories discussed in the textbook. I will provide examples of theories below. Your presentation should be 10-12 slides pages in length (this does not include your title slide and reference slide. Be sure to include correctly formatted APA citations.

Your presentation should include the following:

Clearly identify the theories you have selected.

Discuss strengths/limitation of the theory.

How does it apply to your selected individual?

Images to support your points.

Evaluation of cultural influences on personality development of your celebrity.

A minimum of two (2) educational/peer reviewed sources from the library. These should be journal articles from psychology journals related to course topics.

Speaker notes to add details to your slides.

Please select at least two (2) of the following theories in discussing your selected individual:

Trait theory: Discuss the traits the celebrity possesses according to the different trait theories discussed in the text. (i.e Allport, Cattell, Eysenck, the Big Five, etc.)

Psychodynamic Theory: Discuss any unconscious conflicts the celebrity might be experiencing, and whether they are fixated at any of the psychosexual stages. (i.e. Freud, Jung, Adler, Erickson, Horney, etc.)

Cognitive-Behavioral:  What thought patterns might the celebrity have learned?  How do their thoughts, behaviors, and environment influence each other? (i.e. Skinner, Kelly, Mischel, Bandura, etc.)

Humanistic Theories:  What sort of self-image does this celebrity have?  Is their ideal self similar to their actual self? (i.e. Rogers, Maslow, Buddhism, etc.)

Formatting Reminder: You are expected to format your presentation according to APA formatting guidelines. Please see the APA resources folder in our classroom for additional resources and tools for help in preparing your paper. Be sure to cite your sources accordingly, to avoid plagiarism in your formal written assignments.

 
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Merger Deals/Negotiation Stratedgy

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Merger Deals/Negotiation Stratedgy

(Merger Deals/Negotiation Stratedgy)

Question description

2 PARTS (MULTIPLE CHOICE and WRITTEN PAPER)

1. 5 questions multiple choice

Answer each of the following questions with either TRUE or FALSE.Highlight the correct answer in your submission.

  • Commercial items are not exempt from the requirements for cost or pricing data and CAS.True or False
  • There are 20 Cost Accounting Standards.True or False
  • Cost realism analysis must be performed in connection with award of all fixed price contracts.True or False
  • Certified Cost or Pricing Data does not apply to government contracts when cost analysis is performed.True or False
  • Prices set by law or regulations are exempt from CAS and Cost or Pricing data.True or False

2. Written Paper

Airbus and Boeing have decided to enter merger discussions. Assume that each firm will be employing agents to assist in the deal. Take the position as the Principal lead for Boeing, and structure a negotiation strategy based on internal and external plans, price negotiation steps and stages to capstone what you have learned in the course to date.

In all cases, JUSTIFY your answer.The information in the scenario is all that you need for this assignment. However, you are allowed to make assumptions and are encouraged to do additional research which will support additional information that you need to sufficiently justify your exposition

Use Headings for your major points and ease of readability. You are expected to observe APA guidelines for sources.

DO NOT SUBMIT A PAPER THAT IS ONE CONTINUOUS PARAGRAPH. Rather, keep your thoughts organized by placing a space between paragraphs, and NUMBER YOUR RESPONSES with Headings to match the requirements.

Your total response should be no more than the equivalent of 3-4 typed, double-spaced pages (plus or minus ten percent). This paper is worth 30 points and see course schedule for due date.

 
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Transforming Nursing Through Informatics

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Transforming Nursing Through Informatics

(Transforming Nursing Through Informatics)

Informatics & Application of New Knowledge

Question description

Prepare for interprofessional stakeholders a 10–12-slide presentation (not including title and reference pages) explaining how nurse leaders can use information technology to improve nursing practices that support and sustain positive patient outcomes. You do not need to actually present your assessment but be sure to include speaker’s notes for each slide.

The dissemination of evidence-based practice outcomes helps nurses build stakeholder engagement and support for the use of information system and technology for health care delivery.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing.
    • Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP).
    • Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.
    • Describe how theory development and research exploration supports nursing practice changes that increase positive patient outcome.
  • Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes.
    • Identify a nursing practice that has recently changed in a specific health care setting.
    • Describe how nurse leaders use communication to build interprofessional stakeholder engagements.
  • Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional.
    • Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

    • How do you manage and lead technology use?
    • What will the future of health care delivery look like as you contemplate technology development?
    • What should nurses be prepared for within the context of technology use to develop improved patient care (from a strategic standpoint)?
    • How do we translate new technology knowledge into patient care to develop evidence-based practice?
    • How do we maintain patient safety and continue to improve patient outcomes as we increase technology use in health care?

    For this assessment, imagine a group of interprofessional stakeholders involved with patient care in your health care setting would like to increase positive patient outcomes. Nurse leaders have recommended changes in the practice that incorporate informatics and the application of new knowledge into your nursing practices.You are asked to present a brief overview using PowerPoint (or some other presentation software) to a small group of student nurses. After the session has concluded, the training department would like to use your presentation as a training resource.

    PREPARATION

    Select a nursing practice in your own health care setting that has changed for the better since you first began nursing.

    DIRECTIONS

    Use the tools in your presentation software to develop a creative and engaging presentation. Use the notes portion of PowerPoint to capture your narrative script for each slide. Include the following in your presentation:

    • Describe briefly an example of a nursing practice that has changed in the last two years.
    • Explain how theory development, research exploration, and information technology supports the changes you have described.
    • Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP).
    • Explain how nurse leaders use communication practices and technology to build interprofessional stakeholder engagements in support of the change you have identified.
    • Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.

    ADDITIONAL REQUIREMENTS

    • Length: Submit a presentation of 10–12 slides (not including title and reference slides). Include both a title slide and a reference slide with 4–6 references to support your presentation information and ideas.
    • Formatting Guidelines: Create streamlined slides with minimal information.
      • Be precise.
      • Keep bulleted content on one line.
      • Use images instead of words when appropriate.
    • Narrative Script: Use the notes portion to create a detailed narrative for each slide.
 
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Perfect Reason and Moral Will

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Perfect Reason and Moral Will

(Perfect Reason and Moral Will)

What happens when reason is perfect and perfectly controls the will?

It is clear from what has been said that all moral concepts have their seat and origin completely a priori in reason, and indeed in the commonest human reason, just as in that which is speculative in the highest measure; that they cannot be abstracted from any empirical and hence merely contingent cognition; that their dignity to serve us as supreme practical principles lies just in this purity of their origin; that every time in adding anything empirical to them one takes away as much from their genuine influence and from the unlimited worth of actions; that it is not only a requirement of the greatest necessity for theoretical purposes, when only speculation counts, but also a matter of the greatest practical importance to draw its concepts and laws from pure reason, to set them forth pure and unmingled, indeed to determine the scope of this entire practical but pure rational cognition, i.e. the entire faculty of pure practical reason, and in so doing not – as speculative philosophy may well permit, indeed at times even finds necessary – to make its principles dependent on the 4:412 particular nature of human reason, but because moral laws are to hold for every rational being as such, already to derive them from the universal concept of a rational being as such, and in this way (as should be possible in this species of entirely separate cognitions) completely to set forth all moral science – which for its application to human beings needs anthropology – first independently of this as pure philosophy, i.e. as metaphysics; well aware that without being in its possession it would be futile, I do not say to determine precisely for speculative judging the moral element of duty in everything that conforms with duty, but impossible to found morals on their genuine principles even for the merely common and practical use, principally of moral instruction, and thereby to effect pure moral dispositions and to engraft them on people’s minds for the highest good of the world.

(Perfect Reason and Moral Will)

However, in order to progress in this work by its natural steps not merely from common moral judging (which is worthy of great respect here) to philosophical, as has been done elsewhere, but from a popular philosophy – that goes no further than it can get by groping by means of examples – to metaphysics (which does not let itself be held back any further by anything empirical and, as it must survey the totality of rational cognition of this kind, perhaps goes up to ideas, where even examples desert usk), we must trace and distinctly present the practical rational faculty from its general rules of determination up to where there arises from it the concept of duty. Every thing in nature works according to laws. Only a rational being has the capacity to act according to the representation of laws, i.e. according to principles, or a will. Since reason is required for deriving actions from laws, the will is nothing other than practical reason. If reason determines the will without fail, then the actions of such a being that are recognized as objectively necessary are also subjectively necessary; i.e. the will is a capacity to choose only that which reason, independently of inclination, recognizes as practically necessary, i.e. as good.

If, however, reason all by itself does not sufficiently determine the will, if it is also subject to subjective conditions (to certain incentives) that are not always in agreement with the objective ones; in 4:413 a word, if the will does not in itself completely conform with reason (as is actually the case with human beings), then actions objectively recognized as necessary are subjectively contingent, and the determination of such a will, in conformity with objective laws, is necessitation; i.e. the relation of objective laws to a will not altogether good is represented as the determination of the will of a rational being by grounds of reason, to which this will is not, however, according to its nature necessarily obedient. The representation of an objective principle in so far as it is necessitating for a will is called a command (of reason), and the formula of the command is called imperative. All imperatives are expressed by an ought, and by this indicate the relation of an objective law of reason to a will that according to its subjective constitution is not necessarily determined by it (a necessitation).

They say that to do or to omit something would be good, but they say it to a will that does not always do something just because it is represented to it that it would be good to do it. Practically good, however, is what determines the will by means of representations of reason, hence not from subjective causes, but objectively, i.e. from grounds that are valid for every rational being, as such. It is distinguished from the agreeable, as that which influences the will only by means of sensation from merely subjective causes, which hold only for the senses of this or that one, and not as a principle of reason, which holds for everyone.*

 
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Exploring Complex ANOVA Designs

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Exploring Complex ANOVA Designs

(Exploring Complex ANOVA Designs)

Complex ANOVA Study

Complex ANOVA StudyBackgroundDuring this week you will identify a research question created in Week 1 that would utilize one of the following: factorial ANOVA or mixed-design ANOVA.

Background

During this week you will identify a research question created in Week 1 that would utilize one of the following: factorial ANOVA or mixed-design ANOVA. If there are no research questions that fit any of these types of statistical analyses, you will need to decide on a new question before moving forward with the assignment.

Initial Posting – In your initial posting for this assignment, include the following:

Discussion Assignment Requirements

  • Identify an appropriate research question that would require the use of a factorial or mixed-design ANOVA to answer. Pick the question from the list created in Week 1 or identify a new question if there are no appropriate ones from Week 1.
  • Describe why this question is appropriate for the selected statistical test.
  • Identify the variables in this study and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
  • Do the variables fit the qualifications for the selected statistical test? Explain.
  • List the statistical notation and written explanation for the null and alternative hypotheses.
  • Describe the types of errors that could occur.

Replies – Though you may respond to your peers multiple times during the week to provide support or feedback, students are required to respond to one of their classmates’ postings by Day 7.

Point Value: 4 Points———————————————————————–

Resources

Required Text

Sukal, M. (2013). Research methods: Applying statistics in research. San Diego, CA: Bridgepoint Education, Inc.Chapter 8: Factorial and Mixed-Factorial Analysis of Variance

Required References

Coughlan, M., Cronan, P., & Ryan, F. (2007). Step-by-step guide to critiquing research. Part 1: Quantitative research. British Journal of Nursing, 16 (11), 658-663. Retrieved from: http://www.unm.edu/~unmvclib/cascade/handouts/critiquingresearchpart1.pdf (Links to an external site.)Links to an external site.

Hoyt, C. L., Price, T. L., & Emrick, A. E. (2010). Leadership and the more-important-than-average effect: Overestimation of group goals and the justification of unethical behavior. Leadership,6(4), 391-407. doi: http://dx.doi.org/10.1177/1742715010379309 Retrieved from https://www.researchgate.net/publication/258168445_Leadership_and_the_more-important-than-average_effect_Overestimation_of_group_goals_and_the_justification_of_unethical_behavior (Links to an external site.)Links to an external site.

UIS. (n.d.). How to critique a journal article. Retrieved from https://otpod.files.wordpress.com/2013/03/jrnlcrtq.pdf (Links to an external site.)Links to an external site.

Recommended References

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author.

Cengage Learning (2005). Research Methods Workshops. Available from: http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/resch_wrk.html (Links to an external site.)Links to an external site.APA Style, Between versus Within Designs, Controls, Ethical Issues, Evaluating Published Research, Experimental Methods, Getting Ideas for a Study, Operational Definitions, Reliability and Validity, Sampling Methods, Specifying Constructs, True Experiments

Cengage Learning (2005). Statistics Workshops. Available from: http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stats_wrk.html (Links to an external site.)Links to an external site. Two-Way ANOVA, Factorial ANOVA

Easton, V. J., & McColl, J. H. (1997). STEPS: Statistics Glossary v1.1. Retrieved from University of Glasgow Web site: Design of Experiments & ANOVA: http://www.stats.gla.ac.uk/steps/glossary/anova.html (Links to an external site.)Links to an external site.

Easton, V. J., & McColl, J. H. (1997). STEPS: Statistics Glossary v1.1. Retrieved from University of Glasgow Web site: Hypothesis Testing: http://www.stats.gla.ac.uk/steps/glossary/hypothesis_testing.html (Links to an external site.)Links to an external site.

Neill, J. (2010). ANOVA II. University of Canberra. Available from: http://www.slideshare.net/jtneill/anova-part-ii (Links to an external site.)Links to an external site.

Online Stat Book (2008). Retrieved from Rice Virtual Lab in Statistics Web site: Two-way ANOVA: http://onlinestatbook.com/stat_sim/one_way/index.html (Links to an external site.)Links to an external site.

Online Stat Book (2008). Retrieved from Rice Virtual Lab in Statistics Web site: Robustness: http://onlinestatbook.com/stat_sim/robustness/index.html (Links to an external site.)Links to an external site.

 
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Personality Characteristics & Criminal Behavior

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Personality Characteristics & Criminal Behavior

(Personality Characteristics & Criminal Behavior)

A particular set of personality characteristics does not  turn a person into a criminal. However, criminals may have the same set  of characteristics. This concept may not be easy to understand. Here is  another example: all college graduates have attended college, but not  everyone who attended college is a college graduate. The mistake that  “if A then B” is the same as “if B then A” is a common one in research,  criminal investigation, and profiling.

Criminal profiling is a difficult task. Complete the following three parts and present them in your report.

Part I

Identify at least five offense characteristics of each  of the following crimes: sex offense, murder, acquisitive crime,  organized crime, and terrorism.

Part II

Choose two offenses for those listed in Part I. Using the selected characteristics, complete the following for each of the two offenses you selected:

  • Analyze the selected characteristics to develop a forensic profile  for that particular type of offense. For example, how would you use the  two offense characteristics you have selected for murder to develop  inferences regarding the personality of a murderer?
  • Explain how an offender’s level of cognitive and emotional  functioning, as well as social and environmental factors, could  contribute to his or her maladaptive behavior in each of the above  offenses.
  • Identify and justify the types of tests and/or personality measures  that might be used to gather additional information for each of the two  offenses.
  • Identify and justify the type of collateral information you would  need to learn about the offender in the case of each of the two crimes.

Part III

  • Identify the differences between ethical standards in a criminal  investigation and ethical standards in a psychological interview.
  • Offer your recommendations for future research needed to advance the science and research of psychological profiling techniques.
  • Discuss the different ethical considerations one must follow as an investigator and as a psychologist.

Support your responses giving reasons and examples from eight to ten scholarly resources.

Write a 7- to 9-page report in a Microsoft Word document. Apply APA standards to cite sources.

Your paper should be written in a clear, concise, and  organized manner; demonstrate ethical scholarship in accurate  representation and attribution of sources; and display accurate  spelling, grammar, and punctuation.

 
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Performance Assessment: Exploration Of Humanities

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Performance Assessment: Exploration Of Humanities

(Performance Assessment: Exploration Of Humanities)

EXPLORATION OF HUMANITIES

Competencies:
129.1.1: Foundations of Humanities – The graduate assesses the development of humans through the study of key concepts, disciplines, and primary influences of the humanities.
129.1.2: Classical Period – The graduate analyzes the primary contributions and characteristics of humanities during the classical period.
129.1.4: Renaissance – The graduate analyzes the primary contributions and characteristics of humanities during the Renaissance.
129.1.6: Neoclassicism – The graduate analyzes the primary contributions and characteristics of humanities within the neoclassical and Enlightenment period.
129.1.7: Romanticism – The graduate analyzes the primary contributions and characteristics of humanities during the romantic period.
129.1.8: Realism – The graduate analyzes the primary contributions and characteristics of humanities during the realism movement.

Introduction:

“My own answer to what the humanities are for is simple: They should help us to live. We should look to culture as a storehouse of useful ideas about how to face our most pressing personal and professional issues.” – Alain de Botton, author and educator (MindEdge, Inc., 2014)

From your studies, you have seen how culture, belief systems, and exposure to the arts affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of what it means to be human. When we understand and value the humanistic point of view, we bring creative solutions and fresh new ideas to the challenges we face in our personal and professional lives. We are schooled in the fundamentals of close analysis, critical thinking, and teasing out the complexities of issues which have no simple right or wrong answer.

In this task, you will write an analysis (suggested length of 3–5 pages) of one work of literature. Choose one work from the list below:

Classical Period(Performance Assessment: Exploration Of Humanities)

•    Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)

•    Aeschylus, “Song of the Furies” from The Eumenides, ca. 458 B.C.E. (poetry)

•    Sophocles, Antigone, ca. 442 B.C.E. (drama)

•    Aristotle, Book 1 from the Nichomachean Ethics, ca. 35 B.C.E. (philosophical text)

•    Augustus, The Deeds of the Divine Augustus, ca. 14 C.E. (funerary inscription)

•    Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of The Metamorphoses, ca. 2 C.E. (poetry)
Renaissance

•    Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)

•    Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)

•    Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from The Notebooks ca. 1478-1518 (art text)

•    Edmund Spenser, Sonnet 30, “My Love is like to Ice” from Amoretti 1595 (poetry)

•    William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)

•    Francis Bacon, “Of Studies” from The Essays or Counsels… 1625 (essay)

•    Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)

•    Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment(Performance Assessment: Exploration Of Humanities)

•    René Descartes, Part 4 from Discourse on Method, 1637 (philosophical text)

•    William Congreve, The Way of the World, 1700 (drama-comedy)

•    Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)

•    Voltaire, “Micromégas” 1752 (short story, science fiction)

•    Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)

•    Thomas Paine, “Common Sense” 1776 (essay)

•    Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)

•    Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism

•    Lord Byron, “She Walks in Beauty” 1813 (poetry)

•    Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)

•    Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)

•    Alexander Dumas, The Count of Monte Cristo, 1844 (novel)

•    Emily Brontë, Wuthering Heights, 1847 (novel)

•    Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)

•    Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)

•    Friedrich Nietzsche, Book 4 from The Joyful Wisdom, 1882 (philosophical text)
Realism(Performance Assessment: Exploration Of Humanities)

•    Charles Dickens, A Christmas Carol, 1843 (novella)

•    Karl Marx and Friedrich Engles, The Communist Manifesto, 1848 (political pamphlet)

•    Christina Rossetti, “Goblin Market” 1862 (poetry)

•    Matthew Arnold, “Dover Beach” 1867 (poetry)

•    Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde, 1886 (novella)

•    Kate Chopin, “The Story of an Hour” 1894 (short story)

•    Mark Twain, “The Five Boons of Life” 1902 (short story)

•    Edith Wharton, The Age of Innocence, 1921 (novel)
Use the link near the bottom of this page to access direct links to the works listed above.

Once you have selected and read the work, you will create a paragraph of descriptive writing with your personal observations about the work. This paragraph must be written before you do research on the work, the author, and the period it comes from. You will need to be quite detailed in your description of the work.

The next step will be to research the work, the life of the artist, and the period. You will then be ready to create your analysis. This process of analysis will require you to discuss the historical context of the work, pertinent aspects of the author’s biography, themes and/or stylistic characteristics of its historical period, and finally, the relevance of this work for audiences today.

The final requirement of the task will be to reflect on this process of analysis and describe how your perception of the work changed.
Requirements:(Performance Assessment: Exploration Of Humanities)

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A.  Record your initial reaction to the work (suggested length of 1 paragraph or half a page) by doing the following:

1.  Describe your initial thoughts and/or feelings about the work.

2.  Describe in detail at least one aspect of the work that most interests you.
B.  Analyze the work (suggested length of 2–4 pages) by doing the following:

1.  Describe the historical context of the period in which the work was written.

2.  Discuss insights into the work that can be gained from the author’s biography.

3.  Analyze how this work explores a particular theme and/or stylistic characteristic from its period.

4.  Explain the relevance of this work for today’s audiences.
C.  Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (suggested length of 1 paragraph or half a page).
D.  When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:

•  author

•  date

•  title

•  location of information (e.g., publisher, journal, website URL)
E.  Demonstrate professional communication in the content and presentation of your submission.
Note: The use of APA citation style is encouraged but is not required for this task. Evaluators will offer feedback on the acknowledgement of source information but not with regard to conformity with APA or other citation style. For tips on using APA style, please refer to the APA Resources web link found under General Information/APA Guidelines in the left-hand panel in Taskstream.

Reference List:

Note: This reference list refers only to direct citations in the assessment above and may be different from those you need to complete the assessment. Consult your Course of Study for a list of suggested learning resources.

MindEdge, Inc. (2014). Introduction to the humanities. Waltham, MA: MindEdge, Inc.

 
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Invervention Proposal.

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Invervention Proposal.

(Invervention Proposal.)

In Week Three, you created a literature review around the scenario  that you selected in Week One. For the Week Six assignment, you will  create an intervention proposal that contains a professional  recommendation for the chosen case study. The Intervention Proposal  should incorporate any feedback that the instructor provided in the Week  Four Literature Review or Week Two Annotated Bibliography assignments.

In a 10- to 12-page paper (not including the title page or references page) the student will:

  • Briefly restate the problem from the chosen case study.
  • Compose a thesis statement  that contains the student’s professional recommendation. The thesis  statement should be located near the end of the second paragraph of the  report.
  • Explain the relevant theories and empirical studies that have led to  the student’s professional recommendation. The explanation must include  evaluations of seven to eight, peer-reviewed articles from the  Annotated Bibliography that was created in Week Two. At least one of  these articles must be about a specific empirical study. In addition,  the explanation must:
    • Evaluate each article (comparing and contrasting them with the other articles) and answer the following questions:
      • What was the researchers’ research question?
      • What was their hypothesis?
      • How many participants did they have?
      • Was the research design method appropriate for that particular hypothesis? Was it valid?
      • Did their findings support the hypothesis?
      • What are the implications?
      • What are the limitations?
    • Discuss the opposing sides to the student’s recommendation and explain:
      • Why it is relevant.
      • Why it should be considered.
      • Why it should be discounted for this recommendation.
    • Discuss any limitations or gaps in existing research.
  • Restate the professional recommendation in one to two concluding paragraphs.

The paper must include a title page and references page, and it must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Organization tip: It is best to start with the least  related and most broad article and move toward the most relevant. It  can be helpful to think of the organization for this report as a funnel:  The articles evaluated should get more and more specific and narrow in  breadth throughout the report.

Language Note: This report is being written for an  audience that is not familiar with the theories and material that are  discussed. This means that the paper needs to be accessible to all  individuals. All technical terms, acronyms, and theories should be  explained and jargon should be avoided.

The Intervention Proposal

  • Must be 10 to 12 double-spaced pages in length (not including title  and reference pages) and formatted according to APA style as outlined in  the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at seven to eight peer-reviewed sources that were all  written within the past ten years, in addition to any seminal works that  should be included.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writ
 
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Diabetes: Types and Treatments

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Diabetes: Types and Treatments

(Diabetes: Types and Treatments)

Research Paper On Below Topic MSN

APA format 3 pages long with 4 references 2 from Walden University Library

According to the American Diabetes Association, nearly 26 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be at a pre-diabetic state (ADA, 2011). These millions of people are at risk of several alterations including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for advanced practice nurses to understand the pathophysiology and associated alterations of this disorder, as well as treatment and management options. In this Assignment, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

To prepare:

  • Review this week’s media presentation on the endocrine system and diabetes, as well as Chapter 45 of the Arcangelo text and the Peterson, et al, article in your Learning Resources.
  • Think about the differences in the pathophysiology of types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
  • Select one type of diabetes.
  • Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
  • Think about the short-term and long-term impact on patients of the type of diabetes you selected, including effects of drug treatments.
  • Review the American Diabetes Association’s “Standards of Medical Care in Diabetes–2012” web article in your Learning Resources. Consider one technique you would use to educate patients on these diabetes treatment standards.

By Day 7 of Week 8

Write a 3- to 4-page paper that addresses the following:

  • Explain the differences in the pathophysiology of types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
  • Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to also include dietary considerations related to treatment.
  • Explain the short-term and long-term impact on patients of the type of diabetes you selected, including effects of drug treatments.
  • Describe one technique you would use to educate patients on the “Standards of Medical Care in Diabetes.”
 
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Qualitative Annotated Bibliography

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Qualitative Annotated Bibliography – Nursing homework help

 

Qualitative Annotated Bibliography

Article 1: Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park: Addison-Wesley.

Summary: This seminal work by Patricia Benner outlines the development of nursing skills through five levels of proficiency: novice, advanced beginner, competent, proficient, and expert. Benner’s model is based on the Dreyfus Model of Skill Acquisition and provides a framework for understanding how nurses acquire and develop clinical skills over time.

Relevance: Benner’s work is crucial for understanding the progression of nursing practice and the application of experiential knowledge in clinical settings. It informs nursing education and practice by highlighting the importance of experience and mentorship in developing nursing expertise.

Article 2: Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334-340.

Summary: Sandelowski discusses the importance of qualitative description as a method in nursing research. She argues that qualitative description is an appropriate method for obtaining straight descriptions of phenomena, particularly in practice-based disciplines like nursing.

Relevance: This article is important for nursing researchers looking to employ qualitative methods. It provides a clear understanding of when and how to use qualitative description effectively, which is crucial for producing meaningful and actionable insights in nursing research.

Article 3: Morse, J. M., & Field, P. A. (1995). Qualitative Research Methods for Health Professionals. Thousand Oaks: Sage.

Summary: Morse and Field provide a comprehensive guide to qualitative research methods tailored for health professionals. The book covers various qualitative methodologies, including phenomenology, grounded theory, ethnography, and narrative analysis, and offers practical advice on data collection and analysis.

Relevance: This book is a valuable resource for nursing students and professionals conducting qualitative research. It offers practical guidance on designing and implementing qualitative studies, which is essential for generating robust evidence to inform nursing practice.

Question description

 Qualitative Annotated Bibliography

For this assignment you will continue to review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/

A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a qualitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.

Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role specialization.
Assignment 2 Grading Criteria
Maximum Points
Articles selected are appropriate to role option and support the potential problem identified.
20
Addresses required elements for each of the 4 nursing research articles that provide supportive evidence for the problem.
40
Articles selected meet guidelines (qualitative methodology, nursing scholarly literature, no older than 5 years since publication).
30
Followed APA guidelines for writing style, format, spelling, and grammar.
10
Total:
100
 
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