Generating Support: EvidenceBased Practices

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Discussion 1: Generating Support for Evidence-Based Practices

(Generating Support: EvidenceBased Practices)

When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.

For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.

To prepare for this Discussion, review Levy Episode 2 (TRANSCRIPT ATTACHED). Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.

(Generating Support: EvidenceBased Practices)

· Post an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it. 

· Explain why you think this intervention is appropriate for Jake. 

· Then provide an explanation for the supervisor regarding issues related to implementation. 

· Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.

· Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors. 

Be sure to include APA citations and references.

References (use 3 or more)(Generating Support: EvidenceBased Practices)

Resources for Evidence-Based Registries

Children’s Trust Fund. (n. d.). Evidence-based programs (EBPs) program.

This resource lists a number of best practice programs related to young children and parents.

Promising Practices Network. (n. d.). Programs that work. Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7

Promising Practices Network. (n. d.). Research in brief. Retrieved November 12, 2013, from http://www.promisingpractices.net/issuebriefs.asp

Substance Abuse and Mental Health Services Administration. (2012). A road map to implementing evidence-based programs. Retrieved from http://web.archive.org/web/20151010063916/http://www.nrepp.samhsa.gov/Courses/Implementations/resources/imp_course.pdf

(For review) Substance Abuse and Mental Health Services Administration. (n. d.). NREPP: SAMHSA’s national registry of evidence-based programs and practices. Retrieved October 8, 2013, from www.nrepp.samhsa.gov

The Campbell Collaboration. (n. d.). Retrieved October 8, 2013, from www.campbellcollaboration.org

Laureate Education (Producer). (2013c). Levy family episode 2 [Video file]. Retrieved from

Discussion2 : External Factors Impacting an Organization (Generating Support: EvidenceBased Practices)

Last week, you explored how systems theory and the ecological perspective emphasize the interaction between a human services organization and its environment. Any change in one part of the system effects change in another part of the system. Because organizations are not immune to their environment, local, national, and global events affect them.

Social workers in administrative roles must be able to identify and analyze the external factors that affect the function of the human services organizations for which they work. Though you may apply leadership and management skills as you assume an administrative position, you may also be able to repurpose many of the assessment skills you use in clinical practice for macro social work. Just as you gather information about a client and develop strategies for treatment at a micro level, so too, at a macro level, you gather and analyze information about a situation or program and identify appropriate strategies that will support positive organizational functioning.

For this Discussion, you address the Phoenix House case study in the Social Work Case Studies: Concentration Year text.

· Post an analysis of the supervisor’s role in the Phoenix House case study and identify leadership skills that might help the supervisor resolve the issue. 

· Identify which aspect of this situation would be most challenging for you if you were the supervisor. 

· Finally, explain how you would use leadership skills to proceed if you were the supervisor.

References (use 3 or more)

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles: Sage Publications

Reprinted by permission of Sage Publications via the Copyright Clearance Center.

·  Chapter 1, “Introduction” (pp. 1–17)

(Generating Support: EvidenceBased Practices)

· Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Washington, DC: Sage.

  • Chapter        1, “Understanding Leadership” (pp. 1–18)
  • Chapter        2, “Recognizing Your Traits” (pp. 21–44)
  • Chapter        6, “Developing Leadership Skills” (pp. 117-138)

Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.

Chapter 3, “Role Playing and Group Membership” (pp. 70–98)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

The Phoenix House Case Study:(Generating Support: EvidenceBased Practices)

I am the senior social worker at a program called Phoenix House. Phoenix House is an after-school program supporting at-risk middle school youth. It is funded in part by local school districts. Students are generally referred to Phoenix House by school administrators or parents.

I supervise a staff of four full-time social workers and two social work interns from a local university. Staff responsibilities generally include helping students with homework, individual and group counseling, field trips, and recreational games and activities.

Students are usually referred to Phoenix House when school administrators feel that the student is on the cusp of expulsion or long-term suspension from their school, usually due to disciplinary issues. Parents of students may also enroll their children in the Phoenix House program if they feel it will be beneficial. Parents are made aware of Phoenix House and its services through PTA meetings and via school administrators when a disciplinary incident takes place. Although it is free of charge and funded primarily through school district funds, parents are discouraged from using Phoenix House as an after-school or extracurricular activity for their children.

The average clients of Phoenix House are boys and girls between the ages of 11 and 14. The clients possess a range of presenting issues, mostly relating to inappropriate behavior. Some of the clients have been involved with the juvenile justice system in some form or fashion. Almost all of the clients have been suspended from their school at one point or another. Common problems with clients at Phoenix House include fighting, bullying, stealing, and vandalizing.

The staff I supervise have quite a bit of experience working with juveniles with behavioral issues. Some of them have worked in juvenile detention facilities and others have worked at court-mandated youth programs.

We have recently accepted a new client named Daniel. Daniel is a 13-year-old, Caucasian male. Daniel was enrolled by his mother when he was suspended from his school after a marijuana cigarette was found in his book bag by school security staff. It was the first time Daniel had been suspended from his school and the first time a disciplinary report had been filed on him.

Sarah, one of the social workers, asked to speak to me concerning Daniel. Sarah had spoken to Jim, one of our social work interns, about Daniel and the appropriateness of his presence at Phoenix House. Jim is concerned that Daniel is not a “good fit” at Phoenix House because he does not seem to match up with the character and attitudes of the other clients. Sarah shares Jim’s concern and is also concerned that the other clients may be a harmful influence to Daniel.

Sarah is Daniel’s counselor, as well, and has gotten permission from Daniel to share some of his statements from their counseling sessions. The statements indicate Daniel has no idea how the marijuana cigarette got into his book bag and that Daniel suspects it was put there by another student as a joke or as a means to get rid of it during bag searches. Sarah, who has years of experience working with at-risk youth, indicates that she believes Daniel. Daniel has also gone on to state that his mother has a tendency to overreact, and this may be the reason why she enrolled him in the Phoenix Houseprogram instead of listening to his explanations.

In response to Jim and Sarah’s concerns, I contacted Daniel’s mother, Lisa. Lisa listened to my concerns but did not feel that it would be right to remove him from the Phoenix House program. She said that even if he had done nothing wrong, Daniel could learn a valuable lesson about consequences by being in the Phoenix House program. I attempted to explain to Lisa that this is not really the purpose of the program and also indicated that Phoenix House is not meant to be a typical after-school or extracurricular program. Lisa retorted that it is her right to enroll her son in the program, and in her opinion, the end result of Daniel being in the program will be positive in nature.

I have shared this conversation with the staff at our weekly meetings. The staff seem convinced that Daniel will not have a positive experience at Phoenix House and feel he is being picked on and bullied by the other clients despite their efforts to prevent it. Some staff members have also pointed out that this may be an ethical issue because they feel the situation violates the social work value of “Do no harm.”

(Plummer 82-84)

 
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The Future of Social Security

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Assignment 1: Discussion—The Future of Social Security

(The Future of Social Security)

The future of Social Security is a pressing concern, driven by demographic changes, economic pressures, and political challenges. As the population ages, with baby boomers retiring and life expectancies increasing, the ratio of workers to beneficiaries is shrinking. This demographic shift strains the Social Security Trust Fund, projected to be depleted by the mid-2030s if no changes are made.

Economic factors also play a crucial role. Wage growth, productivity, and employment rates affect the revenue from payroll taxes, which fund Social Security. Stagnant wages or high unemployment can exacerbate funding shortfalls.

Politically, reforming Social Security is contentious. Potential solutions include raising the retirement age, increasing payroll taxes, adjusting benefits, or a combination of these measures. However, such changes require bipartisan support and can be politically risky, as they impact millions of Americans.

Technological advancements and changes in work patterns could also influence Social Security’s future. The gig economy and automation might alter traditional employment and income structures, necessitating policy adaptations.

Ultimately, ensuring the sustainability of Social Security will require timely and balanced reforms, taking into account demographic realities, economic conditions, and evolving societal norms. Without proactive measures, the program’s ability to provide financial security for future retirees remains uncertain.

The Future of Social Security

In the last few years, the fate of the Social Security administration has come into question. The system faces various challenges like the growing number of retirees and the shrinking number of workers paying into the system. In this module, you will look at possible solutions to such problems. You will also examine the political and economic consequences of implementing changes in public policy.

Your textbook proposes several solutions for maintaining the solvency of the Social Security administration.

  • Select one solution from the textbook that you believe might be effective.
  • Using the Social Security Administration Web site (www.ssa.gov) and the Argosy University online library, research the arguments made in support of this solution.

Social Security in the United States averages to about 40 percent of the citizens’ wages. This is two-thirds of the international average, which is about 60 percent (Macionis, 2009). In addition, politicians in the United States want to cut benefits further. Keeping this in mind, respond to the following:

  • Explain reasons for the disparity in Social Security between the United States and other industrialized countries.
  • Discuss whether cutting benefits is a good policy decision for the United States.
  • Give examples and reasons in support of your response.

Provide appropriate justification for your analysis.

Write your initial response in 300­–400 words. Apply APA standards to citation of sources.

 
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Revising Writing: Structure & Transitions

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Revising Your Writing: Structure and Transitions

(Revising Writing: Structure & Transitions)

Structure refers to how you begin and conclude a paragraph, whereas transitions are the subtle ways you guide the reader, compare, and connect ideas. These concepts are represented in the “M” and “L” (main idea and lead-out) sections of the MEAL plan for paragraphs. They are also necessary in scholarly writing to ensure your reader’s engagement and interest.

This week’s Learning Resources provide a useful framework for better understanding ways to use structure and transitions in your writing to create flow between paragraphs and overall cohesion for your essay.

For this Discussion, you will reflect on your own writing in relation to creating structured, well-connected paragraphs. Based on what you have learned from the week’s Resources, you will share your thoughts and experiences on structure and transitions.

To prepare for this Discussion:

  • Review      the Learning Resources on transitions, paragraph development, and the MEAL      plan.
  • Reflect      on your writing proRevising Writing: Structure and TransitionsRevising Writing: Structure and TransitionsRevising Writing: Structure and Transitionscess in relation to structure and transitions.

By tomorrow Tuesday 12/19/17 12 pm, write a minimum of 350 words essay in APA format with 2 references from the list of required readings below. Include the level one as numbered below:

1) Post a 1- to 2- paragraph reflection on your skills in using structure and transitions to create a sense of flow in an essay.

 

2) Include any phrases, words, or sentences that you have used in the past. (Note: You may choose to reflect specifically on how you will apply strategies for structure and transitions in this week’s Assignment.)

Required Readings

Laureate Education. (2015). MEAL plan for paragraph development [Infographic]. Baltimore, MD: Author.

Walden University Writing Center. (2015i). Walden templates: General templates: APA course paper template (6th ed.). Retrieved from http://academicguides.waldenu.edu/writingcenter/templates/general

Arneson, B. K. (2014, May 11). Breaking down the MEAL plan: Wrapping up with lead out sentences [Blog post]. Retrieved from http://waldenwritingcenter.blogspot.com/2014/05/breaking-down-meal-plan-wrapping-up.html

Oyler, B. (2014, April 21). Breaking down the MEAL plan: Beginning with the main idea [Blog post]. Retrieved from http://waldenwritingcenter.blogspot.com/2014/04/developing-paragraphs-with-meal-plan.html

Skarbakka, K. (2013, January 10). Steer your reader right with effective transitions [Blog post]. Retrieved from http://waldenwritingcenter.blogspot.com/2013/01/steer-your-reader-right-with-effective.html

Required Media

Walden University Writing Center (Producer). (2013, July 1). WriteCast: Creating a successful paragraph (Episode 3) [Audio file]. Retrieved from https://soundcloud.com/writecast/creating-a-successful

Note: The approximate length of this media piece is 21 minutes.

Transcript: http://academicguides.waldenu.edu/writingcenter/transcripts/podcasts/ep003

Walden University Writing Center. (2015). Transitions video playlist [Video files]. Retrieved from http://academicguides.waldenu.edu/writingcenter/paragraphs/transitions#s-lg-box-10235918

Note: View the entire playlist of videos on this web page. The approximate combined length is 6 minutes.

 
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Networking Solutions Proposal Paper

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Networking Solutions Proposal Paper

(Networking Solutions Proposal Paper)

Technical Writing Project proposal paper for intro to capstone a Network Administration course in Information Technology

Question description

The project topic has to be related to networking in information technology. The purpose of this project is to identify the need of some sort of networking service in any type of organization and provide a solution. Paper will need to have some created evidence such as screenshots or diagrams since the project can not actually be performed in real time.The proposal for the project will explain how you plan to approach and carry out your project.

I will put the description/requirements down below as well as attach the rubric.

Example Project Ideas:

-A Company is moving to a new location/building and you need to design and set up the network for the new building, include layout of the building..include all networking related aspects.

-Set up wireless network for small business / organization and in guest access. Talk about different departments and access points and Vlans..etc.

-Install active directory for a company and get everyone on the server

-Converting 5 machines to windows 10

OR YOU CAN CHOOSE ANY RELATED TOPIC TO THE NETWORKING ASPECT OF INFORMATION TECHNOLOGY BUT PLEASE LET ME KNOW WHAT TOPIC YOU CHOOSE BEFORE WRITING PAPER

Introduction:

The technical writing assessment will consist primarily of a proposal for a major IT project. Your proposal serves two purposes. First, it allows you to demonstrate your competency in the technical writing domain. Second, it helps you organize your ideas for the project so you can complete the project as efficiently as possible. The proposal for your project will explain how you plan to approach and carry out your project. Your proposal will be evaluated on the necessary components and on the proficiency of your technical writing.

Your proposed project will take one of the following four formats (see the attached “Project Format Descriptions” for further information and project examples):
• intellectual product/service
• physical product/service
• event or activity
• system improvements or enhancements

Requirements:

A. Identify a topic for your project that aligns with your degree program.

B. Create a proposal (suggested length of 15–20 pages) that will be a narrative description of your project, including the following components:

1. Cover Sheet: Provide a cover sheet for your proposal that includes the following elements:

• project name

• your name

• your degree program

• your student mentor’s name

2. Introduction (suggested length of 2–4 pages): Provide an overview of your project.

3. Review of Other Work (suggested length of 3–5 pages): Provide a review of what other third-party work has been done on this topic.

4. Rationale (suggested length of 2–3 pages): Provide a rationale for your project.

5. Systems Analysis and Methodology (suggested length of 2–4 pages): Provide a systems analysis and methodology by doing the following:

a. Provide an analysis of the current state of the project environment.

b. Provide a methodology for executing your project.

6. Project Goals and Objectives (suggested length of 3–5 pages): Explain the goals and objectives for the project, including the following information:

• identification of goals and objectives

• description of goals and objectives

• criteria that will be used to measure the objectives

7. Project Deliverables (suggested length of 5–8 pages): Explain what types of deliverables your project will provide.

Note: Your project will include some sort of formal report. It will likely also include a technical IT product and/or a user’s manual or other documentation.

8. Project Timeline with Milestones: Provide a projected timeline with milestones for your project.

C. When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly.

 
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Head-to-Toe Assessment

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Head-to-Toe Assessment

(Head-to-Toe Assessment)

For this assignment, perform a complete head-to-toe assessment on one of your chosen participants. Your analysis should include the following:

  • Topical headings to delineate systems.
  • For any system for which you do not have equipment, explain how you would do the assessment.
  • Detailed review of each system with normal and abnormal findings, along with normal laboratory findings for client age.
  • An analysis of age-specific risk reduction, health screen, and immunizations.
  • Your expectation of normal findings and what might indicate abnormal findings in your review of systems.
  • The differential diagnosis (disease) associated with possible abnormal findings.
  • A plan of care (including nursing diagnosis, interventions, evaluation).
  • Client and age-appropriate evidenced based practice strategies for health promotion.
  • Pharmacological treatments that can be used to address health issues for this client.

Provide your answers in a 6- to 7-page Microsoft Word document.

Support your responses with examples.

On a separate references page, cite all sources using APA format.

General Survey

  • Observe the client’s overall appearance, level of consciousness, and vital signs.
  • Normal: Alert, oriented, well-groomed, stable vital signs.
  • Abnormal: Confusion, disheveled appearance, abnormal vital signs (e.g., hypertension, fever).

Head and Neck

  • Inspect scalp, face, eyes, ears, nose, mouth, and throat.
  • Normal: Symmetrical features, clear conjunctiva, intact tympanic membranes.
  • Abnormal: Lesions, jaundice, hearing loss, dental issues.

Respiratory System

  • Assess chest shape, breathing pattern, auscultate lungs.
  • Normal: Symmetrical chest expansion, clear breath sounds.
  • Abnormal: Wheezing, crackles, abnormal respiratory rate.

Cardiovascular System

  • Inspect and palpate precordium, auscultate heart sounds.
  • Normal: Regular rhythm, normal heart sounds (S1, S2).
  • Abnormal: Murmurs, irregular rhythm, edema.

Abdominal Assessment

  • Inspect, auscultate, palpate, and percuss the abdomen.
  • Normal: Soft, non-tender, normal bowel sounds.
  • Abnormal: Distension, pain, abnormal bowel sounds.

Musculoskeletal System

  • Assess posture, gait, muscle strength, joint function.
  • Normal: Normal posture, full range of motion.
  • Abnormal: Pain, swelling, limited mobility.

Neurological System

  • Evaluate cranial nerves, motor and sensory function, reflexes.
  • Normal: Intact cranial nerves, normal reflexes.
  • Abnormal: Weakness, numbness, abnormal reflexes.

Skin and Nails

  • Inspect skin color, texture, moisture, and nails.
  • Normal: Smooth, even color, no lesions.
  • Abnormal: Cyanosis, pallor, lesions, brittle nails.

Age-Specific Considerations

  • Risk reduction: Encourage regular screenings (e.g., mammograms, colonoscopies).
  • Immunizations: Ensure up-to-date vaccinations (e.g., flu, pneumonia).

Expected Findings

  • Normal: No significant abnormalities.
  • Abnormal: Indicate potential diseases like hypertension, diabetes, COPD.

Differential Diagnosis

  • Example: Abnormal breath sounds may suggest asthma, COPD, or pneumonia.

Plan of Care

  • Nursing Diagnosis: Risk for falls related to unsteady gait.
  • Interventions: Educate on fall prevention, use assistive devices.
  • Evaluation: Monitor for falls, reassess gait stability.

Health Promotion

  • Strategies: Educate on diet, exercise, smoking cessation, regular health screenings.
  • Evidence-Based Practice: Use CDC guidelines for immunizations.

Pharmacological Treatments

  • Address issues like hypertension (antihypertensives), diabetes (insulin), respiratory problems (bronchodilators).

This comprehensive assessment ensures thorough evaluation and targeted interventions, promoting overall health and well-being for the client.

 
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Project Deliverable6: Project Plan

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Project Deliverable6: Final Project Plan

(Project Deliverable6: Project Plan)

Question description

This assignment consists of four (4) sections: a written project plan, a revised business requirements document, a project plan PowerPoint presentation, and the finalized project plan. You must submit the four (4) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.

While taking all business and project parameters into consideration, make quality assumptions to support the following requirements.

Section 1: Written Project Plan 

You are now in the final stage of the project plan development. All previous documentation should be combined into one (1) document that will serve as the statement of work for the project. Your goal is to have the project approved by the executive team. The project plan should be very detailed, which is appropriate to accomplish the monumental task of implementation; however, the executive team is only interested in a thirty (30) minute summation. Therefore, you also must create a compelling executive summary that is supported by your detail that convinces the executive team that it should move forward with your solution.

Develop a thirty to forty (30-40) page project plan in which you:

  • Write a five to ten (5-10) page executive summary in which you provide a high-level technical overview of your project where you address the following:
  1. Describe the scope of the project and control measures.
  2. Describe the goals and objectives of the project.
  3. Give a detailed, realistically estimated cost analysis of the entire project, including technical resources (human capital) that may be needed to complete the project.
  4. Relate the value of the project plan solution to the competitive advantage that information technology will afford the organization.
  5. Provide all aspects of the information technology implementation into the project plan.
  6. Recommend solution providers who can assist with development and implementation. Include a cost analysis of at least three (3) providers.
  • Combine all previous documentation for Project Deliverables 1-5 in which you:
  1. Provide all aspects of the information technology implementation into the project plan.
  2. Revise the documentation based on feedback from the earlier evaluation of the deliverable.
  • Use at least five (5) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
  • Include charts or diagrams created in MS Visio and MS Project as appendix of the Word document. Make reference of these files in the body of the Word document.

Section 2: Revised Business Requirements Document

  • Document all revisions made to the written project plan in the Document Control section of the business requirements document from Project Deliverable 2: Business Requirements. Note: This documentation must outline the revisions made to the previous deliverables required in Section 1: Written Project Plan.

Section 3: Project Plan PowerPoint Presentation

  • Additional to your detailed executive summary you must present your findings to the executive team and the venture capital group that along with the executive summary will convince the group that your solution is optimal.
  • Create a ten to fifteen (10-15) slide PowerPoint presentation in which you:
  1. Illustrate the concepts from the executive summary in Section 1 of this assignment.
  2. Create bulleted speaking notes for your presentation to the executive board in the Notes section of the PowerPoint. Note: You may create or assume any fictitious names, data, or scenarios that have not been established in this assignment for a realistic flow of communication.
  3. Use a professional technically written style to graphically convey the information.

Section 4: Finalized Project Plan

  • Use Microsoft project to:
  1. Finalize your project plan from Project Deliverable 5: Network Infrastructure and Security to include all necessary changes in assumptions, tasks, and / or subtasks.

Harness all previous done project that u have handled for me as i explained to you from the inception. Follow the instruction as stated to the letter. Pls i need maximum points here, give it ur best, thank you. PLs don’t ask for more money. U have been handling all of them.

 
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WK3/kmc Nursing Leadership

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WK3/kmc Nursing Leadership

(WK3/kmc Nursing Leadership)

To be a change agent means to transform the environment that needs to be worked upon. “Being a change agent is a major function for nurses. Nurses are on the floor seeing the effects medicine and the health care system is having on the patient” (Keyes, 2017). I personally have yet to act as a change agent, but I have witnessed it in my own facility. Just recently we switched how we handle wound care. The hospital went years without a hospital-acquired wound, and sadly they had

14. Due to the reoccurring issues, a team of nurses, physicians, CNAs, CNO, etc. all gather together to come up with a plan and implement it. Included in this plan was: a turn schedule, inquiring more/better air mattresses, and wound care education for everyone. With the new plan in place, the wounds have decreased and the existing wounds have healed better as well.

In just the last month, our charting system has been updated. Our old system had many complaints, issues, too many steps and overall just wasn’t the best. The new charting is more efficient for the medical staff in that it takes less amount of time to chart. Also, steps and certain things like IVs, wounds don’t have to be re-charted unless there was a change. In addition, with the old charting, the same questions and answers would have to be re-charted when the ER admitted a patient.

With the new charting in place, admissions to the floor take half the time than before. Nurses were definitely on the list when implementing this change. It took some years to come up with a plan and put it into place, but it happened and it works. We use the system probably more than anyone else and voiced our concerns for a change. Nurses “play a critical role in shaping the health care system of the future” (Keyes, 2017) someday I too hope to become a change agent.

 
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Defining Abstract Concepts Personally

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Defining Abstract Concepts Personally

(Defining Abstract Concepts Personally)

Definition Essay

Question description

A definition essay defines a word, term, or concept in depth by providing a personal commentary on what the specific subject means.

A. Most physical objects have a definition about which most people agree.

1. Most people will agree on what trees, windows, computers, and pencils are in general.

2. These objects all have specific physical properties that most people can agree on through the use of their physical senses.

B. However, abstract terms, such as love, pain, or patriotism, have different meanings for different individuals since such terms play on people’s feelings more than their physical senses.

C. The definition essay provides a personal, extended definition of such terms by linking or comparing the term to a previous definition and by illustrating how that term should be applied.

II. Setting up the definition essay

A. Select a subject carefully.

1. Since such essays are personal in nature, select your subject based on your own need to clarify the term.

a. For example, if you feel that the word marriage should be defined in a limited manner, that term would make a good subject for a definition essay.

b. Perhaps as a parent, you want to define what the term discipline means from your point of view.

2. Select a term or subject that you know well enough so that you can provide specific examples to illustrate your definition.

a. For example, if you aren’t familiar with the term platonic love, don’t attempt to define it in an extended essay.

b. The subject of the essay must be familiar enough to you that you can readily supply specific examples.

3. Don’t select a subject either too broad or too narrow to fit the parameters of your essay.

a. For example, the word hat may be too narrow for you to define in an extended essay.

b. On the other hand, the term love may be too broad or general since pinning it down to a single definition is very difficult.

B. Once you have selected a subject, outline your paper carefully before writing.

1. Outlining will help you determine the specific points you want to cover in the definition and point out where you need examples.

2. Here are some suggestions for how to outline a definition paper:

I. Introduction

A. Attention getter

1. You may want to include the traditional or dictionary definition here to provide a basis for your personal definition.

2. You may want to open with a contradictory image to what would be your image to illustrate that definition.

B. Thesis: State how you define the term. If you can write the definition using specific points, you will find the definition easier to follow when writing the paper.

II. Body(Defining Abstract Concepts Personally)

A. Background information:

1. Often unnecessary in this type of paper

2. However, you may need to provide some background about the term or your connection to the term.

B. Point one

1. The first part of your definition of the term.

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.

C. Point two

1. The second part of the definition of the term.

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.

D. Point three

1. The third part of the definition (if there is one)

2. Example to illustrate that point.

3. Analysis of how the example illustrates the point.

E. Point four, etc.

III. Conclusion

A. Review your definition’s main points

B. Closing attention getter

1. Sometimes a reference back to the opening attention-getter is a good way of unifying the entire essay.

2. You may want to close with an explanation of how your definition has affected you.

3. Here is the outline for the sample definition paper on patriotism:

I. Introduction

A. Attention getter: Traditional definition of patriotism (as perceived in an image)

B. Thesis: Patriotism is speaking out when a person feels the country is right or wrong, voting, campaigning, and respecting others.

II. Body

A. Speaking out when country is wrong

1. Vietnam

2. Slavery

3. Women’s right to vote

B. Speaking out when country is right

1. Afghanistan

2. Health care

C. Voting

1. Making a choice based on one’s needs

2. Being involved in the voting process

D. Campaigning

1. Finding a candidate who represents country’s needs

2. Barbara Boxer from California

E. Respecting others

1. Paying taxes.

2. Respecting others’ points of view

3. Arab-American prejudice after 9/11.

III. Conclusion

A. Review of patriot as protestor, voter, and respectful citizen.

B. Closing attention getter: return to introduction’s image of patriot

III. Writing the definition essay

A. Make sure that you have a good, specific thesis that tells readers just how you will define the term.

B. Follow your outline to remind yourself when you need examples and analysis of those examples.

1. Modify your outline when you think you need to.
2. Remember not to paragraph based on your outline’s points.

C. Use good, specific examples to illustrate each point.

1. Examples allow readers to visualize how the definition can be applied.

2. You may need to do research to find good examples.

D. Provide good transitions to link all parts of the essay.

E. Have a good conclusion that brings the parts of the definition together and leaves readers with an image of how the definition is applied.

F. Proofread carefully.

 
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Effective Treatment Approaches Comparison

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Effective Treatment Approaches Comparison

(Effective Treatment Approaches Comparison)

Several types of intervention and treatment approaches have been presented in your course textbook. In addition, evidence-based treatment programs are presented on the recommended government website, http://www.crimesolutions.gov/. The Office of Justice Programs’ CrimeSolutions.gov uses rigorous research to determine what works in criminal justice, juvenile justice, and crime victim services. On CrimeSolutions.gov, you will find:

  • Research on program effectiveness reviewed and rated by expert reviewers
  • Easily understandable ratings based on the evidence that indicates whether a program achieves its goals

Effective treatment approaches in criminal justice can be broadly categorized into several key strategies, each with varying levels of evidence supporting their effectiveness. Cognitive-behavioral therapy (CBT), for instance, has been extensively validated as an effective method for reducing recidivism among offenders by addressing maladaptive thought patterns and behaviors. Similarly, substance abuse treatment programs that incorporate a therapeutic community model have shown significant positive outcomes in reducing drug dependence and related criminal activity.

CrimeSolutions.gov serves as a valuable resource by systematically reviewing and rating the effectiveness of various programs. For example, the Multisystemic Therapy (MST) program, designed for high-risk youth, is rated highly due to its holistic approach, addressing multiple factors such as family dynamics and peer influences. Additionally, restorative justice programs, which emphasize repairing the harm caused by criminal behavior through reconciliation between victims and offenders, are recognized for their success in enhancing victim satisfaction and reducing reoffense rates.

Overall, evidence-based programs identified on CrimeSolutions.gov, such as CBT, MST, and restorative justice, provide clear guidance on effective intervention strategies. These programs are meticulously evaluated for their impact, offering criminal justice professionals reliable options to implement in their practices to achieve meaningful reductions in criminal behavior and enhance community safety.

Referencing the professional literature, address the following in a 6- to 8-page Microsoft Word document:

  • Identify two effective treatment approaches either from the textbook or from the website. One of the treatment programs should be based in a residential facility and the other should be community based. Use resources from professional literature in your research. Use resources from professional literature in your research. Professional literature may include online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov).
  • Identify and describe the similarities and differences between community-based treatments and treatments in jails and prisons.
  • Identify the underlying principles common to both treatment programs that increase the chances of success. Treatment programs based in schools, the community, and the work site can serve as prevention programs. However, various factors need to be considered in establishing the nature of the treatment program.
  • Identify the factors that need to be considered in the treatment and prevention programs for offenders. Indicate the role that each of the factors plays.
  • Provide examples and rationales.

All written assignments and responses should follow APA rules for attributing sources.

 
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Immune Response Mechanisms Analysis

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Immune Response Mechanisms Analysis

(Immune Response Mechanisms Analysis)

The immune response involves recognizing pathogens through antigens, activating immune cells like T and B cells, and producing antibodies. Innate immunity provides immediate defense, while adaptive immunity offers long-term protection. Key mechanisms include inflammation, phagocytosis, and memory cell formation for faster future responses.

Case Study 2

Case Study 2  Innate and Adaptive Immunity  Melissa is a 15-year-old high school student. Over the last week, she had been feeling tired and found it difficult to stay awake in class. By the time the weekend had arrived, she developed a sore throat that made it difficult to eat and even drink. Melissa was too tired to get out of bed, and she said her head ached. On Monday morning, her mother took her to her doctor. Upon completing the physical exam, he told Melissa the lymph nodes were enlarged in her neck and she had a fever. He ordered blood tests and told Melissa he thought she had mononucleosis, a viral infection requiring much bed rest.

1.Innate and adaptive immune defenses work collectively in destroying invasive microorganisms. What is the interaction between macrophages and T lymphocytes during the presentation of antigen?

2.Melissa’s illness is caused by a virus. Where are type I interferons produced, and why are they important in combating viral infections?

3.Humoral immunity involves the activation of B lymphocytes and production of antibodies. What are the general mechanisms of action that make antibodies a key component of an immune response?

Assignment Requirements:  Before finalizing your work, you should:

•Ensure you have written at least four double-spaced pages.

•be sure to read the Assignment description carefully (as displayed above);

•consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and utilize spelling and grammar check to minimize errors.

•follow the conventions of Standard American English (correct grammar, punctuation, etc.); be well ordered, logical, and unified, as well as original and insightful;

•display superior content, organization, style, and mechanics; and use APA 6th Edition format.

 
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