Software Development Capstone Assignments

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Software Development Capstone Assignments

(Software Development Capstone Assignments)

Question description

Q1. Pick one of the following topics and post to the Week 2 Discussion Board.

1.  Research mobile OS market share.  Provide historical data on market share from the different mobile OS providers.  If you were to develop a mobile app today, what market would you target?  Why?

2.  Research the Windows and Mac app stores.  Are these profitable for companies that publish to these stores?  Why would a developer publish to one of these stores as opposed to providing a download from their website?

3.  Research and describe web browser market share and history.  Many browsers now provide the abilities for extensions and plugins.  Why would a developer provide their application to one of these browser app stores as opposed to providing a download from their own site?

Requirement : 400 Words

Deadline : 12 Hours.

Q2. MARKET RESEARCH

Part of the business process of proceeding with developing software is performing market research.  Market research can provide guidance in many different aspects including needed/unwanted features, usability, design, and many other useful and necessary information.

In order to gain ideas and knowledge of what other players in the industry are doing, perform market research for your final project for weight tracking apps for Forever Fitness.  Research the app stores and desktop applications that are designed for users wanting to track their weight loss progress.  If possible, download multiple apps, explore and use them, and provide what you liked/disliked about the app.  Provide features used in each app and the overall usability of the app.

Submit a word document of at least 350 words describing these apps, features, usability, and any other relevant information.  Provide screen shots if possible.

Note : Hi, We are about to start a project in next week. It’s about developing a Mobile app for forever fitness company. The above assignment is related to that for performing a market research. So read the question carefully and answer the questions. Place Screenshots too.

Requirement: 350 – 400 Words

Deadline: One Day.

All Assignments will be checked for plagiarism using Safe Assign & turn it in tool. So do the best work. I will promise that will assign more works to you every week. Take Care of Grammar & Always Cite your sources & references in APA Format.

 

Budget – $15 Dont Bid More than that.

 
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Interactive Assignment

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Interactive Assignment

(Interactive Assignment)

Prior to beginning work on this interactive assignment, please view the required video PSY645 Grand RoundsPresentation (Links to an external site.)Links to an external site.; read Chapters 15, 20, and the Classes (or Names) of Medications That Can Cause Mental Disorders appendix in DSM-5 Made Easy: The Clinician’s Guide to Diagnosis; read Chapter 1 of DSM-5: Handbook of Differential Diagnosis; and read Section 4: Privacy and Confidentiality (Links to an external site.)Links to an external site. from the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments.  To view the written transcript, please click here.  Mental health professionals hold grand rounds events to maintain their current knowledge of health care practices and to consult with colleagues on particularly difficult cases. During these professional events, mental health professionals sometimes present a case and seek feedback from peers regarding conceptualization and treatment of a patient’s problems. This interactive assignment is an opportunity to simulate a grand rounds event.  For your initial post in this forum, you will provide written feedback regarding your colleague’s presentation and questions. Your post must include the following:

•Provide an evaluation of the degree to which the presenter followed the ethical standards outlined in Section 4 (Links to an external site.)Links to an external site. of the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments. ◦Highlight the relevant information from the patient’s history you will use to inform your conceptualization of the patient’s problems and diagnosis. ◦Provide an evaluation of the patient’s symptoms and presenting problems within the context of a theoretical orientation that seems to be most appropriate for the situation. Be sure to indicate which theory you are using for your evaluation and provide a justification for your choice. To get the most out of this assignment, you are encouraged to use the same theoretical orientation from which you chose to write your Week Two Initial Assessment discussion’s guided response.

◦Provide a diagnosis for the patient based on one of the diagnostic manuals available (e.g., DSM-5, Psychodynamic Diagnostic Manual, etc.). Justify your choice of this diagnostic manual. ◦Describe at least one evidence-based and one non-evidence-based treatment option for this diagnosis. Compare the benefits and costs of these treatment options. ◦Based on specific theoretical and historical perspectives, provide questions for your colleagues seeking their thoughts and feedback. ◦Pose appropriate questions that may help refine the diagnostic impression of this patient.

 
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disc 3 Haitian earthquake

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disc 3 Haitian earthquake, writing homework help

(disc 3 Haitian earthquake)

Question description

Please do a paragraph about this post with this instruction .

post most have  4 or more  sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

I terms of a natural disaster, and using the Haitian earthquake, I would say that the first major consideration would be infection.  The smallest wound, even as scratch, can become life threatening when it is invaded with a damaging microorganism.  A natural disaster places individuals at an increased risk of acquiring some kind of injury which creates a portal of entry which we have learned is part of the chain of infection. Additionally, the fact that the disaster took place in a country which could be defined as third world increases the risk for development of an adverse health situation. There are several interventions which a nurse could initiate to help contend with the problem of infection. 

  • At the Primary level a nurse is concerned with the prevention of infection and this can be done through education.  Setting up healthcare workers, informations sessions, flyers, and even posters to help increase a patient population.  In terms of the Haitian earthquake, first responders can teach/demonstrate how to clean injuries and/or simple breaks in the skin so that infection can be prevented.  The education can also include the signs and symptoms of what an infection in an injury could look like.  This education and teaching leads directly into the next area of treatment.
  • At the Secondary level a nurse is concerned with the treatment of infections which have already started.  Proper assessment, cleaning, and possible administration of antibiotic would be critical at this stage.  With respect to the Haitian Earthquake, having nurses go out amongst the injured and assess any skin tears/wounds could help catch those individuals who are already experiencing an early infection.  Catching the infection early could prevent long term consequences. 
  • At the Tertiary level a nurse is concerned with taking care of those patients who are suffering from the long term effects of an infection.  Complications from untreated illnesses include scaring, amputations, and chronic pain.  Those individuals who acquired an infection during the destruction of Haiti, which subsequently went untreated, could suffer from some of the long term effects previously mentioned.  Using chronic pain as an example, nurses would be concerned with helping patients manage their medication, remain free from over use, and also discover non-pharmacological methods to help alleviate their chronic pain.

I would say that all of the nursing interventions would fall under the primary phase of the disaster.  By that I mean just after the disaster occurs.  Immediate education of what to monitor related to all of the skin tears and wounds which occurred during the earthquake, then assessment of those wounds/injuries which became infected due to the fact that infection can set in quickly in highly unsanitary conditions.  The last nursing intervention, more education and illness management, is something that will be taking place immediately after the disaster and for a significant time afterwards. 

 
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Microbiology Day Nine Assignment

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Microbiology Day Nine Assignment

(Microbiology Day Nine Assignment)

Answer Clinical Application Questions 1-3 for Chapter 21 on page 614 and Clinical Application Question 1-3 for Chapter 22 on page 642. Answers should be submitted in a word document with any associated references used. 

Answer Clinical Application Questions 1-3 for Chapter 21 on page 614

1) A hospitalized patient recovering from surgery develops an infection that has blue-green pus and a grapelike odor. What is the probable etiology? How might the patient have acquired this infection?

2) A 12-year old diabetic girl using continuous subcutaneous insulin infusion to manager her diabetic developed a fever (39.4  degree C), low blood, abdominal pain, and erythroderma. She was supposed to change the needle-insertion site every 3 days after cleaning the skin with an iodine solution. Frequently she did not change the insertion site more often than every 10 days. Blood culture was negative, and abscesses at insertion sites were not cultured. What is the probable cause of her symptoms?

3) A teenage male with confirmed influenza was hospitalized when he developed respiratory distress, He had a fever, rash, and low blood pressure. S. aureus was isolated from his respiratory secretions. Discuss the relationship between his symptoms and the etiological agent

Clinical Application Question 1-3 for Chapter 22 on page 642.

1) A 1-year-0ld infant was lethargic and had a fever. When admitted to the hospital , he had multiple brain abscesses with gram-negative coccobacilli. Identify the disease, etiology, and treatment.

2)  A 40-year-old bird handler was admitted to the hospital with soreness over his upper jaw, progressive vision loss, and bladder dysfunction. He had been well 2 months earlier. Within weeks he lost reflexes in his lower extremities and subsequently died. Examination of CSF showed lymphocytes. What etiology do you suspect? What further information do you need?

A normal baby gained weight appropriately for 12 weeks. Then she stopped feeding. Her right eardrum was inflamed, she had a stiff neck, and her temperature was 40  degree C. Examination of CSF revealed Gram-negative coccobacilli. Identify the disease and treatment

 
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Pre Practicum Midterm Exam

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Pre Practicum Midterm Exam

(Pre Practicum Midterm Exam)

THIS ASSIGNMENT MUST BE DONE IN APA FORMAT NO PLAGIARISM OF ANY KIND

  

EDRC 529 PRE- PRACTICUM IN REHABILITATION COUNSELING

MIDTERM EXAM

  1. Describe how culture can play a major part in the counseling process. How should a counselor handle a client with a differing cultural background? (20)

2. Following is a client narrative from a counseling session. At each point where the typescript has an asterisk [*], provide a counselor response and identify what type of response it is.(20)

When I went back home last weekend, my parents told me that they had decided to separate and maybe divorce [*] and it really threw me. [*] Then they watched me the entire weekend, I guess to see how I was reacting to them. [*] Anyhow, I just pulled in and didn’t give them anything to react to. I couldn’t. I didn’t know what to say. [*] I mean, I knew that they had been having some trouble, but I never expected this. So they just unloaded and what was I to do with that? [*] What would you do? [*] By Saturday night, I had to get out, get away from the house, because all I was doing was staying in my room and crying, [*] so I called a friend and we went out and really got wasted. I haven’t been so drunk in a long time. [*] Then Sunday morning, I was, like, really feeling it, and that’s when they chose to try to have a conversation with me about their reasons for deciding to separate. I mean, I just couldn’t hack it and so I packed up and left early to come back to school.[*]

  1. What do you think is the most important stage of the counseling relationship?    Why? How does your choice reflect your theoretical biases? Your own cultural background and values? Your gender? Would you consider yourself      more attuned to what people do, to what people think, or to how people feel? How much of people’s reactions can be attributed to their personal  qualities? How much to their current environment? How much to their cultural background?
  2. Listed next are four client situations. For the first two, develop and write an      example of a self-disclosure response you might make to this client. For the second two, develop and write an example of an immediacy response you      could use with this client. (20)

a. The client hints that he wants to tell you something, but he is reluctant to do so because it is something he feels very ashamed of.

b. The client believes she is the only person who has ever felt guilty about a particular issue.

c. You experience a great deal of tension and caution between yourself and the client. You both seem to be treating each other with kid gloves. You are aware of physical sensations of tension in your body, and you observe signs of similar sensations in the client.

d. You and your client like each other a great deal and have a lot in common. Lately, you have been spending more time swapping life stories than focusing on or dealing with the client’s presented concern of career indecision.

  1. Respond in writing to each of the following three client      messages. (20)
  2. Client:      “I’m tired of sitting at home alone, but I feel so uncomfortable going out      by myself.”
    1. Cognitive       part of message:  
    2. Affective       part of message:  
    3. Paraphrase       of cognitive part:  
    4. Paraphrase       of affective part:  
  3. Client:      “I don’t know why we got married in the first place.”
    1. Cognitive part of message:  
    2. Affective part of message:  
    3. Paraphrase of cognitive part:  
    4. Paraphrase of affective part:  
  4. Client:   “The pressure from my job is a lot to contend with, but I expected it”      (said with strained voice, furrowed brow, twisting of hands).
    1. Cognitive  part of message:  
    2. Affective part of message:  
    3. Reflection of content:                                                                                                       __
    4. Reflection of feeling:                                                                                                       __
 
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Describe a healthcare problem

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Describe a healthcare problem (2-3 pages), health and medicine help

(Describe a healthcare problem)

Question description

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.The rubric provides detailed criteria for evaluating your submission. You are expected to use the rubric to direct the creation of your submission. 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. Write a brief summary (suggested length of 2–3 pages) of the significance and background of a healthcare problem by doing the following:

1. Describe a healthcare problem.

2. Explain the significance of the problem.

3. Describe the current practice related to the problem.

4. Discuss how the problem impacts the organization and/or patient’s cultural background.

B. Complete the attached “PICO Table Template” by identifying all the elements of the PICO.

1. Develop the PICO question.

C. Describe the search strategy (suggested length of 1–2 pages) you used to conduct the literature review by doing the following:

1. Identify the keywords used for the search.

2. Describe the number and types of articles that were available for consideration.

a. Discuss two research evidence and two non-research evidence sources that were considered (levels I–V).
D. Complete the attached “Evidence Matrix” to list five research evidence sources (levels I–III) from scholarly journal sources you locate in major medical databases.
Note: Four different authors should be used for research evidence. Research evidence must not be more than five years old.
Note: You may submit your completed matrix as a separate attachment to the task or you may include the matrix within your paper, aligned to APA standards.
E. Explain a recommended practice change (suggested length of 1–3 pages) that addresses the PICO question within the framework of the evidence collected and used in the attached “Evidence Matrix.”
F. Describe a process for implementing the recommendation from part E (suggested length of 2–3 pages) in which you do the following:

1. Explain how you would involve three key stakeholders in the decision to implement the recommendation.

2. Describe the specific barriers you may encounter in applying evidence to practice changes in the nursing practice setting.

3. Identify two strategies that could be used to overcome the barriers discussed in F2.

4. Identify one indicator to measure the outcome related to the recommendation.
G. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

 
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Discharge Summary And Summary Statement

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Discharge Summary And Summary Statement

(Discharge Summary And Summary Statement)

Part 1: Using the revised treatment plan completed in Topic 7, complete a discharge summary for your client using the “Discharge Summary” template. This discharge summary should address the following:

  1. What behaviors would indicate that the client is sustaining at a healthy baseline?
  2. How would you determine if Eliza met her treatment goals?
  3. What factors would determine if the treatment needed to be reevaluated, extended, or possibly referred to another clinician or setting?
  4. Based on your assessment of current symptomology, does your client, Eliza, need wraparound services, outpatient references, and/or step-down services? (Recommendations should be based on the information gathered for second mandatory evaluation).
  5. How would you encourage involvement in community-based resources?

Part 2: Write a 700-1,050-word summary statement about your client, Eliza.

Include or address the following in your summary statement:

  1. Demonstrate whether or not the client met the goals of the treatment plan.
  2. What specifically contributed to the success of the treatment plan or lack thereof?
  3. What language would you use to communicate the outcome to the client?
  4. How would you document the final session?
  5. Include at least three scholarly references in your paper.

Submit your discharge summary and summary statement to your instructor.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 2.F.5.k: Strategies to promote client understanding of and access to a variety of community-based resources intervention.

This assignment meets the following NASAC Standards:

73) Conduct continuing care, relapse prevention, and discharge planning with the client and involved significant others.

74) Assure the accurate documentation of case management activities throughout the course of treatment.

75) Apply placement, continued stay, and discharge criteria for each modality on the continuum of care.

112) Prepare and record treatment and continuing care plans that are consistent with agency standards and comply with applicable administrative rules.

114) Prepare an accurate, concise, informative, and current discharge summary.

 
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Effective And Ineffective Communication

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Effective And Ineffective Communication

(Effective,Ineffective Communication)

o prepare for this Discussion:

  • Review Chapter 6 of your course text Writing and Communicating for Criminal Justice. Consider the elements of both effective and ineffective verbal communication (oral and written).
  • Review the article “What Do We Really Know About Witness Preparation?” Think about the process of witness preparation and how it relates  in the courtroom. Then consider how witness preparation impacts the benefits of effective communication and consequences  in the courtroom.
  • Review the article “Witness Preparation Training With Real and Simulated Criminal Defendants,” and think about aspects of effective communication that are relayed in witness preparation, as well as what benefits they may produce. Also, consider the consequences of ineffective courtroom communication that may result from a lack of witness preparation.
  • Review the assigned chapters in your course text Coping With Cross-Examination and Other Pathways to Effective Testimony, and think about the potential benefits and consequences of effective and ineffective communication in the courtroom.
  • Review the course media, “Chapter 5,” and focus on strategies for effective communication in the courtroom.
  • Review the course media, “Criminal Trial” and “ Civil Trial.” Select two examples of effective communication and two examples  in the courtroom. Then think about the potential benefits of the effective communication examples you selected, as well as the potential consequences of the ineffective communication examples you selected.

 

With these thoughts in mind:

Post by Day 4 a brief description of the examples of  (in)&effective communication in the courtroom that you selected (two examples for each). Then analyze and explain the potential benefits of the examples of effective communication and the potential consequences of the examples you selected. Be specific and use examples to illustrate your points.

 

Cite from: Brodsky, S. L. (2013). Coping With Cross-Examination: and Other Pathways to Effective Testimony. Washington, DC: American Psychological Association.

Siers, D. & Kramer, R. (2009). Effective Communication in the Courtroom. Executive

Presentations. Retrieved on September 12, 2015 from http://www.executivepresentations.com/press/articles/communication_01.asp.

 
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Reaching out a Solution

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Reaching out a Solution

(Reaching out a Solution)

Instructions

Reaching out a Solution

This assignment is designed to assist you in developing a thoughtful process for advocating about an issue as a nurse, from identifying a problem that needs to be solved through articulating a process for doing so.

This assignment consists of answering each of the questions listed below from the “Political Analysis and Strategies” chapter of your course textbook. Write each question as a new topic area; then follow with a paragraph or two to answer the question. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources, if any used. This project should be no longer than 4 pages.

Let us assume that you are a school nurse in a high school. At a recent school athletic event, a spectator suffered a cardiac arrest in the stands. A coach of the home team went into the high school to fetch the automatic emergency defibrillator (AED) only to find out that it was not readily available. In the meantime, an emergency squad arrived and resuscitated the spectator. On Monday morning, you learn of the absence of the AED only to find out that it had been locked in the custodian’s closet. Reflect on the following questions outlined in the “Political Analysis and Strategies” chapter:

  • What is the issue?
  • Is it my issue, and can I solve it?
  • Is this the real issue or merely a symptom of a larger one?
  • Does it need an immediate solution, or can it wait?
  • Is it likely to go away by itself?
  • Can I risk ignoring it?
  • What are the possible solutions? Are there risks to these solutions?
  • What steps would you need to take in order to solve the issue?
  • Does anyone else at the school need to be involved in the solution?
  • Where is the power leverage in the school to reach the preferred solution?

Reaching a solution requires the use of power vested in the nurse. Review Box 9-1 (Sources of Power) and determine which type(s) of power the school nurse has in this situation. State your reasons for your answer.

Submission Details:

  • Submit your response in a 4-page Microsoft Word document.
  • Name your document SU_NSG4068_W4_Project_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Area by the due date assigned.
  • Cite sources in the APA format on a separate page.
 
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Discussion Responce APA/Reference

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Discussion Responce APA/Reference

(Discussion Responce APA/Reference)

PLEASE READ RESPOND TO THIS POST ACCORDINGLY USING APA AND REFERENCES AT LEAST 2 ( WHAT DO YOU THINK ABOUT WHAT THIS WRITER DISCUSSED IN THE READING?

 

I selected the Iowa model of evidence-based practice.  Titler and colleagues initially developed the Iowa model of evidence-based practice in 1994 to provides direction

for the development of evidence-based practice in clinical agency were triggers that can be problem-focused evolving from risk management data, process improvement data,

benchmarking data, financial data, clinical problems, knowledge-focused such as new research findings, change in national agencies or organizational standards and guidelines,

an expanded philosophy of care, or questions from institutional standards committee initiate the change; and the focus should always be to make the change based on the best

available evidence (Grove, 2015, p. 483).

This model should be effective for implementing EBP in any area of practice as long as triggers are evaluated and prioritized based on the needs of the practice to prompt a

focused action from the organization, an action that is guided by the most appropriate evidence-based research practice available. Once the trigger is prioritized, a group is

formed to search for the best evidence to manage the issue and evaluate all factors such as cost, the strength of the evidence, and the impact of such evidence on the triggers.

This group will assemble relevant research and related literature, critique and synthesize the research for use in practice and if there is sufficient research base, it will proceed

and make changes as deemed necessary as the research progresses. Once the research is completed, results are evaluated and decision is made to make the changes as approved

at the organizational level.

Barriers to this implementation can be the lack of research evidence available on the effectiveness of measures to address the particular trigger; the transfer of evidence-

based research to a particular trigger might not produce expected results based on other factors independent from studies that produced the evidence in use. For example,

patients’ multiple chronic illnesses can affect their response to treatments, not all patients respond the same way to a particular treatment, regardless of the strength of the

evidence. Other barriers include the cost of implementation related to training staff. Effective EBP implementation at the practitioner and organizational levels within a health

care setting is essential to provide safe, effective and patient-centered care; nurses play a pivotal role to sustain the use of EBPs in clinical setting, and the contextual quality

of an organization that facilitate successful implementation should involve an organizational culture that is value-oriented and learning-oriented and receptive to change, and

a transformational leadership style determined by the leadership and practice of management (El-Mallakh at al., 2013, p. 42).

Reference

Grove, S. K., & Burns, N. (2017). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence (8th ed.). St. Louis, Mo: Elsevier Sanders. 483

El-Mallakh, P., Howard, P. B., Rayens, M. K., Roque, A. & Adkins, S. (2013). Organizational fidelity to a medication management evidence-based practice in the treatment of

schizophrenia. Journal of Psychosocial Nursing & Mental Health Services, 51(11), 35-44

 
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