Topic: Tools for Strategic Implementation

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Topic: Tools for Strategic Implementation

Topic: Tools for Strategic Implementation

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In this Assignment, you will be able to move beyond ideating and assessment to examining the process of strategic implementation in the ever-changing world of business. You will also be able to utilize your experience as a business professional and independent scholar to evaluate the different resources, tools, opportunities, and challenges of implementation. It is not only crucial to determine which tool to use for a particular context or organization, but also how that tool can be most effectively utilized to support the goals of your organization.

To prepare for this Assignment, review the readings on tools for strategic change such as those described in Chapter 12 of Dyer, Godfrey, Jensen, and Bryce (2016) and choose one reading for further examination. Consider how the context of a specific organization (industry, geographical location, status within industry, etc.) can influence both the choice and the implementation of your selected tool, as well as how the application of a tool might vary among different business leaders and practitioners. Be sure to utilize scholarly, peer-reviewed resources from the Walden Library to identify additional supportive examples of organizations applying the tools and principles of strategic planning and their results.

BY DAY 7

Submit a 3- to 5-page evaluation of your research on a specific tool for strategic implementation. Your evaluation should include the following:

  • A brief description of your chosen tool, including relevant background, an APA-cited scholarly illustration, and detailed rationale for your choice
  • An assessment of how your chosen tool is affected by different strategic influences (such as environmental factors; internal, organizational considerations; etc.) and whether these changes impact your choice for implementation. Include at least one supportive example.
  • An explanation of the usefulness of your chosen tool to you as a practitioner and independent scholar, including how it will benefit your strategic business leadership. Be sure to provide supportive scholarly examples.

 

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COUN 6723 Cultural Identity Development Paper

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SALIENT CULTURAL CHARACTERISTICS Age > 11% Disability > 2% Religion/Spirituality > 12% Ethnic/Racial Identity > 10% Social Class > 10% Sexual/Affectional Orientation > 6% Indigenous Backgrounds > 1% National Origin > 10% Gender Identity > 10% Gender Expression > 6% Size > 10% Assigned Sex at Birth > 6% SALIENT CULTURAL CHARACTERISTICS Age > 11% Disability > 2% Religion/Spirituality > 12% Ethnic/Racial Identity > 10% Social Class > 10% Sexual/Affectional Orientation > 6% Indigenous Backgrounds > 1% National Origin > 10% Gender Identity > 10% Gender Expression > 6% Size > 10% Assigned Sex at Birth > 6%

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 
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Race and Ethnicity in Professional Practice Paper

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Race and Ethnicity in Professional Practice Paper

Race and Ethnicity in Professional Practice Paper

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Depending on the community you choose to serve, racial and ethnic identities—as well as differing personal worldviews—may influence your approach to professional practice. Your approach to establishing rapport with your clients might determine how receptive they are to your assistance in resolving their presenting concerns. Your clients’ perceptions, biases, worldviews, and experiences regarding their own racial and ethnic identities are factors you must consider. Race and ethnicity across and within racial groups, as well as across and within ethnicities, may have a significant impact on your professional practice. How might your own understanding of race, ethnicity, and racism influence your relationship with clients? How might your clients’ perceptions of your racial and ethnic identity affect your approach to establishing and maintaining rapport?

For this Discussion, review this week’s Learning Resources, and consider how the topics of ethnic identity and racial identity impact the population you selected for your Multicultural Population Research Paper. Then consider the factors of an ethnic and racial identity relevant to your professional psychology context for the population you selected. Finally, think about one strategy for establishing rapport with multicultural competence.

With these thoughts in mind:

Post by Day 4 an explanation of factors related to race and ethnicity that you would need to consider when establishing rapport with clients from the population you selected. Further, explain how the factors of ethnic and racial identity, given your own identity, might affect how you interact and develop rapport with clients from the population you selected.

Be sure to support your post with specific references to the Learning Resources and any additional peer-reviewed, scholarly resources from the Internet or Walden Library.

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Cultural Identity Development Paper – nursing homework essays

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Slide 1 of 2

SALIENT CULTURAL CHARACTERISTICS Age > 11% Disability > 2% Religion/Spirituality > 12% Ethnic/Racial Identity > 10% Social Class > 10% Sexual/Affectional Orientation > 6% Indigenous Backgrounds > 1% National Origin > 10% Gender Identity > 10% Gender Expression > 6% Size > 10% Assigned Sex at Birth > 6% SALIENT CULTURAL CHARACTERISTICS Age > 11% Disability > 2% Religion/Spirituality > 12% Ethnic/Racial Identity > 10% Social Class > 10% Sexual/Affectional Orientation > 6% Indigenous Backgrounds > 1% National Origin > 10% Gender Identity > 10% Gender Expression > 6% Size > 10% Assigned Sex at Birth > 6%

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 
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What Do Think About The Points That Authors Address In These Two Paragraphs 1

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As stated on page 177 of the textbook Through Women’s Eyes, “While the northern true woman was praised for her industrious domesticity, in the south a real lady was not allowed to sully herself or risk her charms with any actual labor, which was the mark of the slave” as well as “Far more than middle class northern women, elite southern women were expected to bring dowries- wealth packages- into their marriages…”(177) I understand that there was a large difference in slavery between the north and south, as cotton as a large industry that required a lot of slaves in the south. My big question is wondering how at the time where all these middle class and elite women had been sharing the same ideals for such a long time, when/how did this shift occur where there was a large difference based on the region in which they lived?

during the revolutionary war, many women were considered “camp followers” to help with americas interdependence. While they were in the war with the men, many women were there as nurses to help and medicate the male soldiers. Many people didnt like this due to the scare of the soldiers being distracted by the working women, but there were 10 nurses to every 100 men and they were heavily supervised. these nurses risked their lives to help the soldiers but overall it was for interdependance and a stance to show that they are capable as well. Men have never been in the position that those women have, so if the roles were reversed, do you think men would fight as hard as the wen during the revolutionary war to have the same rights, prove that they are as capable?

 
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Anti Oppressive Social Work Practice Discussion

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Anti Oppressive Social Work Practice Discussion

Anti Oppressive Social Work Practice Discussion

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Anti-oppressive social work means critically reflecting on your own cultural identities and how the social environment impacts these identities. Acknowledging power and privilege can be uncomfortable; however, with values of multiculturalism and social justice, social workers are committed to engaging in their own personal work and addressing social barriers clients may experience. Social workers view clients from a strengths-based perspective utilizing client strengths to support their goals, rather than pathologizing clients from the lens of the dominant culture.

For the past six weeks, you have learned about the social construction of social identities, structural inequality based on dominant and non-dominant groups, and oppressions based on sex, class, and race. While readings have continuously pointed out white privilege as the dominant group privilege, you also know that privilege is not equally distributed in groups. Intersecting identities creates unique experiences for clients. For this assignment, you draw from what you have been learning during the first part of this course and discuss strategies for anti-oppressive social work practice.

Submit a 2- to 3-page APA formatted paper in which you:

  • Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).
  • Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).
  • Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.
  • Describe 2-3 social work skills and how a social worker might use them to engage in anti-oppressive work.
  • Support ideas in paper with at least 2-3 course resources (please reference specific chapters, not the entire textbook) and at least one additional peer-reviewed article from the Walden library (not assigned in this course) to support your ideas.

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Use the following coupon code :
NURSING10

 
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Human Resources Involvement of Cultural Diversity in Workplace

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Sample Annotated Bibliography

 

Student Name

Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

 

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.

Annotated Bibliography

Kenny, M.C., Dinehart, L.H., & Winick, C.B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.),Play therapy in middle childhood(pp.103–147). American Psychological Association. https://doi.org/10.1037/14776-014

In this chapter, Kenny et al. provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions.

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy. Human Resources Involvement of Cultural Diversity in Workplace

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD.

Stagnitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C.E. Schaefer (Eds.), Play therapy in middle cildhood(pp. 237–255). American Psychological Association. https://doi.org/10.1037/14776-013

Stagnitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful:Children have developed personal and social skills of several increment levels in a short time. While Stagnitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program. Human Resources Involvement of Cultural Diversity in Workplace

Stagnittioffered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagnitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

AlthoughStagnitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., &Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. https://doi.org/10.1177/026565909901500103

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nashfilmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This researchis useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

 
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Discussion: Childhood education – nursing homework essays

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Please complete all parts

Part 1

  • In what ways does Walden University support you and your colleagues?
  • In what ways are you and your colleagues connected, and how can you support each other? Discussion: Childhood education

Then, summarize:

  • At least three connections that you believe will provide the most effective support with regard to your success as a student at Walden, and why
  • Ways in which you intend to support your colleagues in this online learning community and how you hope your colleagues will support you

Assignment length: approximately 1 page

Part 2

  • What passion, motivation, and wisdom do you bring to your studies and to the early childhood field?
  • In what ways did the professionals in the media segment inspire, affirm, and/or enhance, your passion, motivation, and wisdom?
  • In what ways do your professional goals reflect your passion for early childhood, your motivation, and your wisdom; and in what ways might you refine these goals in light of your current thinking?

Assignment length: approximately 1-2 pages

Part 3

This assignment provides an opportunity to apply what you have learned about the characteristics of family systems to your own family, to the family in which you grew up, or to a family you know well. In preparation for this assignment, carefully review the article “Understanding Families: Applying Family Systems Theory to Early Childhood Practice,” paying particular attention to the six characteristics-boundaries, roles, rules, hierarchy, climate, and equilibrium”and how each affects the ways in which family members interact and how the child, then, interacts with the outside world.

For this assignment:

  • Briefly summarize three of the six characteristics that strongly resonate with you.
  • Provide an example that illustrates how each family systems characteristic you chose shaped the interactions within your own family, the family in which you grew up, or a family that you know well, as well as the way the child in that family interacted with the outside world.
  • Explain why understanding these characteristics and their consequences is essential to people who work with children and their families.

Assignment length: approximately 1-2 pages

Part 4

  • Identify up to five people who nurtured and cared about you.
  • Describe each person and briefly state your relationship to each person, in what ways each one has influenced your life as a child, how they nurtured you, cared about you, and how they made you feel special.

 

Part 5

You are chairing a committee that has been tasked with creating a mission statement for the field of early childhood-one that represents the overarching goals and perspectives of the five main sectors: Head Start; Child Care; Health and Well-Being of Children and Families; Research and Academia in the Early Childhood Field; and Public Early Childhood Education. A person new to early childhood should be able to read the mission statement you create and understand the mission of the early childhood field.

For this assignment, write:

  • A summary of the main goals of each of the five sectors
  • A brief explanation of the commonalities
  • A mission statement for the field of early childhood that respects and communicates the common connections, the overarching goals, and the various perspectives of the five sectors you studied this week

Assignment length: approximately 1-2 pages

 

Part 6

  • Select and summarize two of the five required readings for this week.
  • Discuss in what ways the specific ideas presented in each of the readings have broadened and deepened your understanding of young children, families, and/or the early childhood field. (For example: In the article about the value of investing in children, what are the specific reasons provided in support of early childhood, and in which concrete ways have these reasons expanded your understanding of young children, families, and/or the early childhood field?)
  • Explain the ways in which the information, ideas, and suggestions in the readings you selected affect your professional goals and/or deepen your passion for the field.
  • Identify one additional resource you would suggest to others in the field that focuses on a specific early childhood issue, trend, or development.

Note: You are required to write your paper in APA format, including references in APA style. Refer to the Walden University Writing Center (http://writingcenter.waldenu.edu/) as needed. The Writing Center offers help with academic writing, plagiarism issues, tutoring, and the intricacies of citing and references in APA style.

Assignment length: approximately 2 pages

 

Part 7

Write a paper that addresses the following:

  • Identify two of your strengths and briefly discuss how each contributes to your growth as an early childhood professional.
  • Identify two areas in which you would like to develop further, and describe how you plan to grow.

Assignment length: approximately 1-2 pages

 

Part 8

Post 2 brief notes of professional thanks and support a student blogs. (just submit two paragraphs as if you read a blog)

 

 
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Topic: Patient Symptoms Analysis – nursing homework essays

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Topic: Patient Symptoms Analysis

Topic: Patient Symptoms Analysis

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EXPLAIN WHY YOU THINK THE PATIENT PRESENTED THE SYMPTOMS DESCRIBED.–

Levels of Achievement: NURS 6003 Patient Symptoms Analysis

Excellent 28 (28.00%) – 30 (30.00%)

Good 25 (25.00%) – 27 (27.00%)

Fair 23 (23.00%) – 24 (24.00%)

Poor 0 (0.00%) – 22 (22.00%)

IDENTIFY THE GENES THAT MAY BE ASSOCIATED WITH THE DEVELOPMENT OF THE DISEASE.–

Levels of Achievement:Excellent 23 (23.00%) – 25 (25.00%)

Good 20 (20.00%) – 22 (22.00%)

Fair 18 (18.00%) – 19 (19.00%)

Poor 0 (0.00%) – 17 (17.00%)

EXPLAIN THE PROCESS OF IMMUNOSUPPRESSION AND THE EFFECT IT HAS ON BODY SYSTEMS.–

Levels of Achievement:Excellent 28 (28.00%) – 30 (30.00%)

Good 25 (25.00%) – 27 (27.00%)

Fair 23 (23.00%) – 24 (24.00%)

Poor 0 (0.00%) – 17 (17.00%)

WRITTEN EXPRESSION AND FORMATTING – PARAGRAPH DEVELOPMENT AND ORGANIZATION:
PARAGRAPHS  MAKE CLEAR POINTS THAT SUPPORT WELL-DEVELOPED IDEAS, FLOW LOGICALLY,  AND DEMONSTRATE CONTINUITY OF IDEAS. SENTENCES ARE CAREFULLY  FOCUSED—NEITHER LONG AND RAMBLING NOR SHORT AND LACKING SUBSTANCE. A  CLEAR AND COMPREHENSIVE PURPOSE STATEMENT AND INTRODUCTION ARE PROVIDED  THAT DELINEATE ALL REQUIRED CRITERIA.–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3 (3.00%) – 3 (3.00%)

Poor 0 (0.00%) – 2 (2.00%)

WRITTEN EXPRESSION AND FORMATTING – ENGLISH WRITING STANDARDS:
CORRECT GRAMMAR, MECHANICS, AND PROPER PUNCTUATION–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3 (3.00%) – 3 (3.00%)

Poor 0 (0.00%) – 2 (2.00%)

WRITTEN  EXPRESSION AND FORMATTING – THE PAPER FOLLOWS CORRECT APA FORMAT FOR  TITLE PAGE, HEADINGS, FONT, SPACING, MARGINS, INDENTATIONS, PAGE  NUMBERS, RUNNING HEADS, PARENTHETICAL/IN-TEXT CITATIONS, AND REFERENCE  LIST.–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3 (3.00%) – 3 (3.00%)

Module 1 Assignment: Case Study Analysis

An  understanding of cells and cell behavior is a critically important  component of disease diagnosis and treatment. But some diseases can be  complex in nature, with a variety of factors and circumstances impacting  their emergence and severity. Topic: Patient Symptoms Analysis

Effective  disease analysis often requires an understanding that goes beyond  isolated cell behavior. Genes, the environments in which cell processes  operate, the impact of patient characteristics, and racial and ethnic  variables all can have an important impact. NURS 6003 Patient Symptoms Analysis

Photo Credit: Getty Images/Hero Images

An  understanding of the signals and symptoms of alterations in cellular  processes is a critical step in the diagnosis and treatment of many  diseases. For APRNs, this understanding can also help educate patients  and guide them through their treatment plans. NURS 6003 Patient Symptoms Analysis

In  this Assignment, you examine a case study and analyze the symptoms  presented. You identify cell, gene, and/or process elements that may be  factors in the diagnosis, and you explain the implications to patient  health.

To prepare:

By  Day 1 of this week, you will be assigned to a specific case study for  this Case Study Assignment. Please see the “Course Announcements”  section of the classroom for your assignment from your Instructor.

THE ASSIGNMENT (1- TO 2-PAGE CASE STUDY ANALYSIS)

Develop a 1- to 2-page case study analysis in which you:

  • Explain why you think the patient presented the symptoms described.
  • Identify the genes that may be associated with the development of the disease.
  • Explain the process of immunosuppression and the effect it has on body systems.
By Day 7 of Week 2

Submit your Case Study Analysis Assignment by Day 7 of Week 2.

Reminder: The  College of Nursing requires that all papers submitted include a title  page, introduction, summary, and references. The sample paper provided  at the Walden Writing Center provides an example of those required  elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.Poor 0 (0.00%) – 2 (2.00%)

NURS_6003_Module01_Week01_Assignment_Rubric

ExcellentGoodFairPoorComplete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

·    Identify at least two academic and at least two professional  individuals or teams to collaborate with to be successful in the MSN  program and as a practicing nurse.

Points Range:32 (32.00%) – 35 (35.00%)

The  response clearly and accurately identifies at least two academic  individuals or teams to collaborate with to be successful in the MSN  program and as a practicing nurse.

The response clearly and  accurately identifies at least two professional individuals or teams to  collaborate with to be successful in the MSN program and as a practicing  nurse.

Points Range:28 (28.00%) – 31 (31.00%)

The  response partially identifies at least two academic individuals or  teams to collaborate with to be successful in the MSN program and as a  practicing nurse.

The response partially identifies at least two  professional individuals or teams to collaborate with to be successful  in the MSN program and as practicing nurse. Topic: Patient Symptoms Analysis

Points Range:25 (25.00%) – 27 (27.00%)

The  response identifies only one academic individual or team to collaborate  with to be successful in the MSN program and as a practicing nurse.

The  response identifies only one professional individual or team to  collaborate with to be successful in the MSN program and as a practicing  nurse.

Points Range:0 (0.00%) – 24 (24.00%)

The  response identifying at least two academic individuals or teams to  collaborate with to be successful in the MSN program and as a practicing  nurse is vague and inaccurate, or is missing.

The response  identifying at least two professional individuals or teams to  collaborate with to be successful in the MSN program and as a practicing  nurse is vague and inaccurate, or is missing.

·    Explain why these individuals and/or teams were selected and how they  will support success in the MSN program and as a practicing nurse.

Points Range:45 (45.00%) – 50 (50.00%)

Response  clearly and thoroughly explains in detail why the academic and  professional individuals/teams were selected to support success in the  MSN program and as a practicing nurse.

Response clearly and  accurately explains how the academic and professional individuals/teams  will support success in the MSN program and as a practicing nurse.

Points Range:40 (40.00%) – 44 (44.00%)

Response  explains why the academic and professional individuals/teams were  selected to support success in the MSN program and as a practicing  nurse.

Response explains how the academic and professional  individuals/teams will support success in the MSN program and as a  practicing nurse.

Points Range:35 (35.00%) – 39 (39.00%)

Explanation  of why the academic and professional individuals/teams were selected to  support success in the MSN program and as a practicing nurse is vague  or inaccurate.

Explanation of how the academic and professional  individuals/teams will support success in the MSN program and as a  practicing nurse is vague or inaccurate.

Points Range:0 (0.00%) – 34 (34.00%)

Explanation  of why the academic and professional individuals/teams were selected to  support success in the MSN program and as a practicing nurse is vague  and inaccurate, or is missing.

Explanation of how the academic  and professional individuals/teams will support success in the MSN  program and as a practicing nurse is vague and inaccurate, or is  missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs  make clear points that support well developed ideas, flow logically,  and demonstrate continuity of ideas. Sentences are carefully  focused–neither long and rambling nor short and lacking substance. A  clear and comprehensive purpose statement and introduction is provided  which delineates all required criteria.

Points Range:5 (5.00%) – 5 (5.00%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Points Range:4 (4.00%) – 4 (4.00%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

Points Range:3.5 (3.50%) – 3.5 (3.50%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Points Range:0 (0.00%) – 3 (3.00%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

Points Range:5 (5.00%) – 5 (5.00%)

Uses correct grammar, spelling, and punctuation with no errors.

Points Range:4 (4.00%) – 4 (4.00%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

Points Range:3.5 (3.50%) – 3.5 (3.50%)

Contains several (3-4) grammar, spelling, and punctuation errors.

Points Range:0 (0.00%) – 3 (3.00%)

Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written  Expression and Formatting – The paper follows correct APA format for  title page, headings, font, spacing, margins, indentations, page  numbers, running head, parenthetical/in-text citations, and reference  list.

Points Range:5 (5.00%) – 5 (5.00%)

Uses correct APA format with no errors.

Points Range:4 (4.00%) – 4 (4.00%)

Contains a few (1-2) APA format errors.

Points Range:3.5 (3.50%) – 3.5 (3.50%)

Contains several (3-4) APA format errors.

Points Range:0 (0.00%) – 3 (3.00%)

Contains many (? 5) APA format errors.

Name:NURS_6003_Module01_Week01_Assignment_Rubric

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Case Study and Attachment Theory Discussion

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Basic Assumptions of the Theory

Directions: For each section, respondin 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.

Name of theory: The theory to be used is called systems theory. This theory looks at the whole and how parts make the whole complete. Name of theorist: Karl Ludwig von BertalanyThe interaction of parts creates or forms the whole. There are many underlying concepts, modes and principles that are similar but evolved differently What are the major assumptions of the theory? The interaction of interrelated and interdependent parts creates the whole. Each part, although independent, relies on other parts to complete the system What are the theory’s key concepts? Systems theory assumes that the whole is composed of interrelated and interdependent parts or components that work to create the whole. These parts are similar but they evolved in different ways. What is the theory’sfocus or unit of analysis? The theory focuses on how one part affects the whole. In sociology, scholars look at how different systems affect the whole society.

 

 

What is the theory’s overall explanation for the cause of problems?According to systems theory, failure of one part to function may cause problems. Each component must work independently without affecting other parts for the system to be complete.   Application to a Case Study <Tiffany Bradley>

Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.

In 1 to 2 sentences, how does the theory define the client’s presenting problem?

Systems theory assumes that parts work independently to support the whole. Family systems theory states that dysfunctional families are caused by failure of members to do their parts, which presents Tiffany’s problem as caused by failure of her parents to perform their duties to the family (Saltzman et al., 2018).

In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem?

Systems theory defines family as a system of emotionally connected members and each member functions as a component with unique roles and responsibilities. Tiffany’s problem was caused by lack of balance in the family because members did not play their parts to support the whole system, making the family dysfunctional.

In 1 to 2 sentences, how does the theory explain the role of the social worker for this client?

The theory states that failure of one family member to perform his duties will make the family dysfunctional. The role of social worker is to help family members and children  understand their specific roles in the family to avoid problems

 

 

In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur?

Using system theory, Tiffany can improve and experience change by working with other family members to understand the dynamics of their family, and how her behavior affects other members.

Using the theory, list 2 to 3 assessment questions to ask this client to explore the client’s goals and how they will get there.

1.       What is your birth order in the family?

2.       When your parents fail to provide security and food, how did that make you feel?

3.       How did you feel when your mother and father quarrel?

According to the theory, identify 2 to 3 specific practice intervention strategies for the client relative to the presenting problem.For each, explain in 1 sentence how it will help meet the client’s goals.

Structural intervention: Using this intervention, the therapist goal is to identify the structure of client family and re-organize it (Frey and Hunt, 2018).

Relationship education: This intervention aims to educate the client and his family members of family relations, interdependence, premarital education and family resources.

Based on the theory, list 2 to 3 outcomes when evaluating whether an intervention is effective.

1.       Effective and improved communication between family members

2.       Reduced family conflict and members acceptance of roles and responsibilities

What areone strength and onelimitation in using this theory for this client?

One key strength of family systems is that it allows identifying dysfunctions in families by looking at the behavior of an individual member. One of the main weaknesses of using this theory is that it pays too much attention to the family and not the individual.

 

 
 
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