Best Writer

Put together report that highlights interesting details about your place. Create headings for your report to keep it better organized.

Your report should include pictures, graphs, charts, but not videos. Your videos will be saved for your final multimedia presentation. Your report should summarize your research so far with a slant toward a general focus of your choosing. You may choose to include a FAQ section or an “Interesting Facts” section. Now is the time to really think about and choose what your focus will be for your final project as this will inform what you choose to include in your place report.

You will be graded on

How well you present each section. I will check for plagiarism. Please be careful to summarize and synthesize the information in your own words. Do not borrow from any of your sources unless you are attributing a direct quote or specific paraphrase. Even then, your chosen quotes and paraphrases need a support a specific point that YOU are trying to make.
Proper MLA formatting including a properly formatted Works Cited page.
The text of the report is at least 8 pages long exclusive of pictures, charts and graphs.
Quality of editing (grammar, spelling, sentence structure, etc.).
Overall cohesion of report. Are the facts and articles included random or do they seem to tell a cohesive story or paint an overall picture?
the place that i have chosen is venice italy

The PICOT Literature Search assignment is worth 10 points or 10% of your overall grade. Complete the worksheet and then create a PowerPoint presentation depicting each step. For guidance, follow the attached: 7 Steps to the Perfect PICO Search and PICOT Worksheet. Review the PICOT Rubric
The PICO literature search presentation slides will consist of a minimum of 5-8 slides including a Title slide and References slide.

It is unlikely that an idea for a program will get instant support from stakeholders. Rather, social workers must typically present a proposal that demonstrates critical thought and shows the need for such a program. In other situations, social workers may submit requests for funding on behalf of their agencies. Funding organizations may require a detailed proposal, which often includes a logic model showing the program’s elements.

Using a logic model, social workers can systematically analyze a proposed new program and how those various elements relate to each other. At the program level, the logic model establishes the connection between the resources needed, the program activities, and the anticipated outputs and outcomes. It may also include ways of measuring success. The logic model can provide a clear picture of the program for all stakeholders—and funding organizations, if applicable.

In this Assignment, you generate a logic model for the program you began to develop last week.

Return, again, to the program that you identified last week based on the observed need.
Think about the resources that would be required to implement the program, such as time and money; program activities such training; outputs such as number of clients attending; and outcomes.
Review the example on page 116 of the course text, and see the Logic Model Table document in the Learning Resources for assistance with format.
Submit the following(template provided in attachments):

A completed program-level logic model outline (in table format) in which you consider inputs, activities, outputs, and outcomes.
Elaborate on your program-level logic model in 1 to 2 paragraphs. Include:
The aim/goal of the program and proposed program activities
Outputs and outcomes
Reflection on how creating the logic model has helped you understand and envision the new program
Use the Learning Resources and peer-reviewed scholarly journal articles to support your logic model and reflection. Make sure to include appropriate APA citations and a reference list.

RESOURCES YOU MUST INCLUDE:
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
Chapter 6, “Needs Assessments” (pp. 115–147)

Luck, K. E., Doucet, S., & Luke, A. (2020). The development of a logic model to guide the planning and evaluation of a navigation center for children and youth with complex care needs. Child & Youth Services, 41(4), 327–341. https://doi.org/10.1080/0145935X.2019.1684192

University of Kansas Center for Community Health and Development. (n.d.). Developing a logic model or theory of change. In Community toolbox. https://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/logic-model-development/main

Leaders in the 21st century, no matter the organization, will engage with a diverse workforce and various technologies that need to be manipulated in order to accomplish organizational goals. Effective leadership in 21st century organizations will require those who lead to possess a range of leadership, communication, and technology competencies and skills. Craft a narrative that describes the challenges 21st century leaders will encounter and the skills and competencies they will need to possess in order to be an effective leader in organizations. Be sure to support the narrative with cites and authors. Your narrative response must be thorough and detailed and no less than 8 pages.

Assessment at the adult stage does not contain the challenges of the child and adolescent stages, in which the practitioner may experience communication difficulties with the client or must rely on parents and caregivers for context. This does not mean assessment is easy, however.

Social work assessment tools for adults range from personality inventories to health questionnaires and from scales of symptom severity to ratings about the frequency of alcohol and substance use. Such tools can be client-reported or practitioner-reported after discussion and observation.

In this Assignment, you survey the tools available for use with adult clients and add one to your Practice Toolbox.

Access the Online Assessment Measures link in the Learning Resources. (provided in resources below)
On that site, explore at least three different assessment tools for adults under the various categories. A few that you may consider are: Severity Measure for Depression, Adult; Level 2, Substance Use, Adult; and Level 2, Anxiety, Adult.
Select one assessment tool that you can see yourself using in practice with adult clients. Do not use a tool that you have chosen previously.
Consider why you have chosen this assessment tool and its strengths and limitations.
Submit a 1-page paper analyzing the adult assessment tool you have chosen:

Why did you select the assessment tool?
Why might it be especially helpful for use with adults?
What challenges or limitations might there be for this assessment tool?
Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.
RESOURCES YOU MUST INCLUDE:
Brandell, J. R. (Ed.). (2020). Theory & practice in clinical social work (3rd ed.). Cognella.
Chapter 8, “Cognitive Behavioral Therapy With Adults” (pp. 147–174)
Chapter 9, “Psychoanalytic Psychotherapy With Adults” (pp. 175–220)
Chapter 26, “Clinical Social Work With Suicidal Youth and Adults” (pp. 610–635)

American Psychiatric Association. (n.d.). Online assessment measures. https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources/assessment-measures

Columbia Lighthouse Project. (n.d.). The Columbia protocol for healthcare and other community settings.. https://cssrs.columbia.edu/the-columbia-scale-c-ssrs/cssrs-for-communities-and-healthcare
Scroll down and select one of the Columbia-Suicide Severity Rating Scale (C-SSRS) Screeners for use in the Discussion. Note that you can also review the Full Scale on this page.

Write articles according to the requirements, the number of words is allowed to exceed the number of words specified by me, and there is no upper limit for the number of words
I have uploaded the scoring criteria and task requirements, please complete as requiredI have uploaded the scoring criteria and task requirements, please complete as required

ASSESSMENT ITEM 1: DESCRIPTION
The aim of this assessment task is to critically review a contemporary case study and
develop and present a summary report. The case study will be provided by your lecturer
during class in Week One.
Instructions:
Compile a report on your critical review to include, but not limited to:
• Introduction – A brief summary of the key themes highlighted in the case study
• Responses to the case study questions, including reference to a minimum of 5-10
journal articles that support your responses
• Closing comments – that indicate your key learning from the research and analysis
conducted

In Week 2 of your CCC, you will be laying the foundation and putting together a plan for the change you will implement in Week 3. The challenge you identified and had approved in 1E during Week 1 is the challenge that will be your focus for Weeks 2 and 3.

Note: The headings identified below and detailed on your template must be used to keep your submission organized.

Before you try to repair the communication challenge identified in Week 1 Part 1E, you first need to identify a pattern and understand where the breakdown takes place. Consider your encounters over the last few weeks. When did this challenge occur? If you have selected as your challenge “keeping a calm voice when instructing my children,” then identify when you did not keep a calm voice. Next, identify your challenge as a behavioral pattern. Here is this challenge stated above as a behavioral goal, “I want to keep a calm voice when instructing my children.” Now it is your turn, write your behavioral challenge as a behavioral goal that begins with the phrase, “I want to….”

Next, put yourself in someone else’s shoes. . . someone who has the same communication challenge you identified in 1E in Week 1. Answer the following questions as if you were watching the challenge take place.

What did that person do to escalate the communication challenge?
What could that person have done to de-escalate the communication challenge?
What must that person be saying and/or doing for me to say that he/she has achieved the communication goal that he or she shares with you?
Part 1: Identifying Patterns (2 pages)
Sometimes, stepping outside yourself and viewing the communication challenge objectively can help you to see trigger points and strategies more clearly. Now that you have had an opportunity to do that, brainstorm a minimum of three strategic steps that could be taken based on what you have learned thus far from the textbook. You will need to search through the textbook for specifics, and those specifics will need to be cited within this section using APA in-text citations.

Strategic Step 1:
Strategic Step 2:
Strategic Step 3:
Based on the three strategic steps you have identified above, now it is time to write out some declarative statements. Following each declarative statement, you will need to share what will help you and what will hinder you as you move toward reaching your own communication challenge goal.

Declaration 1: In order for me to achieve my goal of . . ., I will . . .
Declaration 2: In order for me to achieve my goal of . . ., I will . . .
Declaration 3: In order for me to achieve my goal of . . ., I will . . .
Remember to follow each declaration with a paragraph that provides further insight.

Part 2: Plan and Practice (1-2 pages)
Now that you have a clear goal and declarative statements, it is time to plan a rehearsal. A rehearsal can be helpful when you need to think through all the details needed for a production to go well. You are not putting on a play, but you are moving toward your event in Week 3 when you will apply all that you have been doing and learning. So, let’s consider what is needed for your rehearsal.

A covert rehearsal is an effective way of trying out new communication behaviors. Think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in Part 1 (above). By covertly rehearsing in your mind, you make it much more likely that you will perform the behavior comfortably and effectively in real life situations. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal.

If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following:

Identify the situation you would like to practice. Do you want to plan a new conversation, or replay a past situation but change the outcome?
Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager’s office, or at a friend’s house?
Consider how your physical surroundings will affect your rehearsal.
Consider the conversation: What would make it effective? What would need to change?
Now that you have thought through this conversation scenario, you are ready to select a communication event, related to your goal, for which you will prepare covertly. Choose a communication event that mirrors the communication goal you have selected, then you will begin to prepare for this event privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually think about what you would say and how the other person might respond. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, apply principles you are learning so that you can practice precisely what you want to say and how you want to say it. Experiment with what appears to be the most effective and comfortable way for you to implement the new behaviors you have been learning.

Now it is time to do some writing. In this section, you will submit a detailed narrative that identifies your selected communication challenge and the potential plan you want to implement in Week 3. Include the following:

2A. Surroundings
Describe the potential surroundings – specific room, physical surroundings and so forth. Include an explanation of how your physical surroundings might affect your plan negatively, positively, or both.

2B. People
Describe the people who will potentially participate in this communication event

What will be the elements of the conversation?
How might the other person respond?
What could go well?
What might derail your success in meeting your communication goal?
In a quiet place, begin thinking about the plan for your conversation event; consider how you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation.

Practice through the plan using different scenarios. In your imaginary practice, make sure that you are always aiming toward achieving your communication goal.

2C. Reflection
In a well-written paragraph, explain how your covert rehearsals helped to equip you for implementing your plan in Week 3.

Writing Requirements (APA format)

Length: 3-4 pages
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (textbook citation)

book access
https://ambassadored.vitalsource.com/reader/books/9781453390429/pageid/49

You are the compliance officer at the hospital in the case below. Discuss your concerns, if any. Then discuss how you might address the issue.

Three years ago, when Suburban Hospital found itself in financial trouble, it hired Allan Hale as a senior administrator on the basis of his experience in revitalizing a large health care corporation. In reviewing hospital billing practices, Hale immediately noticed that the coding of a given medical condition significantly affected reimbursement. He instituted new policy such that, whenever there was an ambiguity in a patient’s diagnosis, clerks would enter the most remunerative code possible.

Hale has also found the billing department too cautious in its reimbursement claims for expenses such as interest charges for the facilities under Medicaid and Medicare programs. He has directed that whenever there is any doubt, staff should claim the maximum amount. As a realist, however, he has instructed accounting personnel to develop two financial plans: one to incorporate the reimbursements claimed under the aggressive approach, and the second to assume that many of those claims will be disallowed.

Module 4 Historians and World War Two
Purpose
This discussion asks you to apply the concepts from the module’s readings to present your thoughts on a major event in U.S. History. This practice helps you to develop the skill of defending a position using logic and evidence. You have the opportunity here to practice applying, translating, and re-working what you have learned to function in unexpected ways.
Learning Objectives
Recall key events, figures, and ideas of WWII and the post-war period in the United States.
Contextualize, criticize, defend, and debate significant ideas found in historical primary sources of WWII and post-war period in the United States.
Discussion Prompt
Although historians still debate whether America should have entered WWI, there is a consensus that WWII was a defensive war and therefore the “right war to fight.” Indeed, Americans who fought against international fascism and defended democratic liberalism during WWII have been heralded as the “Greatest Generation.”
For some historians, it is absolutely clear that the U.S. was on the “right side of history” during WWII. In other words, there are clear distinctions between good and evil during WWII, and the U.S. and its allies were fighting for the betterment of humanity. Nazi terror across Europe, and the atrocities committed by the Japanese in Asia brought an unprecedented level of human suffering. The U.S. liberated France, freed Holocaust prisoners, and forced the Japanese from China. The Americans, in short, were “the good guys.” For other historians, the differences between good and evil during WWII are not absolute. The U.S., we are reminded, was allies with the Stalinist regime. This alliance helped legitimize Stalin’s policies before and after the war, which historians estimate led the deliberate killing of some 10 million Soviets. And the U.S. was responsible for target-bombing civilian centers, most notably the firebombing of Japan at the end of WWII, which killed an estimated 1 million Japanese civilians, rendered millions homeless, and destroyed practically every major Japanese city.
For this discussion address the following question: To what extent is WWII morally ambiguous for the U.S.?
Put differently, are the moral distinctions between the Allied and Axis powers absolutely clear? Are you absolutely certain that the Americans were the “good guys” during WWII?
Make sure your discussion takes a clear position—make an argument. Your argument is the answer to the question: is American participation in WWII morally ambiguous? Then spend the rest of the response proving your answer to the question.
Criteria/Assessment
Failure to complete the requirements will result in lower scores.
–The discussion should be about a page long. The discussion should answer the question in language that takes a strong position and makes your answer to the question abundantly clear. Avoid writing a response that offers only a general discussion of the topic. Rather, write in such a way that makes clear you are trying to prove a point—to convince somebody of your perspective.
–Students will also respond to a classmates’ post. Your response to a classmates’ post should be about a paragraph long and of substance. Be cordial in your response to a classmates’ post.
–The discussion needs to reference at least one piece of historical evidence drawn from the list of required module readings/videos. The evidence will help explain your answer to the question. You must cite evidence with parenthetical citations.
— Present your original ideas. Discussion responses fall under the same FIU academic integrity policiesLinks to an external site. as all other assignments in the class.
See attached discussion rubric for assessment criteria.Module 4 Historians and World War Two

Each chapter in this assignment pertains to an element of a valid contract. The cases listed below in each chapter are relevant to a specific issue within the topic discussed in the chapter. For each case listed, please identify the specific issue in the case, provide a BRIEF summary of the facts, apply the relevant legal principle, and discuss the court’s decision. The court’s decision is not whether the court affirmed or remanded the case, but rather how did the court decide the case and the court’s reasoning in the decision.

Your discussion of each section may vary in length. The cases and associated discussions should be organized by chapter. The assigned cases and issue discussion for each chapter should be at least 1.5 pages doubled- spaced, but your submission may be longer in length. Please be sure that you put your name, the course name, and the assignment name on your submission.
Contracts