Premium Writing

Then, students must write a 3-5 page paper about the organization. Students will also reflect on their feelings about the organization. All of the attributes listed in the rubric below should be included in the paper. Additionally, students should review the paper template for further instructions.
Service Learning Paper Grading Rubric
The paper is 3-5 pages (Note: The cover page/title page, pictures, charts, and references do not count toward this page requirement).
2 points
Paper provides a summary about the human service agency used for this paper. A minimum summary should include:
• The population served
• The services provided
• Agency’s mission
• Type of agency (e.g. for profit or non-profit)
7 points
Paper provides a reflection about the author’s thoughts about the organization they chose An adequate reflection that meets minimum requirements would include:
• What the author learned
• What the author felt was positive about the organization
• What the author thought was negative about the organization
• What the author would change about the organization
7 points
Paper was written clearly, free of grammatical errors, does not use “I” statements (e.g. I, we, me, us, my ours), and used APA formatting.
4 points

Instructions: Read chapters 1-4 from Food and Culture (on reserve in the library under Vaccaro: Food and Culture – Kittler, Sucher & Nelms 6th edition or 7th edition – Sucher, Kittler, & Nelms).
Use this text and required references to discuss the Introduction, parts A, B, and C.
Each part should be several paragraphs to provide sufficient detail. Please use your own words and cite the text when providing definitions. For the introduction, you may use any scientific text or articles, as well as Food and Culture.
Parts A, B, and C require recent (less than 5 years, ago) peer-reviewed original research articles (not meta-analysis or review articles). You should have a minimum of 6 peer-reviewed articles and a minimum total of 8 references (including Food and Culture as one reference).
The body of the report should be a minimum of 1000 words and a maximum of 1200 words (excluding reference list). Use proper citations in the body of the report and a reference list with a consistent style (AMA, APA, Vancouver…etc.).
Please separate your answers substituting your particular ethnic group and religious group into the sub-titles.
IMPORTANT – use subtitles I provided and double space with 12-point font and 1 inch margins.

Introduction
How does food symbolize cultural identity? Provide examples using Food and Culture and at least one other reference. (2 points)
Part A: Ethnicity* food habits and nutrition
Choose an ethnic-group and discuss their nutrition and food habits. Explain the need for cultural competency and its impact on this ethnic group’s health. Describe their traditional health beliefs and practices. In particular, how does their biomedical view influence their food choices for times of health and times of sickness?
(3 points)
Part B: Religion, dietary habits, and health
Choose a particular religious group (different from part A) and discuss how their religion influences their food choices and food habits. Describe the health benefits and health concerns the practices may cause.
(2 points)
Part C: Intercultural communication
Discuss EITHER part A, ethnic group OR part B religious group in terms of how you would practice effective intercultural communication and develop nutrition education for your group by fully explaining the following questions (chap. 3 in Kittler/Sucher – Food and Culture).
How would you develop your goals?
How would you develop your message?
What elements would you use for the message (story-telling, pictures, cartoons) and how does it relate to your group?
Would you use triangulation or a pilot test? Be sure to explain how you would apply the method since either can work
What influence channels would you use – newspaper, video, computer, television, radio, direct mail, telephone – and why?
(3 points)
*Substitute the ethnicity that you chose in the title.

Final Reflection
This paper will allow you to take what you have learned throughout the course and create an informed opinion of your own.
In the Policy You Would Change activity you completed in Week 9, you chose a domestic policy you would like change. In this paper you will share that domestic policy, provide substantive reasons and supporting references for why that policy should change, identify the political processes for changing that policy, and identify how the public can be involved.
Your paper should include the following three parts.
Part 1
What is one domestic policy that you would change, and why? Be sure to use your approved policy and references identified in the Policy You Would Change activity you completed in Week 9. The references should support why this policy is one that should change. (See the Policy You Would Change activity in Week 9 for a list of policy suggestions.)
Part 2
There are procedures or processes within each branch of government for changing and addressing policy concerns. From the list of branches below, choose two and identify a procedure in each one for changing or making a new policy.
The legislative process.
Presidential executive action.
Administrative agency’s regulations.
Legal system of the courts.
Part 3
In what way can the public influence this proposed policy change? Be specific.
Your paper should meet the following requirements:
Two to three pages in length.
A minimum of three references. Use the Strayer University Online Library to be sure your references meet academic standards. All references should be cited using the Strayer Writing Standards format.
Two identified approaches to change the policy.
One way public involvement can influence the policy change.

Argumentative research paper on “Social Media’s Positive Impact on Small Business”. Must have 10 cited sources, MLA and OWL
format.

This assignment will require research beyond the assigned course readings.
Think critically about your topic and artworks. Come up with an interesting theory that will be your thesis (argument).
Your paper’s thesis (argument) should present a compelling interpretation of your topic. The thesis should answer the questions:
What does the artwork/architecture related to your topic represent or symbolize?
What does the artwork/architecture tell us about the society that produced it?
Artworks discussed in the paper should be analyzed closely and in detail.
This paper is NOT a report or encyclopedia entry on your topic. There should be a clear argument that guides your essay.
5-7 pages + bibliography and illustrations; approximately 2000 words

Statement of Purpose
In this assignment, you will write a brief paper that begins to develop your definition of sustainability. The paper will also describe the effect of population and affluence on sustainability by comparing your ecological footprint with a typical person from a society in a different stage of development and level of affluence.
Calculate two different Ecological Footprints
(Links to an external site.)
.
Use the tool (select Ecological Footprints above) to calculate your footprint
Use the tool to calculate the footprint of a typical person in another country. Chose a country at the survival, pre-modern, or modern stage of development.
Craft a brief paper (between 900 and 1200 words) discussing the concept of sustainability and how population and development level impacts sustainability. Use as many figures and tables as you like. Each Figure or Table must be referred to in the text prior to its appearance, and must have a # and title. Use at least the following headings in your paper (you can use more, see rubric below).
Sustainability: Define sustainability. Cite your sources.
Comparison: Compare your calculated footprint with someone living in a society with a different stage of development. Name the country and its development level in the paper. What are the differences? Similarities? Why are they different?
Critique of the Ecological Footprint tool: Discuss how the results are calculated, and give your opinion, with justification, on whether this is a reasonable approach.
References: Use at least three references (cited and formatted appropriately using the APA format). Refer to this APA Citation Guide
(Links to an external site.)
.
Grading
The paper will be graded on the following:
Mechanics
Within the range of 900 to 1200 words (6 points)
Correct grammar and spelling (10 points)
Three appropriate references formatted properly (12 points)
Content
Define the concept of sustainability (15 points)
Describe the impact of population and development level on sustainability (30 points)
Compare your personal ecological footprint with someone from a country with a different level of development (26 points)
Discuss how the ecological footprint for various scenarios is determined (12 points)
Analyze the validity of the ecological footprint calculation method (8 points)
Include at least one relevant figure (5 points)

The following information provides steps for you to
follow in completing this Mississippi Statewide PGS Assessment as you will be
evaluating the performance of a teacher using the TGS as a program assessment
in EDU 65261—Instructional Dimension of Leadership. All administrator
candidates from other Mississippi Universities seeking licensure in the state
will be assessed using this same instrument. Please note that for the purpose
of this assignment, we will only be focusing on Domains 1-3/ Standards 1-7
which relate to the lesson plan and observation as an evaluation of teaching
performance for instructional faculty. Domain 4/ Standards 8-9 could only be
assessed over the course of the year as it relates to professional behaviors of
the faculty member.
Part C—Administrator Feedback to Teacher (DUE by Day
4 in MODULE 7)
After observing the lesson and reviewing all
materials/ observational notes, you are going to compile a Summary of Findings
and draw conclusions based on ratings and evidence you provided from the three
(3) Part B submissions evaluating teacher performance for TGR Domains 1-3/
Standards 1-7 from both the lesson materials and observation. You will organize
your findings by using by seven (7) distinct categories given below. Be sure to
label your responses for each category and support your responses to these
guiding questions with the evidence collected form your review (NELP 4.2, 4.3,
4.4, 7.3).
View the teacher video and accompanying
instructional documents by visiting the Achieve the Core (https://achievethecore.org/page/2986/questioning-poetry-troetti).
In this assessment, you will use the TGR rubric to evaluate the lesson
presented by the teacher in the video as you script the actual words of the
teacher. You will also use forms included in the MDE PGS/TGR Observation and
Feedback Guidebook to assess and provide additional information about the
lesson.
CATEGORY
1 ~ Lesson Feedback
1) Based on your review of the video lesson, what
are two instances where the teacher displayed exemplary behavior? Include
evidence/time stamps. What are two instances where the teacher might have
addressed the class more effectively?
2) What probing questions do you have for the
teacher? What things about the lesson do you need the teacher to clarify?
Include evidence/time stamps.
CATEGORY
2 ~ Equitable Access
1) How did this teacher provide equitable access to
educational resources, technologies, and opportunities that support the
educational success and well-being of each student? Where improvements could be
made? Include evidence/ timestamps.

CATEGORY
3 ~ High Quality Practice
1) Based on the quality of this lesson, should this
teacher be placed on a plan of improvement or be provided with a plan of “next
steps” to help a good teacher get even better? Explain your answer with
evidence from your observation.2) Based on the quality of this lesson, what
teacher growth plan should be used for “next steps” to help a good teacher get
even better? Explain your answer with
evidence from your observation.
CATEGORY
4 ~ Behavior and Other Supports
1) How do the lesson, lesson plan, and materials
address or not address cultural, linguistic, learning, and other differences of
students and are they inclusive of all learners? Explain. Cite evidence from
the lesson.
2) How were multiple ways to assess student learning
to address student learning, linguistic, and cultural differences? Cite
evidence from the lesson.
CATEGORY
5 ~ Professional Development
1) What professional learning and/or teacher growth
plan would you suggest for the teacher to improve his/her practice? For each
suggestion, identify what is the focus or target?
2) How would you engage the teacher to continually
reflect on his/her practice?
CATEGORY
6 ~ Collaborative Efforts
1) What short-term and long-term goals would you set
for this teacher?
CATEGORY
7 ~ Assessment of Student Learning
1) What formal and informal assessment strategies
did this teacher use to monitor student progress during instruction? How did
this teacher utilize information gained from these strategies to direct his/her
instruction? Include evidence or timestamps.

Part D—Assignment: Reflection Essay Comparison/
Contrast, Reflection of the TGR Process, & Plan of Action (DUE by Day 7 in
MODULE 7)
Be sure to upload all documentation for Part D in
both CANVAS and Tk20.

Once you complete and submit Part C on Day 4 of
Module 7, Part D will be made available online (on Day 5 of Module 7). You must
have Part C completed by midnight on Day 4 of Module 7 with it uploaded, so you
can complete the PGS Assessment, Part D Assignment.
Analyze the scores that an Experienced Administrator
assigned to this teacher from the document provided on Day 5 of Module 7 (sent
in a class announcement) and compare his/her comments and ratings with those of
your own.
Complete the Part D ASSIGNMENT by uploading all three
(3) parts of the essay as follows:
ESSAY
Part 1: Comparison/ Contrast with the
Experienced Administrator Provide an analysis of
your scores with those of the experienced administrator and: Discuss how your
scores compare for Standards 1-7. . . Discuss how his/her evidence caused you
to change your mind about how you evaluated the teacher and Why. . . , AND. . .
Discuss how he/she saw things that you did not see and explain?
ESSAY
Part 2: Reflection
Provide a thorough reflection of the entire assessment process for
measuring teacher effectiveness and the importance of teacher evaluation with
effective feedback in improving teacher quality and student achievement and the
effect of effective feedback on teacher efficacy and retention.
ESSAY
Part 3: Plan of Action Using the knowledge gained from
research, this assignment, and other course work, provide ways in which you
will work collaboratively with your school faculty and staff to evaluate,
develop, and implement the school’s curriculum, instruction, technology, data
systems, and assessment practices in a coherent, equitable, and systematic
manner. Support your position by citing relevant research and include
references.

1. Distinguish between assigned and
emergent leaders. Give an example of an instance in which you “emerged”
as a leader. Explain how your communication might have facilitated your
emergence as leader.
2. Should there be boundaries between leaders and followers?

3. What are the “Big Five” personality factors?

4. Identify one person for each of the “Big Five” traits. How do the traits serve them in their leadership roles?

5. Which of the leadership traits on Table 2.1 are most helpful to address climate change and world hunger?

Activity 7: Begin Legal and Ethical Analysis (0 points)
Activity Description

NOTE: textbook must be one of the 4 resources used which is:

Fisher, C.B. (2017). Decoding the ethics code: A practical guide for psychologists. SAGE.

Due Week 7

This assignment is composed of 10 brief scenarios that are based on your reading of the text and laws and ethics of psychologists. Culture must be considered in your responses when relevant. You may use outside resources on culture to enhance your responses, along with the course text and ethics code.

You will be required to respond to all scenarios, identifying the legal and ethical issues you see specific to the situations presented and your decision-making process regarding these issues. Justify your decisions by citing the ethics code that supports your reasoning. Assignment must be typed double-spaced, in APA style, and written at graduate level English.

You must integrate the material presented in the text as well as the APA Code of Ethics or other material that you use in your responses. Cite your work according to APA format.

Your response to each scenario must be 1 page

Your total assignment must be 10 pages total plus a title and reference page

For each of the scenarios below:

A. Respond by exploring your countertransference issue(s).

B. State what you decide to do.

C. Justify your decision by citing the text, ethics code or other sources you use (remember to reference all work in APA format)

1. An attorney refers many clients to you for psychological evaluations. A close friend of yours has retained this attorney, who refers your friend to you for a very important psychological evaluation. The attorney tells your friend that you are the “best” and the “best” is needed in this case. You are strongly encouraged by both the attorney and your friend to do the evaluation.

2. You have a Chinese American client who has adjusted a very busy schedule in order to be able to attend therapy sessions. You cancel a session to attend a funeral for a family member. The client becomes irate and demands to be told the reason why you canceled.

3. The partner of a client who you have been treating for severe depression and suicidal ideation sends a letter to you. Should you open and read it?

4. You have worked for several years with an African American man who has a history of rejection by women. He has worked through many issues and finally has a suitable and loving relationship. He is very grateful to you and strongly encourages you to attend the wedding.

a. If you decide not to attend, how would you address this with your client?

b. If you decide to attend, how would you address this with your client and at the wedding?

5. A gay male client has a terminal disease and he has decided to stop treatment and all “heroic” measures. While not mentioning suicide, he has disclosed looking into “options” to alleviate his suffering.

6. You treated a Native American man for alcohol use and abuse several years ago. When you and some friends go to a casino for a weekend, you encounter this person who tells you and your friends that he now has a good job at the casino thanks to the work he has done with you. When you go to check out, you are told that your room and dining expenses have been “comp’d.”

7. A Latina client reports sexual abuse by another therapist. When you encourage her to report this, she indicates that she wants you to do this, as she does not want to get the other therapist in trouble.

8. A fragile female client who believes that she has made great progress would like to enter a training program to become a mental health professional. The client wants you to write a letter supporting her entrance into a training program. You are not sure she is sufficiently mentally healthy to work as a professional.

9. You have a private practice and teach graduate students who are studying to become mental health professionals. You are approached by a student in the last class in the program with a request to begin individual therapy with you.

10. You have worked with a client who is a fellow professional. You both agree that you have much in common. The client has made excellent progress, and has terminated therapy. What should you do when, shortly after treatment has terminated, the client calls and suggests that you purchase season tickets for a series of theatrical performances?

Activity Outcomes
Discuss the importance of training, supervision and consultation
Explore culture and diversity as ethical considerations

For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for a selected health care problem.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Competency 3: Create a satisfying patient experience.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Competency 4: Defend decisions based on the code of ethics for nursing.
Consider ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Preparation
In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.
Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
Note: You are required to complete Assessment 1 before this assessment.
For this assessment:
Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
Document Format and Length
Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.
Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Design patient-centered health interventions and timelines for a selected health care problem.
Address three health care issues.
Design an intervention for each health issue.
Identify three community resources for each health intervention.
Consider ethical decisions in designing patient-centered health interventions.
Consider the practical effects of specific decisions.
Include the ethical questions that generate uncertainty about the decisions you have made.
Identify relevant health policy implications for the coordination and continuum of care.
Cite specific health policy provisions.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Clearly explain the need for changes to the plan.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Use the literature on evaluation as guide to compare learning session content with best practices.
Align teaching sessions to the Healthy People 2030 document.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Additional Requirements
Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.
Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.