Premium Writing

1. Research the Ethics of Diversity. What does diversity have to do with ethics?
2. Initial Post
Take a position on three insurmountable goods that come from a diverse society.

Based on the video:
Explain, in detail, the issues the client is experiencing. Explain. DO NOT DIAGNOSE. (i.e. What are hearing the client say both explicitly and implicitly.)
Write two (2) open questions YOU would ask the client addressing what you think is the most important issue. (I need the exact wording of the questions.)
Write two (2) closed questions that elicit information you need to know. (I need the exact wording of the questions.)
Write a paraphrase using: “So what I’ve heard you say so far is….” “Am I understanding you?”
What emotions do you think the client is feeling; both explicitly and implicitly?
Explain in detail. (What is making you think that?)
What would be your goals for the client AND how would you help the client reach those goals?
Where are the Child Advocacy Centers (CAC) located in DE? Exact addresses.
Explain, in detail, the purpose, processes, goals, etc. of the CAC. (DO NOT COPY THE SITE WORDING!)

https://www.youtube.com/watch?v=XH2tF8oB3cw

Is Alcohol Use a Disorder?” Your response must demonstrate an understanding of a disorder per definition. Include in your response your thoughts of how society can best address the controversary. Please note there is no right or wrong answer to the question, but rather an academic response based on facts as interpreted by you the student and future treatment professional. Respond in an APA format with at least one journal article to support your position.

Write a paper talking about the Brice family and how different therapist would respond to their problems.

Prioritizing Values – select three to five values that you prize highly and three to five that are of least importance to them. In small groups have students compare their most and least prized values. Discuss what led them to cherish their top three values and to attach less importance to the bottom three. What people and experiences led to or reinforced their values? What influences resulted in the selection of their least prized values?
happiness creativity
initiative respect for others
self-respect understanding
common sense honesty
humility flexibility
responsibility education
scholarly ability family
wisdom independence
perseverance health
respect for authority tolerance
satisfying religious life kindness
physical competence hard work
autonomy sense of humor
openness love of humanity
ability to change playfulness
Professional Titles – In your small group on the discussion board, please list as many different aspects of an early childhood educator’s job you can name and then these functions with the professional titles that apply. For example:
Creating an environment that is free from harm-All of us
Providing minor first aid – nurse
Taking care of classroom pets – zookeeper
Preparing snacks – chef
Creating a Developmentally Appropriate Physical Environment-Interior Design & Architecture

For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Slides are easy to read and error free. Detailed speaker notes are provided.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
Scenario
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
Part 1: Organizational or Patient Issue.
What is the issue that you are trying to solve or improve?
Why should the audience care about solving it?
Part 2: Relevance of an Interdisciplinary Team Approach.
Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
How will it help to achieve improved outcomes or reach a goal?
Part 3: Interdisciplinary Plan Summary.
What is the objective?
How likely is it to work?
What will the interdisciplinary team do?
Part 4: Implementation and Resource Management.
How could the plan be implemented to ensure effective use of resources?
How could the plan be managed to ensure that resources were not wasted?
How does the plan justify the resource expenditure?
Part 5: Evaluation.
What would a successful outcome of the project look like?
What are the criteria that could be used to measure that success?
How could this be used to show the degree of success?
Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.
Additional Requirements
Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

Write an essay on the influence patient education has in health care using the experiences of a patient.
Interview a friend or family member about that person’s experiences with the health care system. You may develop
your own list of questions.
Suggested interview questions:
Did a patient education representative give you instructions on how to care for yourself after your illness or operation? Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?
Who assisted you at home after your illness or operation?
Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?

Write an essay based on a historical event of any era that provides a compelling account of the event using descriptive vocabulary, vivid imagery, and simile and metaphor that engage the reader.
Rough Draft Requirements:
MLA format
4-5 double-spaced pages
Must be based on an actual event

Introduction (Use the title of your paper for the header)

Introduce the topic and the question(s) that guide the review/synthesis
Provide an appropriate background and context (establishes your point of view/reason for conducting the review/synthesis)
Forecast key topics
Describe how you found sources and analyzed them for inclusion
Body

The sections (subheadings) for the body of your paper will come from your synthesis matrix. The Purdue Owl website provides the following suggestions for the body of your paper.

Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole

Critically Evaluate: Mention the strengths and weaknesses of your sources
Write in well-structured paragraphs: Use transition words and topic sentences to draw connections, comparisons, and contrasts.

Use:
Carpenter, T. P., Fennema,
E., & Franke, M. L. (1996). Cognitively Guided Instruction: A Knowledge
Base for Reform in Primary Mathematics Instruction. The Elementary School
Journal, 97(1), 3–20. https://doi.org/10.1086/461846

Carpenter, T. P., Carpenter, T. P., Fennema, E., Franke, M.
L., Levi, L., & Empson, S. B. (2015). Children’s mathematics: Cognitively
guided instruction. Portsmouth, NH,: Heinemann.

Carpenter, T. P., Franke,
M. L., Johnson, N. C., Turrou, A. C., & Wager, A. A. (2017). Young
children’s mathematics: cognitively guided instruction in early childhood
education. Heinemann.
Chambers, D. L. (1994).
Promising Research, Programs, and Projects: Cognitively Guided Instruction. Teaching
Children Mathematics, 1(2), 116.
https://doi.org/10.5951/tcm.1.2.0116

https://learn.teachingchannel.com/video/classroom-management-during-centers
(Links to an external site.)
Field Log Assignment – RED4150
For the following information, you may use the video(s) you observed if those were substituted for field.
Put a bulleted list of everything you observed or did in or for your field placement for RED 4150.
identify one (1) great idea from the field (related to literacy) that you want to be sure to remember. Describe the idea in a well-developed paragraph and why you want to remember it (for example — How does the idea support literacy development?)
write a well-developed paragraph in which you reflect about how your experience in field this day informs your thinking about teaching reading (professional development).
The following video can be watched to replace field hours. You do have to create a log in with an email to watch 3 free videos. You can use the following 2 questions and answers here are to direct your attention to some details in the video, as well as the feedback from the expert to Mr. Berger to guide your thinking for your field log responses.
Managing Transitions during Centers
How does kindergarten teacher Ryan Berger use lights and a song to transition between centers?The lights are a signal to the students to stop their center and listen because it is time for transition- this is a way for students know automatically stop what they are doing because they actually can see the lights go out; the song is a way for students to think about what they are learning and a way to remember what is special about each coin.
Notice how Mr. Berger repeats instructions prior to the transition How is content addressed during transitions to make the most use of time? He tells the students before transition so that they are able to hear it each time before they move and know what they are expecterd to do and where to be for the next center. He then does not have students asking what they should be doing.
https://learn.teachingchannel.com/video/classroom-management-during-centers