Categories
Writers Solution

Embracing Technology and Adaptability Through Change Management

Assignment Overview

Managing Change

Change Management

Rapid technology changes in workplaces can cause stress, prompting employees to resist adopting new tools. This resistance stems from fear of obsolescence, disrupted routines, and perceived tool complexity.

Addressing these anxieties through effective communication and training is crucial for smooth technological transitions.

**Complete Case 4 before SLP 4**

Case 4 Resources

Embracing Technology and Adaptability Through Change Management (2023)Technology Modernization Requires Cultural Change (2023) America’s generational divide doesn’t apply to technology. (2023) Resistance to Change: Workflow Evolution Across Generations (2023) 2023 Work in America Survey (2023)Workplace stress affects most workers despite employers’ efforts (2023)Artificial Intelligence (2023) You may create a free login to access more information.Text: 10.1 Organizational Structures and Design (2023) Text: 10.2 Organizational Change (2023) Text: 10.3 Managing Change (2023)  

Scholarly Readings:

As AI Spreads, Experts Predict the Best and Worst Changes in Digital Life by 2035 (2023) 

Technology Supported Change

Investigate the role of technology (AI, data analytics) in facilitating change. How has technology transformed the landscape of change management in recent years? (1 ½ pages). Research Required.

Technology Resistance and Adoption

Analyze the challenges and advantages of managing a multi-generational workforce in the age of rapid technological change (1 ½ pages). Research Required.

Workplace Stress & Coping Mechanisms

Examine how changes in technology can cause workplace stress. Research how managers and organizations mitigate adverse effects for smooth tech transitions (2 pages). Research Required.All research for this case should have been published within the last two years. 

No quotations are permitted in this paper. Since you are engaging in research, be sure to cite and reference the sources in APA format. NOTE: Failure to use research with accompanying citations to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The paper must be written in the third person. This means words like “I,” “we,” and “you” are not appropriate.

Order from Academic Writers Bay
Categories
Writers Solution

Qualitative variable Date and the quantitative variable Quantity Sold to provide a visualization displaying quantity sold by month

  • Present the key descriptive statistics for the five quantitative variables in a table (quantity sold, advertising expenses, flavor rating, social media posts, and event promotions). The key descriptive statistics include the mean, median, standard deviation, and range.
  • Analyze the TC Ice Cream data to identify trends and patterns for the two flavors you have selected. For each flavor, create the following visualizations.
    • Create a line chart (also known as a trend chart) using the qualitative variable Date and the quantitative variable Quantity Sold to provide a visualization displaying quantity sold by month.
    • Create a line chart (also known as a trend chart) using the qualitative variable Date and the quantitative variable Flavor Rating (average) to provide a visualization displaying flavor rating (average) by year/quarter/month.
    • Create a combo chart using the qualitative variable Date (x-axis) and the quantitative variables: Quantity Sold (clustered column) and Advertising expenditures (line – secondary axis).
    • Create a combo chart using the qualitative variable Date (x-axis) and the quantitative variables: Quantity Sold (clustered column) and total – Social Medial Posts and Event Promotions (line – secondary axis). Hint: create a pivot table variable to sum the social media posts and event promotions.
    • Create a box and whiskers chart using the qualitative variable Quantity Sold. This will help identify any outliers in the quantity sold data.
    • Create a histogram for the quantitative variable Flavor Rating. It is recommended to use the data analysis “add-in” and the analysis tool “Histogram” to create the data for the visualization.
    • WE OFFER THE BEST CUSTOM PAPER WRITING SERVICES. WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU.
    • Assignment status: Qualitative variable Date and the quantitative variable Quantity Sold to provide a visualization displaying quantity sold by month
    • Already Solved By Our Experts
    • (USA, AUS, UK & CA PhD. Writers)
    • CLICK HERE TO GET A PROFESSIONAL WRITER TO WORK ON THIS PAPER AND OTHER SIMILAR PAPERS, GET A NON PLAGIARIZED PAPER FROM OUR EXPERTS
Categories
Writers Solution

Advanced Levels of Clinical Inquiry and Systematic Reviews

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Order from Academic Writers Bay

Categories
Writers Solution

Identify facility standards regarding healthcare documentation (Data Structure, Content, and Information Governance)

You should review the following Practicum Objectives before you begin your practicum.  Meet with your Practicum Director (or designee) as soon as possible, review each one and create a plan so that you have the time to accomplish them.  Each practicum objective should be about 1-page in length and included in your portfolio.  

If you are unable to accomplish any of these objectives due to your facility limitations, please contact your professor and request permission to complete the alternate assignment.  Permission to complete an alternative assignment(s) must be requested prior to week 5 with the maximum completion of 20 onsite hours.  You must get prior approval from your Professor for EACH of the alternative assignments you need to complete. 

1. Identify facility standards regarding healthcare documentation (Data Structure, Content, and Information Governance)

Meet with your Practicum Director (or designee) and inquire about your facility’s documentation standards.  Determine the documentation standards your facility complies with and identify their origin.  These would include Conditions of Participation, Conditions for Coverage, medical staff bylaws, policies and procedures, and state statutes.  Include any documents you obtain as artifacts in your portfolio.

Alternative: N/A

2. Perform 10 chart audits and identify all deficiencies (Health Law and Compliance)

Request from your Practicum Director (or designee) to audit 10 patient records for deficiencies.  You are to use the organization’s chart audit tool.  If they do not have one, use the chart audit form located under ‘files’.  It is recommended to incorporate your ‘predetermined data element’ (from PO #3) in your audits.  Include the chart audits as artifacts in your portfolio and provide a summary of the process.  Ensure you do not include any PHI in your audits.

Alternative:

EHR Go: Understanding TJC’s Tracer Methodology

3. Perform an analysis of one predetermines data element (Informatics, Analytics, and Data Use)

Have a discussion with your Practicum Director (or designee) to identify one quality indicator for analysis.  For example, the selected quality indicator could be a data element such as the number of days after discharge until the physician signed the discharge summary.  Your data element may be an element of the chart audit.  It is recommended that you compile information on your data element while you perform your chart audits (PO #2).  Analyze the information you have gathered and provide a summary.  Your summary should identify what you have learned about the data element.  It should also reference the chart/graph you have created for PO #4.  For example, does the data show the organization is in compliance (remember back to the HIT226 course project), or have you identified a trend (positive or negative), etc.

Alternative:

EHR Go: Implementing Clinical Decision Support

4. Create a chart/graph. (Informatics, Analytics, and Data Use)

Use the results you have gathered on your data element and create a chart or graph.  Your chart or graph should be applicable to the type of data you are displaying and follow the proper guidelines for presenting information.  Your graph/chart should tie directly to your summary in PO #3.

Alternative:

EHR Go: Query:  Basic and Advanced Orientation

5. Perform a summary of data entry (Data Structure, Content, and Information Governance)

Have a discussion with your Practicum Director (or designee) and request to perform data entry into an information system.  It can be any information system with the facility.  For example, release of information, revenue cycle management, coding, chart tracking, index, registry, or transcription.  You may substitute manual data entry in place of electronic data entry.  If you are unable to perform data entry, request to shadow an employee who does.

Identify the system you used and provide a summary of the data entry process.  Your summary should include the type of data you entered (clinical, administrative, or both), potential users of the data (internal and external), and any other pertinent information.

Alternative:

EHR Go: Classification and Terminology Systems

6. Perform an evaluation on facility privacy and security standards (Information Protection)

Evaluate how the facility complies with privacy and security standards.  This evaluation should include pertinent information about your organizational privacy and security safeguards.  This could include policies and procedures, information about the privacy officer, staff education and internal monitoring (see the chapter on Data Privacy and Confidentiality in your Health Information Management Technology: An Applied Approach textbook as a reference).

Alternative:

Create an Authorization for the Use and Disclosure of Protected Health Information for an acute care hospital.

7. Summarize the revenue cycle at your facility (Revenue Cycle Management)

Summarize the revenue cycle at your facility from the moment a patient is registered to the reimbursement of services provided.  Make sure to include the departments, employees and information systems involved as well as external stakeholders. 

Alternative:

EHR Go: UHDDS and the EHR

8. Analyze a Team Meeting (Organizational Management and Leadership)

Meet with your Practicum Director and request to sit in on at least one team meeting.  Summarize the meeting(s) describing who was in attendance, the purpose of the meeting, and the outcome.  Then analyze the meeting in terms of leadership (See the chapter on Leadership in your Health Information Management Technology: An Applied Approach textbook as a reference).  For example, was there an agenda, were the minutes from the previous meeting provided, and were any techniques used to ensure a productive meeting. 

 Alternative:

Create an organizational chart for your practicum facility and/or department.

Remember, your practicum objectives are to be a part of your portfolio.

 Graded aspects Points
1. Identify facility standards regarding healthcare documentation (Data Structure, Content, and Information Governance)20
2. Perform 10 chart audits and identify all deficiencies (Health Law and Compliance)20
3. Perform an analysis of one predetermined data element (Informatics, Analytics, and Data Use)20
4. Create a chart/graph (Informatics, Analytics, and Data Use)20
5. Perform a summary of data entry (Data Structure, Content, and Information Governance)20
6. Perform an evaluation on facility privacy and security standards (Information Protection)20
7. Summarize the revenue cycle at your facility (Revenue Cycle Management)20
8. Analyze a Team Meeting (Organizational Management and Leadership)20
Total160

Order from Academic Writers Bay
Categories
Writers Solution

Tiffani is a 16-year-old heterosexual Caucasian female referred to Teens First after being arrested for prostitution

Post an assessment of the trauma the adolescent has experienced and how that may impact their development. Bearing in mind that environmental concerns have been addressed, utilize your advanced-level skills to identify a modality that is appropriate for the developmental stage. Finally, describe some assumptions and pitfalls of the modality as it relates to the population.  

*This is a Social Work study class

2022 Walden University, LLC. Adapted from Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

Sessions: Case histories. Laureate International Universities Publishing.

Tiffani

Tiffani is a 16-year-old heterosexual Caucasian female referred to Teens First after being arrested for prostitution. Teens First is a court-mandated teen counseling program for adolescent survivors of sexual exploitation and human trafficking. At Teens First, social workers provide a holistic range of services for their clients. Tiffani has been provided room and board in the residential treatment facility and will meet with a social worker to address her multiple needs and concerns. Tiffani has been arrested three times for prostitution in the last 2 years. Right before her most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth and therefore not imprison her. She was mandated to services at the agency, unlike her prior arrests when she had been sent to detention. Tiffani had been living with a man named Donald since she was 14 years old. She had had limited contact with her family members and had not been attending school. She described Donald as her “husband” (although they were not married) and her only friend. During intake, it was noted that Tiffani had multiple bruises and burn marks on her legs and arms. She reported that Donald had slapped her and burned her with cigarettes when he felt she did not behave. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald and some other young women also being trafficked.

Childhood and Early Adolescence During social work sessions, Tiffani gave a rather in-depth description of her childhood. At first, Tiffani provided a family history that was filled with only happy memories. She remembered her life up to age 8 as filled with moments of joy. She remembered going to school, playing with her sister, and her mother and father getting along. As the social worker and Tiffani continued to meet, Tiffani shared what she remembered as a gradual but definitive change in the family dynamics around the time when she turned 8 years old. She remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents along with her uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things,” and putting her back in bed.

2

© 2022 Walden University, LLC. Adapted from Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

Sessions: Case histories. Laureate International Universities Publishing.

Tiffani remembered being woken up by noise several times after that and seeing her father and her uncle passing the pipe between them. Sometimes her mother was there, and sometimes she was not. Often when her mother was not there, Nate would see her and ask her to come over. Her father would ask her to show them the dance that she had learned at school. When Tiffani danced, her father and Nate would laugh and offer her pocket change. Sometimes they were joined by their friend Jimmy. For years, the music and noise downstairs continued, later accompanied by screams and shouting and sounds of people fighting. One morning, Shondra yelled at Robert to “get up and go to work.” Tiffani and Diana saw Robert come out of the bedroom and slap Shondra so hard she was knocked down. Robert then went back into the bedroom. Tiffani also noticed significant changes in her home’s appearance. The home, which was never fancy, was almost always neat and tidy. Tiffani noticed that dust would gather around the house, dishes would pile up in the sink, dirt would remain on the floor, and clothes would go for long periods of time without being washed. Tiffani remembered cleaning her own clothes and making meals for herself and her sister during this period. Sometimes Tiffani and her sister would come downstairs in the morning to find empty beer cans and liquor bottles on the kitchen table along with the pipe. Her parents would be in the bedroom, and Tiffani and her sister would leave the house and go to school by themselves. Tiffani was unclear if her parents were working or how the bills were paid. Often there was not enough food to feed everyone, and she would go to bed hungry. During one session, Tiffani described an incident of sexual abuse. One night she was awoken by her uncle Nate and his friend Jimmy in her room. Her parents were apparently out, and they were the only adults in the home. They asked her if she wanted to come downstairs and show them the new dances she learned at school. Once downstairs, Nate and Jimmy put some music on and started to dance. They asked Tiffani to start dancing with them, which she did. While they were dancing, Jimmy spilled some beer on her. Nate said she had to go to the bathroom to clean up. Nate, Jimmy, and Tiffani all went to the bathroom. Nate asked Tiffani to take her clothes off so she could get in the bath. Tiffani hesitated to do this, but Nate insisted it was okay since he and Jimmy were family. Tiffani eventually relented and began to wash up. Nate would tell her that she missed a spot and would scrub the area with his hands. After this incident, others occurred, with increasing levels of molestation each time. Tiffani felt very bad about this but had difficulty explaining why, even to herself. She was very afraid of everyone in her family except her sister, Diana. She was also afraid that Diana might be subjected to the same thing. The last time it happened, when Tiffani was 14, she pretended to be willing to dance for them, but when she got downstairs, she ran out the front door of the house. Tiffani ran down the block, intending to go to her school because it was one of the few places she felt safe. She said she was barefoot and in her pajamas, and it was very cold. About halfway to her school, a car stopped, and a man inside asked her where she was going. When Tiffani replied that she was going to school, the man said that it was the middle of

3

© 2022 Walden University, LLC. Adapted from Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

Sessions: Case histories. Laureate International Universities Publishing.

the night. Tiffani did not want to tell him the whole story, so she told him that there was trouble at home and she just wanted to go to school early.

Donald

The man introduced himself as Donald and asked her why she did not go to her boyfriend’s house. When Tiffani said she did not have a boyfriend, Donald replied that if she had a boyfriend, she would have somebody to take care of her and keep her safe when these things happened. He then offered to be her boyfriend. Tiffani did not say anything, but when Donald said he’d give her a ride, she agreed and got in the car. Donald took Tiffani to his apartment, explaining that the school would be closed for hours. When they got to his apartment, Donald fed Tiffani and gave her beer, explaining that it would help keep her warm. Tiffani did not like the taste of the beer, but at Donald’s insistence, she drank it. When Tiffani was drunk, Donald began kissing her, and they had sex. Tiffani knew about sex from school and some of her girlfriends, but she had never had it with anyone before. She was grateful to Donald because he had helped her get away from Nate and Jimmy. Donald had also told her that he loved her and they would be together forever. Tiffani was afraid that if she did not have sex, Donald would not let her stay—and she had nowhere else to go. For the next 3 days, Donald brought her food and beer and had sex with her several more times. Donald told Tiffani that she was not allowed to do anything without his permission. This included watching TV, going to the bathroom, taking a shower, and eating and drinking. Donald bought Tiffani a dress, explaining to her that she was going to “find a date” and get men to pay her to have sex with her. When Tiffani said she did not want to do that, Donald hit her several times. Donald explained that if she didn’t do it, he would get her sister, Diana, and make her do it instead. Out of fear for her sister, Tiffani relented and did what Donald told her to do. Tiffani and the social worker talked often about her continued desire to be reunited with Donald. They discussed what Donald represented for Tiffani and why he was such an important part of her life. She often described him as the person who “saved” her and felt she owed much to him. She vividly remembered the fear she felt the nights Nate and Jimmy touched her, and she was convinced they would have raped her that last night if she hadn’t left.

Order from Academic Writers Bay
Edit

Categories
Writers Solution

PRACTICUM PROJECT METHODOLOGY AND EVALUATION JUSTIFICATION

Once you have a Practicum Project topic and objectives, you need to determine how you will execute the project. Breaking it down further, you should decide the  who, what, how, where, and  when associated with each of your Practicum Project objectives. For example, who will make what change, by how much, where, and by when? This methodology will guide the implementation of your project at the practicum site. 

But how will you know whether you have met your objectives? How will you know the impact of your project? Formative evaluation, while the project is in progress, and summative evaluation, at the conclusion of the project, offer different types of feedback and information at different points. Thus, evaluation can offer helpful insight into objective achievement.

Post a description of your proposed Practicum Project. Identify a project methodology that is appropriate for your project and explain why it will be valuable to use. Then select the model you will use during your project and explain why it is appropriate for your project. Next, summarize two theories that relate to your Practicum Project and evaluate their application to your experience.

Explain how you will evaluate your Practicum Project. Specifically, describe a formative evaluation plan and a summative evaluation plan you will use. Detail what the evaluations will measure and what information you can gain from the evaluations. Then, describe any potential ethical issues that may occur as you complete your Practicum Project. Explain how you will avoid or address these issues.

LEARNING RESOURCES

Required Readings

· Jasper, M., Rosser, M., & Mooney, G. P. (2013).  Professional development, reflection, and decision-making in nursing and healthcare. John Wiley and Sons.

· Chapter 4, “Decision-Making in Professional Practice” (pp. 109–135) 

· Office of the National Coordinator. (2017).  Implementing health IT Links to an external site. .  https://www.healthit.gov/topic/safety/implementing-health-it

· Document:  Practicum Project Plan Overview Download Practicum Project Plan Overview (Word document)

Technology Acceptance Model

· Kowitlawakul, Y. (2011).  The Technology Acceptance Model: Predicting nurses’ intention to use telemedicine technology (eICU) Links to an external site. Computers, Informatics, Nursing, 29(7), 411–418.

· Pai, F.-Y., & Huang, K. (2011).  Applying the Technology Acceptance Model to the introduction of healthcare information systems Links to an external site. Technological Forecasting and Social Change, 78(4), 650–660.

· Rippen, H. E., Pan, E. C., Russell, C., Byrne, C. M., & Swift, E. K. (2012).   Organizational framework for health information technology. Links to an external site.  International Journal of Medical Informatics, 82(4), e1–e13.

Diffusion of Innovation

· Barnett, J., Vasileiou, K., Djemil, F., Brooks, L., & Young, T. (2011).  Understanding innovators’ experiences of barriers and facilitators in implementation and diffusion of healthcare service innovations: A qualitative study. Links to an external site. BMC Health Services Research, 11, 342.

· Kaissi, A. (2012).  “Learning” from other industries: Lessons and challenges for health care organizations Links to an external site. Health Care Manager, 31(1), 65–74.

Sociotechnical Theory

· Ancker, J. S., Kern, L. M., Abramson, E., & Kaushal, R. (2012).  The Triangle Model for evaluating the effect of health information technology on healthcare quality and safety Links to an external site. Journal of American Medical Informatics Associations, 19(1), 61–65.

· Currie, L., Sheehan, B., Graham, P., Stetson, P., Cato, K., & Wilcox, A. (2009).  Sociotechnical analysis of a neonatal ICU Links to an external site. Studies In Health Technology and Informatics, (146), 258-262.

· Booth, R. G., Sinclair, B., Brennan, L., & Strudwick, G. (2017).  Developing and implementing a simulated electronic medication administration record for undergraduate nursing education using sociotechnical systems theory to inform practice and curricula. Links to an external site. CIN: Computers Informatics Nursing, 35(3), 131–139. http://dx.doi.org/10.1097/CIN.0000000000000309

· Kaplan, B. (2016).  Evaluation of people, social, and organizational issues—sociotechnical ethnographic evaluation. Links to an external site. Studies in Health Technology & Informatics, 222, 114–124. https://doi.org/10.3233/978-1-61499-635-4-114

· McBride, D. (2018).  Evaluation Links to an external site. . In B. B. Frey (Ed.),  The SAGE encyclopedia of educational research, measurement, and evaluation (p. 624). SAGE.

· Christ, T. J., & Kember, J. (2018).  Formative evaluation Links to an external site. . In B. B. Frey (Ed.),  The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 697–699). SAGE.

· Plotner, A. J. (2018).  Summative evaluation Links to an external site. . In B. B. Frey (Ed.),  The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 1636–1637). SAGE.

Order from Academic Writers Bay

Edit

Categories
Writers Solution

Donovan from “Second Chance Kids

Scenario: You are a juvenile corrections officer tasked with making recommendations to a judge for a juvenile’s entire course of treatment. You can advise on the sanctions they should receive; the components of their correctional treatment; the programs, training, or institutions that should assist them; any alternatives or special conditions to consider; and terms for their aftercare and transition back into the community.

Write a 525- to 700-word correctional dispositional plan for a juvenile.

Choose 1 of the following juveniles to use as an example case study for this week’s assignment:

  • Donovan from “Second Chance Kids” (see this week’s University Library Videos)
  • Rolon from “Second Chance Kids”
  • Shawn from Juvenile Justice
  • Jose from Juvenile Justice
  • Manny from Juvenile Justice
  • Marquese from Juvenile Justice
  • Gina, from the Ch. 11 Critical Thinking Exercises #3 (p. 313)
  • Any of the juveniles from the Week 3 court session videos

Note: If you choose an example with a known correctional plan, do not propose the same plan from the original case study. Make your own recommendations for a different process for the juvenile’s treatment. 

Complete the following in your recommended plan for the juvenile:

  • Summarize the outcome of the adjudication process and the disposition in this case.
  • Describe the treatment of the juvenile in this situation.
  • Explain how law enforcement and the courts might have interacted differently with this person as a juvenile than if he or she had been an adult.
  • Explain the risk factors that need to be considered in the assessment of this juvenile.
  • Explain how the combination of factors considered in this case were connected and influenced the original outcome, if at all.
  • List any additional information you would like to have before considering other correctional treatments for the juvenile.
  • Recommend 2 alternative correctional strategies for this juvenile: 1 that includes a correctional program that exists in your state and 1 other potential option.
  • Explain how you could monitor, measure, report, and support the juvenile’s progress through treatment.
  • Justify your plan with evidence that supports your recommendations.

Format your paper consistent with APA guidelines. Minimum 1 scholarly reference is required. 

Order from Academic Writers Bay
Categories
Writers Solution

The Latino Experience

Paper Exercise: – Reflection on the Course

The Latino Experience

No late papers will be accepted

This is your final paper exercise. Please answer the questions in a one-page essay (exclusive of bibliographical references).  This paper should be type written, single spaced, font size of 12, and normal margins. Make sure to provide proper documentation (quotes, footnotes, examples) for your answer.  Papers will be evaluated on their structure, on their depth of analysis and insight, and on their use of course concepts, readings and film. The more you incorporate the assigned readings, documentaries/films, and lectures to your paper the stronger it will be.

Identify the most significant idea or moment of the class The Latino Experience.

Questions to think about:

– What was the most significant idea you learned in the class The Latino Experience, or what was the most powerful moment of your learning? Why?

– How has your perspective or understanding of the Latinos in the United States been changed, challenged, reinforced, or deepened due to this idea/moment?

– What is one way you intend to use or apply your learning in your future endeavors? Think how you will use your new knowledge as a future professional.

Order from Academic Writers Bay

Categories
Writers Solution

Economics for Business Decisions DBA-815-O500

Please Answer each of the 3 questions with at least 250 words, 2 in text citations and 2 references with page numbers.

Economics for Business Decisions DBA-815-O500

1. Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses.  Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery.  To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction. 

Economics for Business Decisions DBA-815-O500

Which weekly objectives do you have prior knowledge of and to what extent?

Which weekly objectives do you have no prior knowledge of?

What course-related topics would you like to discuss with your instructor and classmates?  What questions or concerns do you have about this course?

2.What is the role of models in economic analysis? How can it be determined if the assumptions underlying the design of an economic model are overly simplified or overly limiting? At what point do the assumptions invalidate the model? Why?

3.The high rates of unemployment and business bankruptcies during the Great Depression of the 1930s caused a dramatic increase in government intervention in the economy of the United States. What was the original intent of this government intervention? What were the most significant microeconomic and macroeconomic effects of this government intervention? Why?

Order from Academic Writers Bay
Categories
Writers Solution

Individual Success Plan

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals. 

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the topic Resources and in the assignment instructions. 

The “Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice. 

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP

Order from Academic Writers Bay