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What do you perceive to be the most significant drug problem in your community

  • What do you perceive to be the most significant drug problem in your community? What does the research say? What resources are available for individuals with substance use disorders?

where i live its brentwood ny 

Brentwood and other parts of Suffolk County have been impacted by opioids, such as prescription pain medication and heroin.

300 words and cited please

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  • What do you perceive to be the most significant drug problem in your community
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    Describe a community to which you belong – give a rich description of the community


    Essay – describing a community you belong to and identifying an issue for change.
    30%
    Length = 1,000
    Curriculum = Essay
    The details of the assignment are as follows:

    1. Describe a community to which you belong – give a rich description of the community. You should refer to definitions of community discussed in class and in your reading – for example in Ife (2016) chapter 5, pp100-108, and/or Kenny (2011) chapter 2, pp44-53. How does your community reflect the characteristics described in the readings? (About 400 words)
      Approachin Change.pptx
      CLIPS.pptx
      Values and CD.pptx
    2. Identify an issue in your community that could be improved and make the community better. Think about this issue in terms of social justice (i.e fairness, equity, participation – see for example Kenny (2011) p24.). In other words, is there some way in which the community might be a little unfair/unequal for some of the members? (About 400words)
    3. How could your community be better? What needs to change? How could this issue be changed? (What structures, relationships, processes etc could be addressed?) (About 200 words)
      The overriding focus of this assignment is based on you knowing your community well – its strengths and issues, being able to identify an issue for change and being able to describe that change in terms of increased fairness and equity.
      Preferred Community = Riverwood Community

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    Setting the Stage for Community Health Nursing

    1. Read the Case Study below and post answers.
    2. Answers must: 
      • Be 100 words or more
      • APA Format
      • References are cited (if necessary)

    Case Study
    Setting the Stage for Community Health Nursing

    At the community health care agency, the assigned nurse reviews with the assigned student the conceptual foundations and core functions of community health practice that are integrated into the various roles and settings of community health nursing. After working at the agency for the day, the student has to prepare an oral report to present to the class the next day.

    1. What are the three core public health functions that are basic to community health nursing?
    2. There are seven different roles of the community health nurse. What are the seven different roles of the community health nurse?
    3. The role of manager is a critical role for the community health nurse. What is involved in the role of manager within the framework of public health nursing functions?
    4. There are seven settings in which community health nurses practice. What are the seven settings and provide a brief description of the settings in which community health nurses practice?

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    Evidence-Based Practice and Ethics in Community Health Nursing

    1. Click and read the Case Study below and post answers.
    2. Answers must: 
      • Be 100 words or more
      • APA FORMAT
      • References are cited (if necessary)

    Case Study

    Chapter 4

    Evidence-Based Practice and Ethics in Community Health Nursing

    The student nurse starts the day with the community health nurse with a discussion about the implementation of evidence-based practice. The nurse reviews with the student the importance of including appropriate research and evidence-based practice principles each day during the daily visits. The community health nurse emphasizes the importance of looking at one’s own values since the student nurse will encounter various individuals in the community health setting. The community health nurse asks the student nurse to review the key human values that influence a client’s health.

    1. The community health nurse asks the student nurse to explain what is involved in evidence-based practice. What are the necessary steps in the process of evidence-based practice that the nurse should include in the discussion with the community health nurse?
    2. What does implementation of evidence-based practice enable the community health nurse to do in the community?
    3. Research has what significant impact on community health and nursing practice?
    4. Values and ethical principles strongly influence community health nursing practice and ethical decision-making. What function do values hold in clinical practice in the community health setting?
    5. What three human values influence client health that the community health nurse must consider?

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    Callie Sanchelli, community pertaining to criminal organizations

    #1 Callie Sanchelli

    I don’t believe there is any issues within my community pertaining to criminal organizations, I don’t believe there is a need for one or multiple in my community, I live in such a small town that there really wouldn’t be any reason to have a criminal organization. With such a small population where everyone minds their own business, I don’t think there is any need of concern for having criminal organizations happening around us. I believe my perception is very closely aligned with reality, I trust that if things like criminal organizations within my community were happening that I would hear about it, that it would be put in town newsletters or have the police speak on the matter. A misconception that may lead to an inaccurate perception would be that criminal organizations need to be this elaborate group always creating issues and committing crimes within the community and that potentially the size of a population may not matter at all. Along with that misconception would be that these organizations are robbing and stealing from community members and businesses that they are a more prominent negative means within the community and is well known for their destruction.

    PLEASE WRITE 150 TO 200 WORD COUNT FOR EACH STUDENT AND PLACE THEIR NAME BY EACH ONE. ALSO MAKE SURE YOU REFERENCE YOUR WORK THANKS…

    STUDENT REPLIES

    STUDENT REPLY #2 William Kellogg

    ANSWER 1:

    Well I guess, it is a problem in my community because many people live in fear that they will be robbed, they will be threatened if they do something against the gang’s rules etc. and I have seen such extreme measures taken by the gang’s just because people did something which was against their favor, and apart from that police is also involved in these type of crimes and we, the people cannot do anything.

    ANSWER 2:

    It is very high because we should be pro-active and accurate too because the gangs are very dangerous, and it would have been less if the police will not be involved in these crimes and that’s what I am worried about the most.

    ANSWER 3:

    Well, there are some myths and misconceptions. Those myths and misconceptions which might lead to inaccurate perceptions of criminal organizations in my community are as follows:

    They will kill EVERYONE.

    They will rob you every time when they see you

    Some criminal gangs actually work for the welfare of their community which is a great thing but sometimes they forget the laws and takes extreme measures. The reason behind that is whenever people have power in their hands, they think that they are indefeasible and took the wrong turns

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    Support community participation and social inclusion

     Certificate IV in Leisure and Health (Release 2)E1320
    CHCDIS003 – Support community participation and social inclusion
    CHCDIS001 – Contribute to ongoing skills development using a strengths-based approach
    Case study

    All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.
    © Open Colleges Pty Ltd, 2019
    All rights reserved. No part of the material protected by this copyright may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.
    Requests for permission to make copies of any part of the work should be mailed to: Copyright Permissions, Open Colleges, PO Box 1568, Strawberry Hills NSW 2012.

    Instructions
    To help Open Colleges manage your assessment, please use the following file-naming convention when you save your Microsoft Word document. Your file should be named and saved to your computer hard drive using your:
    [Student number]_ [assessment] _ [assessment number].docx
    For example:
    12345678_21850a_01.docx
    Assessment submission
    Prior to submitting your assessment ensure that your Name and Student ID are included on the front cover page as well as the footer of each page. If this is not included the assessment may be returned to you for authentication.
    When you are ready to submit your assessment, upload the file to OpenSpace using the Assessment Upload links in the relevant module of your course. The Student Lounge provides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments to OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading on your assessment.
    It is important that you keep a copy of all electronic and hardcopy assessments submitted to Open Colleges.
    If there is a video or audio recording as part of this assessment you must have an introductory statement stating your name, student ID, Qualification and assessment number, along with the task or question you are responding to.
    Competency details
    CHCDIS003 Support community participation and social inclusion
    This unit applies to workers who are required to assist with supporting clients with disability in community participation and social inclusion using a person-centred approach. This involves enabling clients to make choices to maximise their participation in various community setting, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the client’s needs and preferences.
    CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.
    This unit applies to workers who are required to assist with supporting the ongoing skill development of clients with disability. It involves following and contributing to an established individual plan and using a positive, strengths-based approach.
    Introduction
    This document is Assessment 3 of the three assessments you are required to complete, together with structured workplace learning, CHCDIS003 Support community participation and social inclusion and CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.
    This assessment is designed to gather evidence of competence, specifically to:
    • Identify opportunities for community participation and social inclusion
    • Implement strategies for community participation and inclusion according to the individualised plan
    • Identify, address and monitor barriers to community participation and social inclusion
    • Contribute to skills assessment
    • Assist with ongoing skills development according to individualised plan
    • Support incidental learning opportunities to enhance skills development
    Assessment 3
    Description
    35131/03 Case study
    Checklist
    You must complete and submit the following:
    Assessment 3
    Question 1 (a – e) 0
    Question 2 (a – d) 0
    Question 3 (a – d) 0
    Question 4 (a – b) 0
    Question 5 (a – b) 0
    Ensure your name and student Id are on the front page and in the footer of each page. 0
    Assessment 3 – Demonstrate your knowledge
    Question 1
    Read the below case study and answer the following questions drawing from the learning in your module.
    Emma, female, 47 years, and originally from Denmark.
    Emma has progressive multiple sclerosis and uses an electric wheelchair for mobility. She is unmarried and doesn’t have children. Most of her family is based in Denmark, but she has a brother who lives in NZ who visits often. Emma’s multiple sclerosis has progressed over time and this has limited Emma’s life. Some effects are:
    • Emma would like to go to NZ to visit her brother but is unsure how this might work given her level of support requirements.
    • Emma used to have a wide social circle and had an active social life in cafes and restaurants. It is more difficult for Emma to access the community on her own now, so she has less opportunities to catch up with her friends.
    • Emma had a friend who spoke Danish, but her friend moved away. Emma misses the opportunity to speak Danish. She also misses Danish food her friend would bring her.
    • Emma used to attend a Roman Catholic church with her Danish friend, who supported her. She attends infrequently now that her friend has moved away.
    • Emma is reliant on community supports provided by CareShore to enable her to continue living in her own home, including personal care, transport, domestic support and meal preparation.
    1a. Suggest at least one way that you could collaborate and communicate with Emma on how to overcome any barriers and empower her to make her own decisions. How would you involve your supervisor in this process? (approx. 50-100 words)
    1b. Identify three (3) of Emma’s barriers to community participation and social inclusion. (approx. 20-50 words)
    Barrier to participation & inclusion
    Example:
    Emma is reliant on transport from CareShore to get around and access the community.
    1)
    2)
    3)
    1c. As Emma’s recreational worker, you need to assist Emma to find ways to overcome these barriers. (approx. 20-50 words)
    Write down two (2) questions you could ask Emma to help her find solutions to be reliant on transport from CareShore to get around and access the community. Explain how Emma’s situation relates to the social model of disability.
    Questions to ask to help Emma find solutions to this barrier How Emma’s situation relates to the social model of disability
    Example:
    ‘Emma, if you wanted to go into town on your own, without using the CareShore bus, how do you think you could go about doing this?”
    Person centred
    1)
    2)
    1d. For Emma’s goal of visiting her brother in New Zealand, Emma has stated that she’d like to do some research about how to get there and places she could visit while there. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. An example has been done for you. (approx. 20-50 words)
    Example:
    I could ask if Emma would like to go to the local travel agent and if she would like to me to accompany her.
    1)
    2)
    1e. For Emma’s goal of attending church more frequently, Emma has stated that she’d like to find some local Roman Catholic churches and visit them. Identify two (2) ways you could assist Emma to do this, while allowing Emma to make her own choices. (approx. 20-50 words)
    1)
    2)
    Question 2
    Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
    Scenario:
    Emma wanted to plan a holiday to NZ to visit her brother, however things are not going well. The travel agent is not supportive of Emma going on the plane and starts asking questions and making statements to discourage Emma. The support worker attempts to advocate for Emma however the travel agent is not changing their attitude.
    Another goal Emma had was to attend the women’s group at church. A woman from church comes to Emma’s home, picks her up and takes her to the group, takes care of her while she is there, and takes her home afterwards. Emma actively participates in the activities the women do to raise money for charity. She feels purposeful and a part of society.
    2a. Emma has been devalued by the travel agent. Explain how being devalued in society might make Emma feel. (20-50 words)
    2b. Imagine you are the support worker assisting Emma at the travel agent. Emma is angry at how she has been treated. How can you assist her to voice her anger at her treatment? (20-50 words)
    2c. What would you do if you were the recreational worker and Emma has become extremely distressed by her treatment at the travel agent? (20-50 words for each)
    Provide an explanation for this situation and include the following:
    • What are your limititations?
    • How would you recognise your own or potential limitations?
    • What you would do in this situation?
    • What advice would you seek, if any?
    • How would you seek advice?
    • Who would you seek advice from?
    What are your limititations?

    How would you recognise your own or potential limitations? •
    What you would do in this situation?
    What advice would you seek, if any?
    Who would you seek advice from?

    How would you seek advice?

    2d. Emma has been treated as an active citizen who has a right to participate in society while at church group, but not at the travel agency. What would active citizenship look like for Emma at the travel agent? (20-50 words)
    Question 3
    Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
    Scenario:
    Preparation: Emma has made friends with her neighbour and the two have agreed to go to a local café once a week together. A skill building plan has been developed by Emma (with the assistance of her support worker). Emma has begun to get tired more these days and finds it harder to think and to problem solve. The outing therefore is well planned to make it as easy as possible. The support worker assists Emma by organising her purse so that the money is easy to access, and to put the purse in her electric wheelchair where Emma can reach it, but where it is still safe. Julie goes with Emma to show her the way from her home to get to the café. She assists Emma to locate the most accessible seat in the café, which is conveniently located, is out of the way of people walking, and is easily accessible with a ramp that blends in well with the rest of the café.
    The Outing: When the neighbour arrives, Julie assists with the conversation so that the neighbour can understand Emma’s impaired speech. Once the neighbour begins to understand Emma’s speech independently, Julie stops providing social support, and only contributes to the conversation if asked a question. While observing the conversation, Julie makes mental notes on Emma’s skills and competencies. During the outing, Julie maintains a quiet distance and observes in a non-obtrusive manner.
    Completing the Outing: When it was time to leave, Julie did not assist with the payment, but allowed Emma to be independent with paying. Emma went to pay the bill and the wait staff asked if the bill was separate or together. Emma looked at the support worker for support. Julie told Emma that the wait staff were asking if Emma was paying for just herself or for her neighbour also. Emma then turned to the wait staff and said, “Just me.” And then paid her bill.
    Going home: On the way home, Julie asked Emma to see if she remembered the way home. Julie mostly observes and gave support only when Emma went to go the wrong way. Julie pointed out landmarks along the street to support Emma to know the right way.
    Reviewing: When they got home, Julie asked Emma how she thought it went. They had a discussion and Julie took on board Emma’s comments, and they agreed how they might improve the outing for next time. Julie thanked Emma for a nice day and left. In the car, Julie completed her case notes by logging onto CareShore’s intranet from her telephone and making electronic notes. She also called her supervisor to let her know how the outing went and to get permission to make changes for next time, as requested by Emma.
    3a. Describe how Julie did the following: (10-50 words for each section)
    Planned the outing with Emma to make it as successful as possible.

    Observed and interacted with Emma in a respectful manner

    Used strategies to create independence and develop skills for Emma

    Withdrew support to encourage experiential learning

    Assisted Emma to identify how things went with the outing and how to improve things

    Observed Emma’s competencies and skills and made a record of the outing

    Monitored Emma’s strategies to determine their effectiveness and how engaged Emma is, in consultation with a supervisor
    3b. What assessment processes might the organisation have gone through to assess Emma’s support needs to go to the café? How you would explain your limitations to Emma? (20-50 words)
    Assessment process for Emma’s support needs
    Your limitations to Emma
    3c. Describe how the café supported Emma’s rights to access and equity. (20-50 words)
    3d. While at the café, what might have been some opportunities for incidental learning? (20-50 words)
    Question 4
    Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
    Scenario:
    Emma is gaining confidence with attending the café with her neighbour. She has requested to go to the outing on her own, without any support worker assistance. Julie calls her supervisor to discuss the situation. She tells her supervisor that Emma is very good now at the café with all of the things that need to be done, but every now and again when she is tired, still loses track of the way home and can go the wrong way. Julie reads back on her notes from each visit to discuss with the supervisor.
    4a. Describe the conflict between a support worker’s duty of care, and the client’s right to dignity of risk, and how you would consult your supervisor, as seen in this case study. (20-50 words)

    4b. Read the United Nations Conventions on Rights of Persons with Disabilities, which can be accessed at the following link: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.htm
    In your own words, provide a summary of what the document is about. (20-50 words)
    Question 5
    Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
    Ji-yoon, 7 years old.

    Ji-yoon was born with Cerebral Palsy. She has severe impairment of her motor movements and uses a wheelchair for mobility. She has some learning difficulties (but these are mild) with good language development. Her English skills are good. Recurrent seizures are a part of Ji-yoon’s life as she also has Epilepsy.
    5a. Do some research on special services that could support Ji-Yoon, a child with a disability, in the community. Complete the information below on what you have found. (approx. 20-50 words)
    The name of the service:
    Contact details:
    What the service does:
    5b. Once again access the United Nations Conventions on Rights of Persons with Disabilities, in your own words, provide a short summary on what it says about children with disabilities – Article 7. (20-50 words

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    Support community participation and social inclusion

     CHC43415 Certificate IV in Leisure and Health (Release 2)E1320
    CHCDIS003 – Support community participation and social inclusion
    CHCDIS001 – Contribute to ongoing skills development using a strengths-based approach
    Written assessment
    Student name: XXXXXX
    Student number: XXXXXX
    Assessment number: 35131/02
    All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalised. Use of a term in this text should not be regarded as affecting the validity of any trademark or service mark.
    © Open Colleges Pty Ltd, 2019
    All rights reserved. No part of the material protected by this copyright may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.
    Requests for permission to make copies of any part of the work should be mailed to: Copyright Permissions, Open Colleges, PO Box 1568, Strawberry Hills NSW 2012.
    Instructions
    To help Open Colleges manage your assessment, please use the following file-naming convention when you save your Microsoft Word document. Your file should be named and saved to your computer hard drive using your:
    [Student number]_ [assessment] _ [assessment number].docx
    For example:
    12345678_21850a_01.docx
    Assessment submission
    Prior to submitting your assessment ensure that your Name and Student ID are included on the front cover page as well as the footer of each page. If this is not included the assessment may be returned to you for authentication.
    When you are ready to submit your assessment, upload the file to OpenSpace using the Assessment Upload links in the relevant module of your course. The Student Lounge provides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments to OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading on your assessment.
    It is important that you keep a copy of all electronic and hardcopy assessments submitted to Open Colleges.
    If there is a video or audio recording as part of this assessment you must have an introductory statement stating your name, student ID, Qualification and assessment number, along with the task or question you are responding to.
    Competency details
    CHCDIS003 Support community participation and social inclusion
    This unit applies to workers who are required to assist with supporting clients with disability in community participation and social inclusion using a person-centred approach. This involves enabling clients to make choices to maximise their participation in various community setting, functions and activities to enhance psychosocial well-being and lifestyle in accordance with the client’s needs and preferences.
    CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.
    This unit applies to workers who are required to assist with supporting the ongoing skill development of clients with disability. It involves following and contributing to an established individual plan and using a positive, strengths-based approach.
    Introduction
    This document is Assessment 2 of the three (3) assessments you are required to complete, together with structured workplace learning, CHCDIS003 Support community participation and social inclusion and CHCDIS001 Contribute to ongoing skills development using a strengths-based approach.
    This assessment is designed to gather evidence of competence, specifically to:
    • Identify opportunities for community participation and social inclusion
    • Implement strategies for community participation and inclusion according to the individualised plan
    • Identify, address and monitor barriers to community participation and social inclusion
    • Contribute to skills assessment
    • Assist with ongoing skills development according to individualised plan
    • Support incidental learning opportunities to enhance skills development
    Assessment 2
    Description
    35131/02 Written assessment
    Checklist
    You must complete and submit the following:
    Assessment 2
    Question 1 (a – e) 0
    Question 2 (a – d) 0
    Question 3 (a – f) 0
    Ensure your name and student Id are on the front page and in the footer of each page. 0
    Assessment 2 – Demonstrate your knowledge
    Question 1
    Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
    Peter, 55 years, from a metropolitan city.
    Peter had a fall from his roof and sustained paraplegia and an acquired brain injury. Since his accident Peter has had some further difficulties. He will go into the community on his own in his wheelchair and get lost. He has become prone to aggressive outbursts when he gets frustrated at not being able to do things he once did. His wife, Sue, who had been the primary carer, felt unable to cope any more on her own and arranged for Peter to live in a Supported Living home managed by CareShore. Peter’s dream is to get back into the workforce in some capacity, to play basketball as he once did, to manage his emotions, to access the community independently and not get lost, and to ultimately live back in his home with his wife.
    1a. Imagine you are Peter’s support worker and are assisting Peter to identify some of his skills building and community participation goals. What might these be?
    List a minimum of three (3) goals. (20-50 words)
    1)
    2)
    3)
    1b. Imagine you are working with Peter to identify some services and networks in the community for a person with Peter’s needs and interests. Conduct some research on at least two (2) services in your state that would be of benefit to Peter and complete the required information in the table below.
    Service 1 Service 2
    The name of the service
    Contact details
    What the service does
    1c. How would you help Peter to identify any further interests, abilities and requirements regarding Peter’s community participation and skills building? (20-50 words)
    .
    1d. Peter may or may not be interested in doing the activities you have identified. How would you present these different options to Peter for him to make decisions? (20-50 words)
    1e. Explain why it is important to involve Peter’s wife in your planning. (20-50 words)
    Question 2
    Read the below case study and answer the following questions drawing from the learning in your module. You are required to answer all the questions based upon the scenario below.
    Scenario:
    Peter has agreed to have a planning meeting around his activity citizenship and community participation needs and to formally agree upon some goals. Peter’s wife attended the planning meeting also and is supportive of his choices and keen to assist where she can.
    2a. Prior to a formal planning meeting occurring, identify what kind of assessment the following professionals may conduct with Peter.
    Professional What kind of assessment might they conduct with Peter?
    Psychologist
    Occupational therapist
    Speech pathologist
    Physiotherapist
    2b. Why is it important for Peter to choose goals that not only teach him new skills, but that also provide enjoyment? (20-50 words)
    2c. In this instance Peter has been able to clearly identify what goals he would like to achieve.
    i. How might you support Peter if he was having difficulty identifying his goals for skills building and community participation? List a minimum of three (3) strategies.
    ii. How could you assist Peter to access his goals once they have been identified? (20-50 words)
    How might you support Peter if he was having difficulty identifying his goals for skills building and community participation?
    List a minimum of three (3) strategies. 1)
    2)
    3)
    How could you assist Peter to access his goals once they have been identified?
    List a minimum of one strategy. (20-50 words)
    2d. As Peter’s support worker, you have worked collaboratively with him and your supervisor to identify some goals he’d like to work towards. On the next page Peter’s goals have been put into the table. As his support worker, you will assist Peter to plan and achieve his goals. Think about possible ways this can happen. You will need to Include Peter’s wife, as an appropriate support person to enable Peter to achieve his goals.
    In the column labelled ‘What resources do you need?’, ensure to list ideas for the following resources.
    i. transport
    ii. staff support
    iii. finances
    iv. mobility aids
    v. any other resources to assist with skills building and Peter’s community participation.
    You will need to be creative with some details to complete the form.
    Remember that as a support worker, you won’t be simply giving these ideas to Peter, but you’ll be asking Peter questions to assist him in developing his own plan and his own way to achieve his goals. This planning sheet just acts as a prompt for you when you talk to Peter.
    Client name Peter Simms Attendees of the meeting Peter Simms, Lorna Simms (Peter’s wife, Sue), Support worker
    Date 16/04/2019
    Community Access Goal How will you achieve it? Who will implement it? What resources do you need? What is the timeframe?
    Developing a skill:
    Peter would like to join a local wheelchair basketball team.
    Community participation:
    Peter would like to meet his wife and friends at the local RSL, travelling to and from the RSL independently.
    Developing a skill:
    Peter would like to re-learn some of the work skills he used to use in his profession, starting with how to type efficiently on a keyboard.
    Question 3
    Answer the questions below which follow on from Peter and his skills building goal in active citizenship.
    3a. Select a skill building goal from the table in question 2. Use the template below to create a skill building program for Peter to learn this skill.
    Client name Peter Simms
    Skill to be developed
    Resources/ equipment required
    How the skill will be taught?
    Reinforcers to encourage the person to do the task
    Strategies for prompting and then fading the prompting
    Techniques to encourage generalisation
    Once the skill is learnt, how it will be maintained
    Incidental learning opportunities
    When the plan will be reviewed
    Resources to complement strengths
    3b. In the table there are some methods of monitoring whether skills building goals or community participation goals are being achieved or not. For each section of the table, briefly describe why each is important.
    Monitoring skills building and community participation goals: Why this is important?
    (50 words for each)
    Getting feedback from the person with disability.
    Seeking feedback from family and/or carers.
    Seeking feedback from colleagues.
    Getting feedback from supervisors.
    Monitor level of engagement from the individual (in consultation with supervisor)
    Regularly review strategies for skills building and community participation with the person with disability.
    Regularly review strategies for skills building and community participation with supervisor.
    Monitor success of strategies to address barriers (in consultation with supervisor)
    3c. Imagine that your skills building program is going very well and Peter is learning the goal faster and better than expected.
    Write a short script on how you would encourage Peter to choose a further goal to extend himself even more. (50-100 words)
    3d. You are experiencing difficulties implementing the activities in the skill building program.
    It will be necessary to discuss these challenges with Peter and his wife.
    Write a short script on how you would give constructive feedback in an appropriate and respectful manner. (50-100 words)
    3e. Outline why you need to follow CareShore’s documentation and reporting requirements when recording your support with Peter. (50-100 words)
    3f. If at some point Peter decided he no longer wanted his wife involved or wanted her to be informed of how things were going, would the support worker adhere to this right to confidentiality, or would they continue to involve his wife, as they have a responsibility to include family as much as possible?
    Explain your answer. (20-50 words)

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    Nurses as Change Agents in the Community

     Discussion

    Discussion Question – A reference and citation are required. 

    Nurses as Change Agents in the Community

    In the chapter, “How Community-Based Organizations Are Addressing Nursing’s Role in Transforming Health Care,” the authors describe the community as the focus of advocacy action for change. They list a series of questions that help community teams develop organizing principles to guide their interventions, and the aim is to attack social determinants of health to make community change. Suppose a community team identifies lack of access to exercise modalities as a public health issue. If the team were to determine that pedestrian walkways need to be constructed:

    • Discuss at least two factors that would facilitate the development of the walkways.
    • Discuss at least two factors that would hinder the development of the walkways.
      • Include in your discussions ways that the team might work to overcome those hindrances.

    Textbook Information

    Mason, D. J., Dickson, E. L., Perez, G. A., & McLemore, A. R. (Eds). (2020). Policy & politics in nursing and health care (8th ed.). Elsevier. ISBN: 9780323554985.

    From your course textbook, Policy & Politics in Nursing and Health Care, read the following chapters:

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    Case Study- Community Development principles and practices in action

     Assessment BriefProgram Bachelor of Applied Social Science
    Subject Community development
    Name of assessment Assessment 3: Written academic case study
    Length 2500 words
    Learning outcomes addressed
    by this assessment: A, B, C, D, E
    Submission Date: End of week 10, Sunday 11.55 pm
    Assessment brief summary:
    Research and choose an example of Community Development today. Use
    this example to identify, theoretically articulate & analyse as an Academic
    Case Study- Community Development principles and practices in action.
    Identify- the community of focus, the principles, power roles & alliances,
    networking, leadership/team skills, educational initiatives, “positioning”,
    development of communication / research / development skills:- as well as
    using public awareness groups and initiatives etc. Identify evidence of the
    underpinning social justice ethos in their work, and the range of values,
    skills, and insights drawn from social theory, and academic disciplines/ and
    models of practice. Demonstrate the efficacy of their sustainability
    principles and practices.
    Total marks 50
    Weighting 50%
    Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total
    mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
    Please note: you must attempt all tasks in a subject to be eligible to pass the subject.
    More information, please refer to the Academic Progression Policy on http://www.think.edu.au/about‐think/think‐
    quality/our‐policies.
    WEL301A – AB3, Case Study Page 2
    Assessment Description:
    Community development workers draw on values underpinning an ethos of social justice. In their
    work, workers employ a range of values, skills, insights drawn from social theories and academic
    disciplines, and models of practice. Summarise these core Community Development Characteristics –
    and then use examples in your case study ‐ to critically justify and discuss‐ how it is an example of
    Community Development core principles and practices.
    Include a critical evaluation of the community development project or initiative as theoretical content
    from sections 7‐9/10. Provide a clear academic analysis of the case study, study. Some of the topical
    points to consider include:
     Principles of social justice, equitability, inclusiveness
     Power and empowerment
     Social, ecological and economic sustainability
     Broader social, political, historical and economic contexts
     Stages of community development used in the project
     Skills employed by community developers
     Project’s effects, outcomes. Project evaluation
     Theories of community development which might help to explain the community development
    approach employed by the project/ initiative described in the case study.

    Marking Criteria:
    Max. in
    category Your
    points
    Answering the question and responding to the topic 30
    Links to theories and concepts 10
    Number and choice of appropriate references 4
    Word count, readability, and structure 3
    In-text references and reference list, accuracy and use of
    correct referencing style 3
    Total: 50
    Comments:

    WEL301A – AB3, Case Study Page 3
    What we want to see:
    The work must be fully referenced with in-text citations and a reference list at the end. We
    recommend you work with your Academic Writing Guide to ensure that you reference correctly. You
    will find a link to this document on the main page of every unit, under the ‘Assessments’ section.
    Correct academic writing and referencing are essential tasks that you need to learn. We
    recommend a minimum of six references.
    Referencing: References are assessed for their quality. You should draw on quality academic
    sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
    reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
    of conducting your own research. Also, in order to help markers determine students’ understanding
    of the work they cite, all in-text references (not just direct quotes) must include the specific page
    number/s if shown in the original.
    Researching: You can search for peer-reviewed journal articles, which you can find in the online
    journal databases and which can be accessed from the library homepage. Reputable news sites
    such as The Conversation (https://theconversation.com/au/health), online dictionaries and online
    encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
    departments, research institutes such as the National Health and Medical Research Council
    (NHMRC), international organisations such as the World Health Organisation (WHO) and local not
    for profit organisations such as the Cancer Council are also good resources.
    Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
    formats may not be readable by markers. Please be aware that any assessments submitted in other
    formats will be considered LATE and will lose marks until it is presented in Word.

    What we don’t want to see:
    Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
    plagiarism website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you
    have read, understood and can confirm that the work you are about to submit complies with the
    Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of
    cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program
    Manager.
    Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
    may go over or under by 10% than the stated length.
    Late Submissions: Students are advised that any submissions past the due date incur a 10%
    penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
    penalty per day.
    No submission: Students must attempt all tasks to be eligible to pass the unit.

    More information can be found in Think Education Assessment Policy document on the Think
    Education website.
    WEL301A – AB3, Case Study Page 4
    Resources Available to YOU:
    1. Academic writing guide link
    https://laureate-
    au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_
    1&content_id=_2498847_1&mode=reset

    2. Writing & referencing: The link to the Learning and Academic Skills Unit
    (LASU) is on the left pulldown menu on the blackboard home page:
    https://laureate-
    au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_
    1&content_id=_2498847_1&mode=reset
    LASU also provides a series of academic skills tutorials. Please contact Caroline
    Spaans (cspaans@laureate.net.au, 02 949 232 14).

    3. Researching: A guide to researching is available on the library page
    http://library.think.edu.au/research_skills/.
    Please contact the online and Pyrmont librarian for Health, Dawn Vaux
    (dvaux@laureate.net.au) if you would like further help or a tutorial on how to do
    research this way

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    Vice President of Nursing Services in a nondenominational community hospital

    When a new product or service is offered, revised, rebranded, or offered to new potential customers, there is often a marketing campaign to build awareness. In the mid-20th century, these campaigns mi

    You are the Vice President of Nursing Services in a nondenominational community hospital, and you receive a complaint from a patient, who is a Wiccan.  The patient and her primary care nurse, Penny Baker, were discussing her religious practices and how she prays, when another nurse, Ruth Goose, walked into the room, stated, ”Thou shalt not suffer a witch amongst you,” and told Penny not to discuss the “satanic religion” with the patient anymore. The patient demands an apology and threatens to go to the media.  She feels she has been discriminated against because she is a Wiccan and that her patient care experience was poor during her hospitalization because of her spiritual beliefs.  You convene a meeting with Penny and her immediate supervisor, Ruth Goose.

    Ruth Goose is wearing a large gold cross on her neck.  Penny wears no jewelry and is dressed in her blue scrubs.  When you ask Penny what happened, Ruth answers for her.  “She did the right thing. We don’t have to pray with witches.  They worship Satan.  It’s blasphemy.  What’s next?  Human sacrifice?”  Penny can’t get a word in edgewise.  Ruth keeps repeating, “Thou shalt not suffer a witch amongst you, it says so in Leviticus!”.

    What should you do?

    Please complete responses below in essay format and APA citations . 

    Discussion Questions

    1.        What are the facts of this case?

    2.       What is the nature of the organizational behavior problem?

    3.       What are the 3 factors contributing to this dilemma?

    4.       What are the top 3 management issues in this case?

    5.       Who should be responsible for addressing these organizational issues?

    6.       What kind of differences in spiritual and religious practices are you familiar with?  What if the patient had asked Penny to pray with her? Should she have done so? Discuss the pros and cons of praying with patients.

    7.       Provide your reflections and personal opinions as well as your recommendations for addressing the issue of praying with patients

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