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Review the article “Is it ADHD, Depression or Both pdf.” Discuss special considerations associated with the psychiatric interview of children. Describe how you would proceed with a comprehensive assessment of a child with suspected ADHD, depression or both. Support your statements with a minimum of two scholarly articles. 

COMPLETE THE CHART FOLLOWING THESE INSTRUCTION
Assignment Summary:
Complete the chart as a pre-writing exercise–as if you were going to be giving a speech or writing a research paper.  This chart follows the four steps outlined in your textbook.  Complete Consequences, Obligations, and Moral Ideals for EACH side of your issue.  Make one column the “FOR” reasons, and the other column the “AGAINST” reasons.   You may wish to re-label them to keep the two sides straight in your head and mine. 
To practice, I’ve attached two sample topics, although they do not include the last section for assumptions.  Please don’t use these two topics for your chart.  Will practice in class, but if you are in an online class, grab the blank Four-Step Chart and try your hand at one or both of these topics before you open the sample charts that go with each topic to see how another student handled them.  (To get to the sample charts and the blank 4-step chart, click the title of this assignment, and look at the bottom for attachments.)
· Sample Topic #1:  Should I continue vaping, or is it wiser to quit?
· Sample Topic #2:  Should I work part-time while going to school?
Details:
· Citations:  The Texas Higher Education Coordinating Board has asked us to give students more practice with research and citations, so  I am asking you to find at least ONE relevant source for a quotation, statistics, or information.   Two good research databases to use are  Opposing Viewpoints database and the  Academic Search Complete database, available from Dallas College’s  Library Databases, on the right-hand menu.  Please include your sources in two ways:
· Use parentheses after the sentence you are citing, like this (Nichols 24).  If there is no page number, it would just look like this (Nichols), referring to the author.  See the sample chart.  Again, look at the samples and video.
· Include a Bibliography or Works Cited list at the end of the chart.  Websites such as those linked below can be useful for properly formatting a bibliography.  Use the MLA format, unless you know another format well.  MLA is the easiest legal style.  
· Plagiarism Checker:  Your work will be submitted to TurnItIn plagiarism checker which will also help you see grammar, spelling, punctuation, an style issues.  
· Honor Statement:  Please include this statement at the end of your short essay:  ” I, __________________, attest that the information contained within this assignment is written without Artificial Intelligence, any electronic writing assistance, or any other person not cited herein.”  This means no AI, and no Grammarly, Quillbot, translation services, or any other electronic writing assistance.  If you are an International Student, I will consider the fact that you are still learning English as I grade.  
· Feedback Request:  I f you want more extensive feedback than the fairly thorough grading rubric,  and you promise to read it, please write this at the end of your essay, by your Honor Statement:   “I want personal feedback, and grammar corrections, and I promise to read it.”  I am happy to give feedback, but am aware that many students never read beyond the grade.  No judgment from me if you won’t read it, but I want to save my energy for the people who will.  I will still use the grading rubric, even if you don’t ask for more feedback. 

Nationally renowned justice and equality ally Tim Wise has a body of work that relates directly to our course material and our interests in developing diversity consciousness.
View the presentation using the link below. As always, play close attention to what you see, hear, and feel as you follow along and draw out salient points relative to our discussion(s) of developing diversity consciousness as a work talent and societal skill or aptitude. These will be helpful to you are you prepare the accompanying reflection assignment.

Present your approved intervention to the patient, family, or group and record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
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Introduction
Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).
For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.
Reference
Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment.  Sciedu International Journal of Higher Education, 7(4).
Instructions
Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.
Part 1
Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in Capella Academic Portal.
The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the  BSN Practicum Campus page  for more information and instructions on how to log your hours.
Use the  Intervention Feedback Form: Assessment 5 [PDF]  Download Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.
Part 2
Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.
You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to  Using Kaltura  for more information about this courseroom tool.
Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact  [email protected]  to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.
Requirements
The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.
· Assess the contribution of your intervention to patient or family satisfaction and quality of life.
· Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
· Explain how your intervention enhances the patient, family, or group experience.
· Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
· Explain how the principles of evidence-based practice informed this aspect of your project.
· Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
· Identify opportunities to improve health care technology use in future practice.
· Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
· Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
· Explain whether capstone project outcomes matched your initial predictions.
· Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
· Discuss whether your intervention can, or will be, adopted as a best practice.
· Describe the generalizability of your intervention outside this particular setting.
· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
· Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
· Address your provision of ethical care and demonstration of professional standards.
· Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
· Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements
Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
· Competency 2: Make clinical and operational decisions based upon the best available evidence.
· Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
· Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
· Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.
· Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
· Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
· Competency 5: Analyze the impact of health policy on quality and cost of care.
· Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
· Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
· Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.
· Competency 8: Integrate professional standards and values into practice.
· Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
· Communicate professionally in a clear and well-organized video.

 
Investigate collaborative opportunities and partnerships for individuals and organizations that challenge barriers that impact population health outcomes and health equity.
Concept Map: Collaborative and Advocacy Opportunities  
Assignment Details
Design a graphic, or visual model (concept model) depicting advocacy strategies to support the policy process via a conceptual model or map of  local community response to protect population health. Actions of advocacy for health equity, health policy and collaborative opportunities and partnerships should be demonstrated. Demonstrate collaborative opportunities and partnerships for individuals and organizations that challenge barriers that impact population health outcomes and health equity. In order to do this you should show other disciplines that may be involved, organizations and populations at risk related to the situation. Contexts for ideas and consideration are demonstrated in the domains below, but are not limited. 
Examples of topics may be community emergencies and disasters such as: Lead water crisis in a small community, excessive heat wave, county wide flood, electrical outage in a housing rent controlled development or, county schools influenza outbreak. You can be creative. You do not have to demonstrate all domains, but rather use the domains as ideas for your advocacy and action.
Further there should be sufficient uniqueness to relate to the topic versus simply using the domain titles alone in the model. Title must include topic and location/ county/ state. The product is a single PPT slide, or Diagram in a Word document, presented as a conceptual model. There should be 6-10 nodes of advocacy/ action presented with relational indication via shape or direction. A node is one of the items; circle/ square with a word in it. You may have sub-topics or bullets within or below each node. However, this is a high level overview assignment. No paragraphing or long sentences. How you design it, demonstrate concepts and actions is your choice.
You should search examples of concept maps and research the design and content. Pick your topic. Identify key concepts and incorporate the rubric. Organize with shapes, lines, or SmartArt and fine tune it. Create a main concept. Using a simple Smart Art design is sufficient but you are not limited to this and can make your own shapes to best demonstrate the context as you see it. Place the reference list without citation in the speaker notes in PPT, or below the diagram if using Word.
Use concepts and context from the Public Health Emergency Preparedness Program:
· Community Resilience
· Incident management
· Information Management
· Countermeasures and Mitigation
· Surge Management
· Biosurveillance
And from the International Core Competencies in Disaster Nursing:
· Domain 1 Preparation and planning
· Domain 2 Communication
· Domain 3 Incident management systems
· Domain 4 Safety and Security
· Domain 5 Assessment
· Domain 6 Intervention
· Domain 7 Recovery
· Domain 8 Law and Ethics
Format expectations:
· Follow all assignment directions.
· A single slide in PPT or a single diagram in Word
· Information is organized to convey the content to the reader.
· Viewable fonts and elegant, colorful graphics are present.
· Student name, course and date is in footer or below diagram in small font.
· Lists four or more credible peer-reviewed sources; in the speaker notes of a PPT slide, or below the diagram if using Word.
Tool: Learn More about SmartArt Graphics. (n.d.)  Learn more about SmartArt Graphics – Microsoft Support
EdrawMind. (2022).  Understanding a Concept Map with Examples | EdrawMind

AssessingtheProblem-TechnologyCareCoordinationandCommunityResources3assessment4900.docx

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Assessment 3
Assessing the Problem: Technology, Care Coordination, and Community Resources

Assessing the Problem: Technology, Care Coordination, and Community Resources
Part 1

Impact of Healthcare Technology

The healthcare issue focused on in this assessment is hypertension, with comorbidities of this condition, such as coronary artery disease. Telemonitoring, which is a subcategory of telehealth, has been selected as the healthcare technology to tackle this health problem. Telemonitoring involves the use of electronic equipment to check indicators such as blood pressure and pulse of the patients, which enhances access to health and facilitates the frequent tracking of patient data. Studies show that telemonitoring assists patients with hypertension, diabetes medicine, and stroke to manage conditions without constant hospitalization. In hypertensive patients, telemonitoring provides healthcare providers a way to monitor their patient’s blood pressure and possible signs of progression of disease, which may help prevent exacerbations that require emergency hospitalization. This approach may also help patients stay compliant with lifestyle alterations because constant surveillance enhances compliance with necessary health recommendations (da Fonseca et al., 2021).
Advantages and Disadvantages

A positive aspect of telemonitoring in hypertension care is that patients may have difficulties attending regular follow can easily attend follow-up sessions online (Snoswell et al., 2020). Telemonitoring is also an economically efficient way as there is no need for travel or several visits, which may be burdening patients financially. Third, more formalized data collection allows for developing healthy trust-based relationships as patients may receive guidance at the right time based on real-time data (Berger et al., 2020). Nevertheless, underlying issues of telemonitoring include fewer physical assessments, which might be important in diagnosing some hypertension symptoms or complications. To address this, there is potential for utilizing reliable devices that would enable the patient to measure vitals successfully in the comforts of their home.
Barriers

There are potential challenges that may affect the effectiveness of telemonitoring. Another major issue is the relative unpredictability of the connectivity in rural or remote areas, which greatly reduces the likelihood of effective telemonitoring. Furthermore, patients of older age face challenges in the use of technology such as telemonitoring devices. Those patients who have low health literacy may also be unable to understand their data or the meaning of the data as well. In relation to this, healthcare providers can provide training on how to use the devices and involve family members in the process.
Care Coordination and Community Resources

Interprofessional care management and coordination are required to address the needs of patients with chronic diseases such as hypertension in delivering appropriate treatment. Working together, healthcare experts can treat multiple issues at once, such as coronary artery disease and post-stroke disability, which are common comorbidities in hypertensive patients (Pathak et al., 2018). This approach assists in the reduction of time taken to make decisions, especially in such complicated cases. Community resources that allow patients to learn more about their condition are important. In terms of hypertension, organizations such as the American Heart Association and the National Heart Lung Blood Institute offer essential information and education on the disease. Such information may help increase patient’s engagement with personal care plans and choices made concerning their lifestyle and treatment plans. Professionals working in the healthcare field should also encourage patients to seek community support in order to increase their knowledge of the disease and maintain adherence to the medication regimen.
Barriers to Care Coordination and Community Resource Access

Coordination barriers may include ineffective interaction among members of the care team and may result in decisions that do not support their patients’ care needs. Furthermore, a greater number of patients may hamper coordination because important communication between individuals in a team may get delayed. However, understanding the limited available resources can be a problem for patients who may not know about these resources, and, therefore, their non-availability can also hamper the efficient utilization of available support. Lack of insight regarding hypertension means that patients may not be compliant when it comes to following their doctor’s recommendations and hence be at a higher risk of having poor health.
Policies Related to Healthcare Technology, Care Coordination, and Community Resources

Most healthcare policies such as the Affordable Care Act (ACA), Centers for Medicare & Medicaid Services (CMS), and The Health Insurance Portability and Accountability Act (HIPAA) have laid down principles that need to be followed with regard to technology uses, care coordination and recommending community resources. For example, the ACA’s goals of expanding affordability and attainability, particularly for lower-income patients, make healthcare financially sustainable (McIntyre et al., 2019). Regarding the patients who have difficulties related to socioeconomic status, ACA and CMS help guarantee affordable service, making the burden of costs more tolerable. Telemonitoring requires patient information to be disclosed electronically. Hence, HIPAA safeguards patient data, promoting patient confidence in the system. This makes patients more inclined towards telemonitoring technology because they are assured their data is safe.
Effect of Policies on Nursing Practice

Policies like ACA, CMS, and HIPAA have an effect on the approaches used in nursing practice, especially the patient-centered approach. The nurses are under a duty to offer services to the patients regardless of their ability to pay. They also have the responsibility to help patients in seeking services through the provisions of the ACA. Knowledge of these policies allows the nurse to refer the patient to the appropriate resources for socioeconomic needs, increasing the availability and effective quality of care. The legal requirement for data security embedded in the HIPAA makes a nurse consider the patient’s privacy in telehealth circumstances. This accountability improves the nurse-patient relationship since trust is one of the most critical aspects that define telemonitoring in hypertension maintenance.
Nursing Ethics in Addressing the Problem

The code of ethics in nursing states that the welfare of patients must always be considered paramount in the delivery of health care. Nurses can advocate for the patient and guarantee holistic care by all caregivers. In the case of patients with complicated health conditions, nurses are committed to ethical practices, practicing Autonomy, beneficence, and nonmaleficence, hence the patients undergo patient-centered care which is in agreement with their health needs.
Part 2

Report on Practicum Session

Meeting the Patient and Expert
While conducting a practicum session with one of my patients, Mr. J.S., I realized that the major problem that was affecting the quality of care received by this patient was the lack of communication between him and his healthcare providers. Being a patient with multiple conditions, he was somewhat foggy on certain aspects and did not have a clear understanding of his risk factors and overall treatment plan. It brought about the need for better communication and easier means of getting information on his health troubles. My communication with Mr. J.S. allowed me to realize how teamwork must provide coordination for involving all members of the interdisciplinary team and give value to patient-centered communication for effective treatment plan implementation.
Evidence-Based Practice Review
Research evidence reveals that the use of telemonitoring in chronic diseases improved patient compliance and decreased emergency room admissions (Creber et al., 2023). Based on the literature, the results of telehealth programs established that the frequency of hypertensive patients’ admissions to the hospital can decline because hypertensive patients can monitor their blood pressure and consult their healthcare providers if necessary through telecommunication technologies (Casariego et al., 2021). Telemonitoring helps in the provision of constant care by frequently educating and, therefore, engaging the patient in the management of their disease (Shawwa, 2023). Policies like the ACA and CMS also support these patients by allowing them to get service at a low cost, thereby increasing follow-up clinic visits (McIntyre et al., 2019).
Plan to Address the Problem
Regarding the care plan for Mr. J.S., community awareness programs, and seminars need to be arranged to inform patients of hypertension causal factors, triggers, and lifestyle changes. Such sessions may entail an update on telemonitoring and how to use it, which has been highlighted to assist patients in adhering more to recommended treatment while sparing them numerous hospital visits. As for the financial issues, healthcare providers can explain Medicare, Medicaid, and the ACA to patients, which reduces costs and makes the patients seek health services. Moreover, patients could use community resources for dieting and other relevant support resources, including programs aimed at physical activity for heart patients.
Surprising Insights and Areas of Interest
Patients can choose from several different telemonitoring instruments, which was perhaps the most shocking aspect of this experience. Such devices are not only useful in monitoring signs such as blood pressure but also allow the patient to manage the disorder independently at home. Through telemonitoring apps, patients can input their blood pressure and compliance with medications, which are visible to the healthcare givers off-facilities. It also stores records on patients’ health conditions, such as laboratory results and medication schedules, increasing patient compliance with the recommended dosage and, therefore, reducing the risk of undesired outcomes.
Conclusion

Effectively managing hypertension, specifically in patients seen with comorbidities such as Mr. J.S., requires the development of a holistic care plan that involves the use of technology and other resources and enhances care coordination. Telemonitoring is cost-effective and has numerous advantages since it delivers care that is easier to accomplish through face-to-face visits with healthcare providers. Integrated care delivery for the patient improves care coordination among caregivers from different fields; forms ensure comprehensive care of the patient, and community support helps the patient manage his/her health.
References
Berger, R., Bulmash, B., Drori, N., Ben-Assuli, O., & Herstein, R. (2020). The patient-physician relationship: an account of the physician’s perspective. Israel journal of health policy research, 9(1), 33. https://doi.org/10.1186/s13584-020-00375-4
Casariego-Vales, E., Blanco-López, R., Rosón-Calvo, B., Suárez-Gil, R., Santos-Guerra, F., Dobao-Feijoo, M. J., Ares-Rico, R., Bal-Alvaredo, M., & On Behalf Of The Telea-Covid Lugo Comanagement Team (2021). Efficacy of Telemedicine and Telemonitoring in At-Home Monitoring of Patients with COVID-19. Journal of Clinical Medicine, 10(13), 2893. https://doi.org/10.3390/jcm10132893
Creber, A., Leo, D. G., Buckley, B. J. R., Chowdhury, M., Harrison, S. L., Isanejad, M., Lane, D. A., & TAILOR investigators (2023). Use of telemonitoring in patient self-management of chronic disease: a qualitative meta-synthesis. BMC cardiovascular disorders, 23(1), 469. https://doi.org/10.1186/s12872-023-03486-3
da Fonseca, M. H., Kovaleski, F., Picinin, C. T., Pedroso, B., & Rubbo, P. (2021). E-Health Practices and Technologies: A Systematic Review from 2014 to 2019. Healthcare (Basel, Switzerland), 9(9), 1192. https://doi.org/10.3390/healthcare9091192
McIntyre, A., & Song, Z. (2019). The US Affordable Care Act: Reflections and directions at the close of a decade. PLoS medicine, 16(2), e1002752. https://doi.org/10.1371/journal.pmed.1002752
Pathak, N., Tomolo, A., & Escoffery, C. (2018). Improving Team-Based Care Coordination Delivery and Documentation in the Health Record. Federal practitioner: for the health care professionals of the VA, DoD, and PHS, 35(10), 32–39.
Snoswell, C. L., Taylor, M. L., Comans, T. A., Smith, A. C., Gray, L. C., & Caffery, L. J. (2020). Determining if Telehealth Can Reduce Health System Costs: Scoping Review. Journal of medical Internet research, 22(10), e17298. https://doi.org/10.2196/17298
Shawwa L. (2023). The Use of Telemedicine in Medical Education and Patient Care. Cureus, 15(4), e37766. https://doi.org/10.7759/cureus.37766

Context
A large proportion of promotional decisions occur at the manager level with HR facilitating the process. Generally, there is a great deal of organizational value in employee promotion, however, trend analysis indicates that there are potential and unforeseen pitfalls as well. 
Post a Response 
Based on your readings from the textbooks SHRM Essential Guide and Talent Makers, respond to the following: 
Describe both of the following concepts: the employee value proposition (EVP) and employee lifetime value. 
Include specifics on each regarding elements, models, and legal considerations. 
Detail why each of these two concepts are important toward retention goals. 
Discuss a surprising or interesting fact regarding EVP or lifetime value models or practices within any of the employers you have direct experience with. 
Why was that fact interesting and/or why did it surprise you? 

From this week’s video, Effective Communication During Organizational Change, and readings, imagine you are the leader of a large organization implementing a change.
Develop a strategy for communicating your vision of change.
Discuss the tools that the organization would use as well as the frequency of communication.

Last week, you completed a working draft of your Career Narrative Essay. This week, you will focus on discussing social change, integrating evidence to support your ideas, and developing your writing voice (the way your words sound to the reader). Click the link below for information about tone of voice: Walden Writing Center. (2020). Scholarly Voice: Tone. https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/tone  This week’s revision activity will help you integrate supporting evidence into your Career Narrative Essay working draft. Give yourself time to look for sources, think about what evidence from those sources works best, and how you want to integrate this evidence into your draft. When finished, you will have three specific pieces of evidence added to your working draft. NOTE: Find and open your Week 3 assignment, so you can make changes to the paragraphs as you add evidence. Resources Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.  WEEKLY RESOURCE On or Before Day 7 General sources are those that are targeted toward a general audience, meaning no specialized knowledge is needed to understand them. Magazines, newspapers, and webpages are considered general sources. They rarely go through the peer review process, where a source is evaluated by experts in the field. This means that the information has been checked to make sure it is accurate. General sources do not go through the peer review process and could be biased or downright false. It is always good to double-check evidence and evaluate facts when you use general sources.  General sources are best used within an essay’s introduction or conclusion. Follow the steps below in order: 1.     Open your favorite search engine. Type in search words or phrases that tie in with your career path, goals, or social change. For example, you might type in “nursing and social change” (these are search words), or you might type in “how social work benefits society” (this is a search phrase). Note: You completed the same process in this week’s discussion. If you found a good quote in Part B of your post, feel free to add it to the paragraph of your essay where it fits best. 2.     Find a quote which captures your attention. 3.     Look carefully at your Week 3 Career Narrative Essay working draft. Find the paragraph where the quote fits best. Within the paragraph, place the quote where it most logically fits. Underline the quote. 4.     Introduce the quote. Some common introductory phrases include “according to… the author states… she writes…” and so on. Never have a quote stand as a sentence by itself! Instead, include a sentence or phrase that prepares the reader for the quote.  Click the link for information about quoting. 5.     Include a narrative or parenthetical citation to identify the specific source you quoted. Make sure you look at this resource carefully. Giving credit to sources is an essential part of writing with evidence. Click the link for information about narrative and parenthetical citations. 6.     Immediately follow the quote with an explanation of the message or main idea you want your reader to understand. Remember, we all interpret quotes differently, so think about why this quote is important, how you want your reader to interpret it, and how it supports the ideas you are making within the paragraph. The difference between Google, or another internet browser search engine, and Google Scholar is that Google Scholar limits searches to scholarly literature available on the Internet and provides access to full text sources, including books and journal articles. Note: Google Scholar is not perfect, and some sources cost money. You need to look at each source carefully to ensure that it is credible (trustworthy), unbiased, and free of charge. Follow the numbered steps below in order: 1.       Go to this weblink: https://scholar.google.com/. Feel free to bookmark Google Scholar, as you will be doing research and writing papers throughout your educational journey. Type in search words or phrases that tie in with your career path, goals, or social change. For example, you might type in “nursing and social change” (these are search words), or you might type in “how social work benefits society” (this is a search phrase). Look carefully at the results and find a source you would like to summarize and use within a paragraph of your Career Narrative Essay working draft. Summarizing shows a higher level of critical thinking than quoting because you must condense the author’s main ideas and/or claim into a few sentences that are written in your own voice (using your own words). Click the link for information about summarizing. 2.     Look carefully at your Career Narrative Essay working draft to determine where your summary belongs. Within the paragraph, place the summary where it most logically fits. Underline the summary. Note: Try to put your summary in a paragraph that needs evidence or an example. 3.     Follow your summary with a parenthetical citation. 4.     Immediately follow the parenthetical citation with a sentence or two explaining the summary’s importance with analysis. Why does the summary matter, how does it relate to the paragraph, and/or what should the reader think about it? Although Google Scholar is better than just a generic search, library databases are superior for research because they contain mostly peer-reviewed sources. The resources found in research databases are predominantly scholarly and are generally not available for public view on the internet, which makes these sources more credible than general sources. Databases contain published sources that originally appeared in print (journal articles, books, etc.). Follow the numbered steps below in order: 1.     Click the link and follow the instructions to find sources within Walden’s Library databases that you might use in your Career Narrative Essay working draft. Click here for Foundations – Library Resources: Searching & Retrieving Materials in the Databases             Browse through the results to find a source you want to quote. 2.     Look carefully at your Career Narrative Essay working draft. Find the paragraph where your quote fits best. Within the paragraph, place the quote were it most logically fits. 3.     Introduce the quote. Some common introductory phrases include “according to . . .the author states . . . she writes . . .” and so on. Never have a quote stand as a sentence by itself! Instead, include a sentence or phrase that prepares the reader for the quote. 4.     Include a narrative or parenthetical citation to identify the specific source you quoted. 5.     Immediately follow the quote with an explanation of the message or main idea you want your reader to understand. Remember, we all interpret quotes differently, so think about why this quote is important, how you want our reader to interpret it, and how it supports the ideas you are making within the paragraph. To properly format your Career Narrative Essay, you will need to follow APA guidelines. Follow the steps below: 1.     Watch the Course Paper Template video: Click the link to watch the Course Paper Template video. 2.     Open the Undergraduate Paper With Advice (APA 7) template: Click the link to open the Undergraduate Paper With Advice (APA 7) template. 3.     Go into the template and read it carefully. Take your time. It will tell you every step you need to follow. Paste your introduction, body paragraphs, and conclusion from the draft you have just revised into each appropriate section within the template. Now that you have found, analyzed, and incorporated evidence into your working draft, it is time to give proper credit to your sources. It is important that you understand all information from sources must be cited. This is called Academic Integrity, which is making sure that sources get credit for their ideas.  Click the link for further information about Academic Integrity. Create reference citations to acknowledge each source used in your paper. Follow the numbered steps below in order: 1.     The first thing to figure out is what type of source you are citing. Does the information come from a newspaper article? Does it come from a Walden Library database? Did you find it online using a search engine, like Google? Is your source a webpage, TED Talk, journal article, book, magazine, newspaper, etc.? 2.     For examples of how to cite different types of sources:  Click the link for examples of how to cite different types of sources. 3.     Create a reference citation for each of the three sources you quoted, summarized, and paraphrased from in your paper. Paste your three reference citations into the template. Erase all of the other sample citations so that only your sources appear on the References page. When finished, you will have a complete essay draft that is formatted according to APA guidelines.

IEExercise166StaticWeightedaverageCostperEUPandcostsassignedtooutputLOP1.xlsx

question data
Accessibility tab summary: Information about Fields Company is provided in rows 2 to 21. Statement 1 for student presentation is provided in row 24. Statement 2 for student presentation is provided in row 25. Statement 3 for student presentation is provided in rows 26 and 27.
Fields Company has two manufacturing departments, Forming and Painting. The company uses the weighted average method and it reports the following unit data for the Forming department. Units completed in the Forming department are transferred to the Painting department. (Click on the Graded Worksheet Tab below.)

Units
Direct Materials
Conversion

Percent Complete
Percent Complete
Beginning work in process inventory
25,000
60%
40%
Units started this period
300,000
Completed and transferred out
295,000
100%
100%
Ending work in process inventory
30,000
80%
30%

Production cost information for the Forming department follows.

Beginning work in process
Direct materials
$44,800
Conversion
15,300
$60,100
Costs added this period
Direct materials
1,231,200
Conversion
896,700
2,127,900
Total costs to account for

$2,188,000

Required:
a. Calculate the equivalent units of production (EUP) for both direct materials and conversion for the Forming department.
b. Calculate the costs per equivalent unit of production for both direct materials and conversion for the Forming department.
c. Using the weighted average method, assign costs to the Forming department’s output—specifically, its units transferred to Painting and its ending work in process inventory.

Students: The scratchpad area is for you to do any additional work you need to solve this question or can be used to show your work.
Nothing in this area will be graded, but it will be submitted with your assignment.

worksheet to be completed
Accessibility tab summary: Statement 1 for student presentation is provided in row 3. Table for student presentation is provided in A6 to F9. Statement 2 for student presentation is provided in row 11. Table for student presentation is provided in A13 to E18. Statement 3 for student presentation is provided in rows 20 and 21. Table for student presentation is provided in A23 to E32.
Required:
a. Calculate the equivalent units of production (EUP) for both direct materials and conversion for the Forming department. Formulas are needed in the yellow boxes and not just the answer

Units
Direct Materials

Conversion

Percent Complete
EUP
Percent Complete
EUP
Completed and transferred out
Ending work in process
Equivalent units of production

b. Calculate the costs per equivalent unit of production for both direct materials and conversion for the Forming department.

Direct Materials

Conversion
Costs of beginning work in process
Costs added this period
Total costs

Costs per equivalent unit of production

per EUP

per EUP

c. Using the weighted average method, assign costs to the Forming department’s output—specifically, its units transferred to Painting and its ending work in process inventory.

Cost Assignment and Reconciliation
Completed and transferred out
EUP
Cost per EUP
Total cost
Direct materials
Conversion
Total Completed and transferred out
Ending work in process
EUP
Cost per EUP
Total cost
Direct materials

$0.00
Conversion

$0.00
Total cost of ending work in process
Total costs accounted for

Students: The scratchpad area is for you to do any additional work you need to solve this question or can be used to show your work.
Nothing in this area will be graded, but it will be submitted with your assignment.