My Blog

20 to >18.0 pts
Excellent
Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. Additionally, all sources are recognized or cited properly.

18 to >16.0 pts
Good
Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.

16 to >14.0 pts
Fair
Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.

14 to >12.0 pts
Poor
The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.

12 to >0 pts
Unacceptable
The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted.

WK5FMdiscussion.docx

Option 2:
Using the same company you selected in Week 2, review the last three years of annual reports (paying particular attention to the shareholder letters) and address the following.
· Briefly outline the challenges presented by the CEO or CFO in the areas of forecasting and the objectives and uncertainties they identified.
· What variables complicated forecasting and what were the effects on the budgeting process including, if applicable, how missed targets were addressed and the implications of these discrepancies?
The company I use on WK 2: Zapata Computing Holdings Inc

WK5OEdiscussion.docx

Applying Lean in Your Organization
This week, you learned how Lean is used to reduce inventory, eliminate waste, and improve processes. In preparation for Course Project Part B, answer the questions below. Be sure to include specific references to this week’s course materials to support your response.
· Now that you have completed your first assignment and watched the  Lean Event, Kaizen, or Workout  video, what are some opportunities in your value stream where a Work-Out or Kaizen event can be applied?
· Which Lean tools would be most useful in these events?
· What challenges have you seen, or anticipate, in deploying Lean improvements in your industry? How would you address those challenges?

To prepare:
· Review this week’s Learning Resources and reflect on the insights they provide about treating clients with personality disorders.
· Select one of the personality disorders from the  DSM-5-TR (e.g., paranoid, antisocial, narcissistic). Then, select a therapy modality (individual, family, or group) that you might use to treat a client with the disorder you selected.
The Assignment:
Succinctly, in 1–2 pages, address the following:
· Briefly describe the personality disorder you selected, including the  DSM-5-TR diagnostic criteria.
· Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
· Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.
Support your response with specific examples from this week’s Learning Resources and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
By Day 7
Submit your Assignment. Also attach and submit PDFs of the sources you used.
submission information
· American Psychiatric Association. (2022).  Diagnostic and statistical manual of mental disordersLinks to an external site.  (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
· “Culture and Psychiatric Diagnosis”
· Paris, J. (2015). PsychotherapiesLinks to an external site.. In  A concise guide to personality disorders (pp. 119–135). American Psychological Association.
· Wheeler, K. (Ed.). (2020).  Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer Publishing.
· Chapter 18, “Dialectical Behavior Therapy for Complex Trauma”
· Symptom Media. (2020).  Antisocial personality disorder ASPD online CNE CEU courses for nurses Links to an external site.  [Video]. YouTube. https://www.youtube.com/watch?v=ewBFri65Quw
· Symptom Media. (2020).  Histrionic disorder NP mental health continuing education Links to an external site.  [Video]. YouTube. https://www.youtube.com/watch?v=GJVRGofeV-w
· Symptom Media. (2020).  Narcissistic personality disorder online LPN CE credit CEU unit classes Links to an external site.  [Video]. YouTube. https://www.youtube.com/watch?v=knfVjj3P9es
·
NRNP_6645_Week10_Assignment_Rubric

NRNP_6645_Week10_Assignment_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeSuccinctly, in 1–2 pages, address the following: • Briefly describe the personality disorder you selected, including the DSM-5-TR diagnostic criteria.

15 to >13.0 pts
Excellent 90%–100%
The response includes an accurate and concise description of the personality disorder, including the DSM-5-TR diagnostic criteria.

13 to >11.0 pts
Good 80%–89%
The response includes an accurate description of the personality disorder, including the DSM-5-TR diagnostic criteria.

11 to >10.0 pts
Fair 70%–79%
The response includes a somewhat vague or inaccurate description of the personality disorder, including the DSM-5-TR diagnostic criteria.

10 to >0 pts
Poor 0%–69%
The response includes a vague or inaccurate description of the personality disorder, including the DSM-5-TR diagnostic criteria.

15 pts

This criterion is linked to a Learning Outcome• Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.

25 to >22.0 pts
Excellent 90%–100%
The response includes an accurate and concise explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder…. The response includes a concise explanation of why the approach and modality were selected, with strong justification for why they are appropriate for the disorder.

22 to >19.0 pts
Good 80%–89%
The response includes an accurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder…. The response includes an explanation of why the approach and modality were selected, with adequate justification for why they are appropriate for the disorder.

19 to >17.0 pts
Fair 70%–79%
The response includes a somewhat vague or inaccurate explanation of both a therapeutic approach and a modality that could be used to treat a client presenting with this disorder…. The response includes a vague or inaccurate explanation of why the approach and modality were selected, with a somewhat vague or inaccurate justification for why they are appropriate for the disorder.

17 to >0 pts
Poor 0%–69%
The response includes a vague or inaccurate explanation of a therapeutic approach and a modality that could be used to treat a client presenting with this disorder. Or, response is missing…. The response includes a vague or inaccurate explanation of why the approach and modality were selected, with poor justification for why they are appropriate for the disorder. Or, response is missing.

25 pts

This criterion is linked to a Learning Outcome• Briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

30 to >26.0 pts
Excellent 90%–100%
The response includes an accurate and concise explanation of the therapeutic relationship in psychiatry…. The response clearly and concisely explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.

26 to >23.0 pts
Good 80%–89%
The response includes an accurate explanation of the therapeutic relationship in psychiatry…. The response adequately explains an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.

23 to >20.0 pts
Fair 70%–79%
The response includes a somewhat vague or incomplete explanation of the therapeutic relationship in psychiatry…. The response provides a somewhat vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions.

20 to >0 pts
Poor 0%–69%
The response includes a vague and inaccurate explanation of the therapeutic relationship in psychiatry. Or, response is missing…. The response provides a vague or incomplete explanation of an approach for sharing the disorder diagnosis to avoid damaging the therapeutic relationship, and how this approach would be similar or different in individual, family, and group sessions. Or, response is missing.

30 pts

This criterion is linked to a Learning Outcome·   Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached.

15 to >13.0 pts
Excellent 90%–100%
The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.

13 to >11.0 pts
Good 80%–89%
The response is supported by examples from this week’s media and three peer-reviewed, evidence-based sources from the literature that provide appropriate support for the rationale provided. PDFs are attached.

11 to >10.0 pts
Fair 70%–79%
The response is supported by examples from this week’s media and two or three peer-reviewed, evidence-based sources from the literature. Examples and resources selected may provide only weak support for the rationale provided. PDFs may not be attached.

10 to >0 pts
Poor 0%–69%
The response is supported by vague or inaccurate examples from the week’s media and/or evidence from the literature, or is missing.

15 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 to >4.0 pts
Excellent 90%–100%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 pts
Good 80%–89%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts
Fair 70%–79%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts
Poor 0%–69%
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 4.0 pts
Excellent 90%–100%
Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 pts
Good 80%–89%
Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 pts
Fair 70%–79%
Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts
Poor 0%–69%
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 to >4.0 pts
Excellent 90%–100%
Uses correct APA format with no errors.

4 to >3.5 pts
Good 80%–89%
Contains 1 or 2 APA format errors.

3.5 to >3.0 pts
Fair 70%–79%
Contains 3 or 4 APA format errors.

3 to >0 pts
Poor 0%–69%
Contains many (≥ 5) APA format errors.

5 pts

Total Points: 100

TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice (Criterion is missing or not
in evidence) 1-13 points
Basic (works towards meeting
expectations; performance needs
improvement) 14-16 points
Proficient (meets expectations;
performance is satisfactory) 17-18 points
Exemplary (exceeds expectations;
performance is outstanding) 19-20 points
Support of Week’s Reading
No Student Submission (0 points)
Does not refer to the readings to support postings
(1-13 points)
Alludes to the readings to support postings
(14-16 points)
Refers to examples from the readings to support postings
(17-18 points)
Provides concrete examples from the readings to support postings;
integrates prior readings in postings
(19-20 points)
Observations No Student Submission (0 points)
Does not integrate personal observations or knowledge;
does not present new observations (1-13 points)
Integrates personal observations and
knowledge in a cursory manner; does not
present new observations
(14-16 points)
Integrates personal observations and knowledge in an accurate way; presents
new observations (17-18 points)
Integrates personal observations and knowledge in an accurate and
highly insightful way; presents new observations
(19-20 points)
Response to Classmates
No Student Submission
(0 points)
Responds in a cursory manner to classmates’
postings (1-13 points)
Constructively responds to classmates’ postings
(14-16 points)
Constructively responds to classmates’ postings; offers
insight that encourages other students to think critically
about their own work. (17-18 points)
Constructively responds to classmates’ postings; masterfully connects the material presented in classmates’ postings to their
responses; encourages classmates to think critically about their own
work. (19-20 points)
Organization, Word Choice, and Sentence
Structure
No Student Submission
(0 points)
Posts are disorganized and information is not presented in a logical sequence; word
choice and sentence structure are not suitable
(1-13 points)
Posts are somewhat disorganized, and information is not
presented in a logical sequence; word choice and sentence structure
are not suitable (14-16 points)
Posts are organized, and information is presented in a
logical sequence; word choice and sentence
structure are suitable; there are a few errors; however,
errors do not affect readability.
(17-18 points)
Posts are organized and information is presented in a
logical sequence; word choice and sentence structure are suitable;
no errors in the response. (19-20 points)
References No Student Submission
(0 points)
Includes no sources to support conclusions
(1-13 points)
Includes 1 outside source to support and enrich the discussion;
Includes 2 or more outside sources to support and enrich the discussion;
sources are properly cited in
Includes 2 or more outside sources to support and enrich the discussion; sources are cited using
APA format; style guidelines are

Week 4 – Assignment 1: Identify Quantitative Approaches to Population Health
Part 1
Review both resources for your Week 4 assignment. Using Chapter 4, “Public Health and Health Care Data” in Caron (2017), select four exercises devoted to quantitative data sources. These exercises are designed to familiarize you with the more frequently used databases. In this exercise, you will first have to access the database. Here are five of the exercises found in Chapter 4:
Accessing Birth Data: Access the NVSS website and locate the most recent National Vital Statistics Report Births: Final Data.” Review the report and identify the following for the most recent year:
· Number of births
· Birth rate
· Fertility rate
· Percent born with low birth weight
· Percent of mothers unmarried
 Accessing US Mortality Data: Access the NVSS website and locate the most recent National Vital Statistics Report titled “Deaths: Final Data.” Review the report and identify the following for the most recent year:
· Life expectancy for males and females
· The population groups that experienced a decrease in mortality
· Top three leading causes of death
· Top three leading causes of infant death
Accessing the Behavior Risk Surveillance System Interactive Map Data: Access the interactive map data in the BRFSS website and start by selecting the year 2002 and the category “Overweight and Obesity.” Report the national status of this issue for 2002, and then repeat the process for the later years for which data are available. Note the trend over time, and discuss potential explanations.
 Using the Dartmouth Atlas: Access the Dartmouth Atlas of Health Care website and complete the following steps:
a. Navigate to the “Data by Hospital” section, and select a state.
b. Choose a representative hospital in an urban area of the state, and note the information provided.
c. Now choose a hospital in a rural area of the same state.
d. Compare the findings between the two hospitals, and discuss possible reasons for any differences.
e. In the “Key Issues” section of the site, read the “Reflection on Variations.” Propose any additional explanations you might have for the variations in healthcare.
 County Health Rankings and Road Maps Part A: Access the County Health Ranking & Roadmaps website and complete the following steps:
a. Access the Rankings information for a state of your choosing.
b. View the state maps for health outcomes and health factors for the most recent year available, and compare the two. Which counties rank first and last?
c. Use the “Compare Countries” feature to examine the first- and last-ranked counties. Describe how the counties compare to the state as a whole for each health factor and health outcome.
d. View the state map for the clinical care health factor “Uninsured.” Describe this indicator, identify the source of the data, and compare the rates in both countries.
e. Go the Action Center and explore the sections dealing with public health and healthcare stakeholders, and review the key activities listed for these groups. Select three activities that you think could help improve the identified indicator (the uninsured) for the two counties. Explain your rationale, and describe how you think other stakeholders should be involved in addressing this issue.
You must have a total of four data sources for this assignment—you can select from the five provided as examples or create your own group of exercises.  You might want to consider using two from the examples provided and two other data sources.  Please use other data sources if they are of interest to you.
If your organization has a project that involves one or more of these exercises, you may select those data sources. However, you must use the table format that best resembles your selected data source. You must also respond to all of the discussion questions. This may involve a bit of creative thinking and application on your part.
Please prepare your assignment in the following manner:
· Identify each exercise by name and the page where it can be located in Caron (2017).
· Prepare a table for each of the exercises identical to the table found in Caron (2017) and found in the instructions provided above.
· It is important to note that each of the quantitative databases has its own unique table.
· Respond to all of the discussion questions in the exercise.
· Each exercise must be 1-2 pages in length.
Give some thought to your selections, as they may prove useful for the Week 8 Signature Assignment.
Length: 5-7 pages, not including title and reference pages
References: Include a minimum of one scholarly resource or one government website
PART 2
Critique A Healthcare Delivery System’s Quantitative Assessment Model
Using the NCQA Population Health Management Quality Assessment Resource Guide (2019), identify and briefly describe and critique a healthcare delivery systems quantitative assessment model. It should be noted that these models are usually proprietary and thus cannot be compared across systems.
What do you perceive to be the major shortcoming and how might that deficit be overcome to benefit both the system and the community it serves?
Length: 1-2 pages, not including title and reference pages
Length: 1-2 pages, not including title and reference pages

READPLANN.pdf

Students will prepare pages 1-14 of the business plan template provided in D2L regarding an existing business or one they would like to start. The business does not have to be real.
USE THIS INFORMATION AND COME UP WITH INFORMATION TO FOLLOW. ANOTHER PDF IF A RUBRIC/WHAT IT SHOULD LOOK LIKE
Zeke’s Sweet Treats & More LLC
Started during COVID 2020 was not too much I could do so I decided to ask my mother how to and I have been striving since then.
Offer variety of sweets like cupcakes, candied items, party favors, custom party favors, cakes, & etc.
Competition: bakeries around me (Avanti Sweet Treats & More LLC., Doodle’s Cupcakes and More and Sweet P’s Cupcakes and More).
Once I graduate, I will be pursuing my goals of opening my very own storefront bakery in Milledgeville, GA, Augusta, GA, or Atlanta, GA.

SampleFoodBusinessPlanOklahomaState.pdf

mod3discussion.docx

Skin, Eye, & Ear Disorders

Case 3

Chief Complaint (CC) 

A 11-year-old female patient complains of red left eye and edematous eyelids. Her mother states the child complains of “sand in my left eye.”

Subjective

Patient noticed redness three days ago. Denies having any allergies. Symptoms have gotten worse since she noticed having the problem.

 VS

(T) 98.2°F; (RR) 18; (HR) 78; BP 128/82; SpO2 96% room air; weight 110 lb.

 General

well-developed, healthy, 11 years old

 HEENT

EYES: very red sclera with dried, crusty exudates; unable to open eyes in the morning with the left being worse than the right

 Skin

CTA AP&L

Neck/Throat

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases
Once you received your case number, answer the following questions:
1. What other subjective data would you obtain?
2. What other objective findings would you look for?
3. What diagnostic exams do you want to order?
4. Name 3 differential diagnoses based on this patient presenting symptoms?
5. Give rationales for your each differential diagnosis.

Submission Instructions:).
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

LSDWk3JournalPSY5130.docx

Week 3 – Journal
Start Assignment
· Due Nov 4
Learning and Learning Disabilities
Chapters 7 and 9 of the course textbook discuss theories of learning and information processing as well as various methods of assessing intelligence and testing achievement.
Based on the required textbook readings and references, address or respond to each of the following:
· Briefly summarize the key components of the IDEA, NCLB, and ESSA legislation regarding learning disabilities, including the types of disabilities meant to be covered under these laws.
· Reflect on whether and/or how these laws are informed or supported by theories of cognitive development, learning, and intelligence discussed in the course textbook.
Add graphics, tables, diagrams or additional sources that help emphasize your points and enhance your personal learning experience.

LSDWk3AssignmentPSY5130.docx

Week 3 – Assignment
· Due Nov 5 by 12:59am

· Points 10

· Submitting an external tool
Adolescent Cognitive Development
Chapter 7 of the course textbook examines theories of cognitive development during adolescence and later adulthood. For this assignment, refer to the textbook and two peer-reviewed journal articles to compare and contrast the theories and models of two cognitive theorists with respect these stages of human development.
In your paper, account for or respond to the following:
· Briefly summarize the main elements of each theorist’s analysis of cognitive development during the transition from adolescence to early adulthood.
· Compare and contrast the two approaches to this critical and difficult stage of development, illustrating in what ways, and with respect to what issues, each approach provides insights and/or exhibits shortcomings.
· Compare and contrast cognitive development during adolescence versus early adulthood, evaluating whether and to what extent one or the other stage is more or less amenable to one of the two frameworks examined.
· Be sure to integrate terms and research associated with major cognitive theories into your analysis such as egocentrism, inductive reasoning, or fluid/crystalized intelligence.
Your paper should be 1200-1600 words in length and cite and integrate at least two peer-reviewed journal articles.

Week3PSY5130RequiredResources.docx

Chapter9Mossler_Intelligence.pdf

Chapter8_MosslerLanguageDevelopment.pdf

Chapter7Mossler_CognitiveDevelopment.pdf

LSDWk3AssignmentPSY5130.docx

Week 3 – Assignment
· Due Nov 5 by 12:59am

· Points 10

· Submitting an external tool
Adolescent Cognitive Development
Chapter 7 of the course textbook examines theories of cognitive development during adolescence and later adulthood. For this assignment, refer to the textbook and two peer-reviewed journal articles to compare and contrast the theories and models of two cognitive theorists with respect these stages of human development.
In your paper, account for or respond to the following:
· Briefly summarize the main elements of each theorist’s analysis of cognitive development during the transition from adolescence to early adulthood.
· Compare and contrast the two approaches to this critical and difficult stage of development, illustrating in what ways, and with respect to what issues, each approach provides insights and/or exhibits shortcomings.
· Compare and contrast cognitive development during adolescence versus early adulthood, evaluating whether and to what extent one or the other stage is more or less amenable to one of the two frameworks examined.
· Be sure to integrate terms and research associated with major cognitive theories into your analysis such as egocentrism, inductive reasoning, or fluid/crystalized intelligence.
Your paper should be 1200-1600 words in length and cite and integrate at least two peer-reviewed journal articles.

Week3PSY5130RequiredResources.docx

Chapter9Mossler_Intelligence.pdf

Chapter8_MosslerLanguageDevelopment.pdf

Chapter7Mossler_CognitiveDevelopment.pdf

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Discuss how the money supply is measured and the four key functions of money discussed in the text Chapter 2 and in the Feducation: Money and Inflation video. Use examples from everyday life (e.g. saving, spending, accounting) in your post.