Bright Academic Experts

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  • Reflection 3

    In 200+ words, pick a communication conflict pattern (they are described starting on page 338) that include competing, avoiding, accommodating, compromising, and collaborating. 1. Identity the one or two that you employ most often. 2. Briefly explain how they help you succeed in relationships. 3. Then reflect further and explain how they could be a weakness, such as what do you sacrifice for yourself or others due to these tendencies? 4. Identify a situation in which you could use a different strategy and how it could lead to a better result for you and/or others.

  • six

    Consider the above disaster preparedness plan from Sentara, and then answer the questions

    1. Describe the disaster preparedness plan at your current or past workplace.
    2. Identify potential gaps or areas for improvement in disaster preparedness.
    3. How can you advocate for necessary changes?
    4. In what ways can you promote community engagement and resilience in disaster preparedness efforts in the broader community?

  • Health Promotion Disease Preve (PUBH-345-OL1-25475)

    THIS WILL BE TWO DISCUSSION POST.

    Discussion Topic

    The physician has referred a client with a terminal illness to hospice care. The client voices being discouraged over how his doctor “gave up on him”.

    How would you explain the purpose and potential benefits of hospice care to a client and their family who feel discouraged? How can you reassure (the client AND the falily) them that hospice care is not about giving up, but about improving quality of life and providing comfort and support during this difficult time?

    • What would you say to this client and his family?
    • What resources could you offer the client and his family?
    • THIS IS THE SECOND ONE —-> Discussion Topic
    • The physician has referred a client with a terminal illness to hospice care. The client voices being discouraged over how his doctor “gave up on him”. How would you explain the purpose and potential benefits of hospice care to a client and their family who feel discouraged? How can you reassure (the client AND the falily) them that hospice care is not about giving up, but about improving quality of life and providing comfort and support during this difficult time?

      • What would you say to this client and his family?
      • What resources could you offer the client and his family?

      THIS IS MORE INSTRUCTIONS BELOW—>

      • Discussion Forums
        Discussion posts must be written in APA format, including in-text citations and a
        reference list at the end of each primary post. NO CHAT GPT OR AL

    Requirements: NA

  • Neurodiversity-Affirming Approaches

    Skim the resources below:

    https://neurodivergentinsights.com/rise-in-autism-diagnoses/

    Module 1 Chapter 2: What is Evidence-Based Practice?

    EBPs

    https://neurodivergentinsights.com/neurodivergent-affirming-practices/

    • Answer the prompt below in 200 words or less.
    • Audience: Other social workers or co-workers at work or internship. If you are not doing either right now, imagine you are.

    Prompt

    Your co-worker knows you are taking this class and asks you to share something you learned about helping neurodivergent clients. Choose one of the following concepts to explain (based on resources):

    • Communication First
    • Trauma Focus
    • Limitations of Behaviorism/Applied Behavior Analysis
    • Autism acceptance (vs awareness or appreciation)

  • Primary Cultural Text Analysis

    Purpose Revolutionary movements produce not only political programs but also cultural products that communicate struggle, identity, and visions of liberation. This assignment trains you to read a cultural object as a historical and political textto analyze how people use images, music, and language to resist domination.

    Overview You will select one primary cultural source connected to the weeks themes and write a short analytical essay that interprets it using concepts from the course. Your source may be a: Revolutionary poster or political artwork Protest photograph Song or spoken word performance Film clip or documentary scene Speech, pamphlet, or manifesto excerpt Newspaper headline or political cartoon Mural, graffiti, or other visual text Your task is to analyze how the source communicates political meaningnot to summarize it.

    Requirements

    1. Choose a cultural text: Select a primary source related to any movement or topic covered in the course. Include an image, link, or timestamp for the source.

    2. Write a 2- page analysis (approx. 4500600 words) that addresses: ‘

    A. Context (the who/when/where/why): Who created this text? When and under what political circumstances? What movement, community, or event does it belong to? What was the creator trying to accomplish or respond to?

    B. Form & Aesthetics: What stands out visually, musically, or rhetorically? What symbols, colors, sounds, or composition choices matter? How does the form shape the message?

    C. Meaning & Interpretation: What political message does the text communicate? What emotions or ideas does it evoke? How does it portray oppressed groups, power structures, empire, or resistance? D. Conceptual Connection: Connect your interpretation to at least one course concept (e.g., hegemony, racial capitalism, decolonization, imperialism, Third Worldism, solidarity, nationalism, gender and representation). 3. Works Cited: Include a short citation for your source (link + creator + date is sufficient). If you reference readings or lectures, cite them as well.

    Submission Instructions Length: 2 pages, double-spaced Format: Word or PDF

    Tips Use your own voice; insight matters more than jargon. Avoid summary. Focus on interpretation. Think like a historian: nothing in a cultural text is accidental. Be specificshow what you see or hear.

    Attached Files (PDF/DOCX): Primary_Cultural_Text_Analysis_Assignment (1).pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Assignment 1: Case Conceptualization and Technique Applicati…

    WORTH 100 PTS AND 40% OF GRADE

    Purpose

    This assignment will enhance your practice skills and behaviors by enabling you to apply theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks to guide the processes of culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities.

    Assignment Details

    To complete this assignment, you will review the provided case scenario to write a case conceptualization paper (6-8 pages double spaced) applying each of the following theories to this case: Ego Psychology, Family Systems, and Behavioral Theory. Your paper should include the following questions under each theory heading in addition to a final paragraph summary:

    Ego Psychology, Family Systems and Behavioral Theory Case Conceptualization

    1. Write a brief case conceptualization analyzing the origins and causes of the clients (or family systems) primary challenges from the perspective of the theory with discussion of a minimum of two concepts relevant to that specific theory.
    2. Describe your recommended treatment strategy outlining targeted areas for improvement and offer a minimum of two strategies or techniques you could

    use to address these targeted areas based on the theorys hypothesized mechanisms of change.

    1. What considerations related to issues of power, privilege, and oppression are at play in order to ensure your work with the client was culturally responsive?

    Summary

    1. Discuss how you feel that each of the theories, discussed in this paper, resonate with you as an emerging social worker- Why or why not?

    Attached Files (PDF/DOCX): Case Example- Sandra Assignment 1.pdf, sowk_4003_example_of_a_case_conceptualization_write-up.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Concept Attainment Model and Technology Integration in Educa…

    Two parts assignment

    Part One

    Concept Attainment Model – Integrating Technology/Media within Concept Mapping Lesson In this technical assignment, you will use the Concept Attainment Model to design a lesson that integrates technology/media resources. You will integrate concept mapping into the lesson. A Concept map must be attached/included. (Not a rubric for how it will be graded but the actual concept map.) The media or technology may be used to introduce the lesson, for skill development, formative assessment, etc. When you submit the lesson design, make sure that you have included necessary information (ppt file, link to a site you used, etc.) so that I can access the technology you have included. Evidence of students being challenged to do the following should be present in the unit: Build on students’ prior knowledge. Students will examine content from different perspectives. Students will explore relationships among concepts. Critical thinking is promoted. Students’ curiosity is engaged A template for this lesson plan is provided. I strongly encourage you to use the template to guide your work in order to ensure that the required components of the lesson are included. Make sure you go back and review the exemplar in PHASE ONE and design the lesson following that model throughout. Remember to complete the highlighted sections to include the research behind the use of the model. This accounts for 10% of the grade. Complete the template and submit in Canvas. Points–100

    Part 2:

    Use the link below to view the video on how is Technology Transforming Teaching and Classrooms? https://www.youtube.com/watch?v=QeUEZaoCX9E&feature=youtu.be Summarize the video and select 3 key points that stood out to you and justify your reason(s) for the selection. Then explain which of the points selected has the most influence on your current instructional practices. Remember to include a cover page and a reference page Points–50

    I have attached the rubric for part one, the template to use for part one, and Phase One and Two to refer back to, to help complete part one. Link is attached to help complete part 2.

    Attached Files (PDF/DOCX): Addie Phase Two (1).docx, Phase One (1).docx, EDL 703 Rubric ADDIE Phase Two Lesson Plan Two.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Managemant

    I need a powerpoint presentation using chapter 9 from mgmt 12 chuck williams starting from interorganizational process to the end of chapter 9.

  • NU475-Chronic Disease Essay

    Introduction

    It is now 6 months later. Despite palliative interventions to help George maintain a good quality of life, Georges condition has deteriorated. Interventions have not been sufficient to maintain the stability of Georges blood sugar. His neuropathy has progressed. Foot ulcers have not healed and George has required the amputation of several toes. His uncontrolled hypertension and congestive heart failure have resulted in limited mobility and dependence on oxygen therapy. Georges resting oxygen saturation is 90%; with exertion it drops to the low 80s. George becomes short of breath after even short activity.

    Curative interventions are no longer effective. New referrals were made. George has been admitted to hospice services.

    Wt 196 lbs

    BP 174/96

    George and Martha were visibly shaken when they heard that George was given a hospice referral. Martha was in tears. They both agree that they want George to stay at home to care for him there. They are not entirely on board with this decision regarding hospice services because they do not feel that George is at the point of needing these services yet. George and Martha do not really know anything about hospice care except that it is a place to go at the end of life. They have read on the internet about miracle treatments in Mexico and might consider trying those treatments first.

    George and Martha have many thoughts and questions such as:

    • Isnt there another medication you can try?
    • Why now? We really are getting along pretty well.
    • Can we wait just a little longer for the change to hospice?
    • How much longer does George have to live?
    • How will Martha care for George at home?

    Write a 34-page expository paper that conveys the communication strategies that you would use to support George and Martha as they receive this difficult news. Your paper should include the elements listed below.

    1. Introduction to End-of-Life Communication
    2. Hospice and Palliative Care Knowledge
    • It is important to listen to George and Martha and understand their perspective on Georges diagnosis and to discover what they know about hospice and palliative care.
    • Provide three (3) questions that you would ask to assess understanding. Provide rationale for the questions you would ask.
    1. Common Emotions
    • Identify three (3) emotions that patients or family members might commonly experience at the time of a terminal diagnosis.
    • Provide evidence-based strategies the nurse can use in response to the emotions.
    1. Negotiation and Problem Solving
    • Identify three (3) strategies to negotiate and problem solve George and Marthas hesitancy and reluctance to accept hospice services. Give examples.
    1. Decision Making
    • Describe how you would assist George and Martha in their ability to make decisions. Give examples.
    • How does ethical decision making on the part of the nurse apply to this scenario? Discuss two (2) possible ethical considerations and your responses.
    • Provide at least 3 current references (within the last 5 years).

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    Requirements: