Students will prepare a 12-14-page research proposal (not including title page, tables, figures and references) identifying an issue that impacts client and client systems within their field agency. The proposal is due April 23, 2026.The proposal should consist of the following sections, each section clearly written out as a subheading of the main assignment. The proposal should be developed and written strictly adhering to current APA style. Using the research process develop a research proposal that include the following: Introduction Statement of Research Problem Significance of Research Literature Review Methodology i. Study design ii. Hypothesis and hypothesis operationalization iii. Area of study iv. Sample and sampling frame v. Instrumentation vi. Data collection methods vii. Methods of data analysis Implications of Study Limitations of Study

Students will prepare a 12-14-page research proposal (not including title page, tables, figures and references) identifying an issue that impacts client and client systems within their field agency. The proposal is due April 23, 2026.The proposal should consist of the following sections, each section clearly written out as a subheading of the main assignment. The proposal should be developed and written strictly adhering to current APA style. Using the research process develop a research proposal that include the following: Introduction Statement of Research Problem Significance of Research Literature Review Methodology i. Study design ii. Hypothesis and hypothesis operationalization iii. Area of study iv. Sample and sampling frame v. Instrumentation vi. Data collection methods vii. Methods of data analysis Implications of Study Limitations of Study

Prior to beginning work on this assignment, review

• the following chapters in the textbook, Project Control: Integrating Cost and Schedule in Construction (2nd ed.):
• Chapter 12: Resource Management
• Chapter 14: Project Closeout
• the webpages:
• Share the ways to measure the performance by reflecting on the project.

At the beginning of this course, you started out creating a project schedule and cost schedule. You were then asked to change your project to accommodate certain business needs, which you completed. Now, assuming no more changes are on the horizon, how are you going to measure the performance of your project once the execution starts? To measure project performance,

• Track key metrics like schedule variance, cost performance index, and earned value to assess progress against baselines.

These measurements enable project managers to identify deviations early and implement corrective actions to maintain project objectives.

• Discuss how you would implement cost and schedule control if the situation calls for it in the future.

The Project Performance Measurement Plan paper

• must be 5 to 7 double-spaced pages in length (not including title and references pages) and in non-APA formatting.
• must include a separate title page with the following in title case:
• title of paper in bold font
• Space should appear between the title and the rest of the information on the title page.
• students name
• name of institution (The University of Arizona Global Campus)
• course name and number
• instructors name
• due date
• must utilize academic voice.
• Review the
• resource for additional guidance.
• must include an introduction and conclusion paragraph.
• For assistance in writing
• and
• , refer to the Writing Center resources.

You will be submitting your original work therefore references are not required. You do not need to use APA formatting for this assignment.

Description:

This presentation is designed to help students better understand the use of emerging wearable technology for healthcare needs.

Wearable technology is defined as inventing, designing, building, or using miniature computational and sensory devices that one puts on ones body. Smaller computer systems that one wears, and high-quality voice-activated inventions will facilitate the use of computers in nursing practice. One can wear wearable computers under, over, or within clothing. Sometimes, the device is the actual clothing. Wearable computing concerns devices that a person can put on. Examples include clothing or watches, jewelry, google glasses, and other accessories. Emerging wearable devices are being used to provide remote monitoring of physiologic parameters in care settings, or even in patients own homes. This includes telehealth, which is described in chapter 18 of your textbook, and you will have an opportunity to explore this technology later in the course.

• Your assignment is to research emerging wearable technology and develop a PowerPoint proposal on taking a non-healthcare-related technology and using it or adapting it to meet the needs of patients with health needs. Please be as creative as you can and really let your imagination flow. Read chapter 3 in your textbook and refer back to pages 59-61, and review the Future of the human-computer interface in chapter 11. Search the index of your textbook as well for other sections that discuss wearable technology, for example, legal issues (Ch 5), human-technology interface (Ch 11-p 211), and promoting patient safety (Ch 15, p. 310-313).
• The deliverable for this project is a PowerPoint Presentation with at least 6 slides (plus a title and a reference slide) and 3 pictures only.
• Adding more than 3 pictures will increase the file size to a point where it will not upload to Safe Assign. Be sure to give ownership credit for your pictures.
• Include 3-8 sentences in the notes section at the bottom of each PowerPoint slide. These notes should describe the slide and its purpose as if you were giving an oral presentation.
• Your presentation should be creative, visually appealing, and engaging. Be sure to review it for spelling, grammar, and syntax errors. Be sure the references slide uses APA format.

As an outline, please use the following slide headings.

• Title
• Introduction (Define Wearable Technology)
• Emerging Technology (Present your technology)
• Health Care Applications (How can this technology be adapted in health care)
• Pros and Cons
• Conclusion
• References ( Minimum 3- be sure to use APA format)

When you finish writing the notes for your presentation, submit it to Safe Assign, and then review its report. Avoid direct quotes, and be sure to paraphrase (use your own words) this will help you get better Safe Assign scores.

Please develop your presentation making sure that you have addressed each section of the grading rubric.

Please pay attention to the APA reference format.

Attached is more details of the assignment, along with the textbook that is used in this class (it is talked about in the instructions) and the grading rubric for the assignment please follow it very closely

Instructions

Background

There are many different possible outcomes for an individual who has experienced trauma. The DSM-5-TR has a chapter titled “Trauma- and StressorRelated Disorders.” There are eight in total, beginning with Reactive Attachment Disorder (RAD) and ending with Unspecified Trauma- and Stressor-Related Disorder (2022). Each disorder sub-section includes diagnostic features, prevalence, risk, and prognostic factors, differential disorders related to the main diagnosis, and a plethora of scholarly resources. Specifically, pay close attention to each subsection that is titled “Culture-Related Diagnostic Issues.”

Instructions

Using the DSM-5-TR, you will create a 5-column chart that lists each disorder found in this chapter, a brief summary of the diagnostic features, the prevalence, and possible differential disorders. Please paraphrase using your own words.

After creating the chart, pick one of the disorders and discuss it using a culturally competent perspective. Please submit this summary following the chart. Remember that cultural competence is an ability to empathize and communicate/interact effectively with all populations, no matter the culture (Frisby et al., 2013). For example, the trauma of COVID-19 is affecting minorities and those of lower socioeconomic status disproportionally (U.S. Centers for Disease Control and Prevention, 2020), with many developing post-traumatic stress disorder (Kira et al., 2020). Be sure your summary addresses the following:

• Include an introduction.
• Identify the population (i.e., the culture you have chosen to focus on, giving some statistics and characteristics).
• Describe how this population has been identified as at-risk for a disorder listed in your chart, and then explain why.
• Provide some possible interventions for someone treating this individual (remember Lesson 1).
• Provide a conclusion.

Note: Remember to use scholarly resources to support your content. Hint There are many in the chapter of the DSM-5-TR that you are using for your chart.

An example of the chart is below with the first disorder done for you.

Table 1

Lesson 2 Assignment

Name of DisorderDiagnostic Features PrevalenceDifferential Diagnosis Reactive Attachment Disorder (RAD)This disorder manifests when an infant (at least 9 months old) or young child is unable to establish healthy attachments with their caregivers. When the infant/child is distressed, they may not look for comfort from the caregivers. They may also lack a response to the efforts of caregivers.UnknownAutism Spectrum Disorder (ASD), Intellectual Disability Disorder (ID), Depressive Disorder, and other possible comorbidities such as cognitive and language delays or malnutrition.

Length: chart, 1-2 pages; paper section 2-3 pages, excluding title and reference pages

References: Include a minimum of 5 scholarly references published within the last 5 years. You may include the DSM-5-TR as one of these.

Nursing Care Plan 1- Must have 3 Diagnosis

1 NANDA which is physically focused

1 NANDA which is focused on either psychosocial, family, or discharge.

1 NANDA with student area of choice (can be any of the above)

Long term goal may not be able to be evaluated please indicate HOW you would know it was achieved (if the goal can not be evaluated)

**NANDAs should consider priority and area of admission/care

EACH NANDA DIAGNOSES SHOULD HAVE 1 SHORT TERM GOAL AND ON LONG TERM GOAL. AS WELL AS 1 SHORT TERM AND LONG TERM INTERVENTION.

I HAVE PRE FILLED THE TEMPLATE FOR YOU

Nursing Care Plan 1- Must have 3 Diagnosis

1 NANDA which is physically focused

1 NANDA which is focused on either psychosocial, family, or discharge.

1 NANDA with student area of choice (can be any of the above)

Long term goal may not be able to be evaluated please indicate HOW you would know it was achieved (if the goal can not be evaluated)

**NANDAs should consider priority and area of admission/care

EACH NANDA DIAGNOSES SHOULD HAVE 1 SHORT TERM GOAL AND ON LONG TERM GOAL. AS WELL AS 1 SHORT TERM AND LONG TERM INTERVENTION.

I HAVE PRE FILLED THE TEMPLATE FOR YOU

Overview

As an early childhood professional sharing enthusiasm and creativity while reading aloud to children provides rich multilayered learning experiences that engages several senses, and fosters a love for reading that can last a lifetime.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Access the following to complete this Assessment:

PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences

Scenario

You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.

With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.

• Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
• Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.

Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.

• To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
• Infants and toddlers
• Preschoolers
• Kindergartners
• Early elementary (first, second, and/or third graders)
• Identify four childrens books appropriate for your target age group:
• Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
• One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
• Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
• Ensure that the four books you select represent the following:
• Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
• Each book is characteristic of the specific genre;
• Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
• At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
• Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.

• Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
• Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
• Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
• Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
• Set two goals for yourself to meet in creating your read-aloud presentation.
• Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
• Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
• How well you met your goals for your read-aloud presentation;
• At least two strengths of your read-aloud presentation;
• At least two examples of what could be better/more effective;
• At least two strategies to apply to improve your read-aloud presentations.

Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.

• Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
• Part One Introduction: Quality Literature for Young Children (1 slide)
• Identify the age group you are addressing;
• Explain three key criteria that you used to select books for your target age group.
• Part One 4 Featured Books (8 slides/2 slides per book)
• For each of the four books you have selected and evaluated:
• Identify the title, author, and genre;
• Briefly summarize the books key characters, events, and/or themes;
• Explain how the book is characteristic of the specific genre;
• Explain why the book is an appropriate choice for your target age group;
• Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
• Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
• Part One Summary (1 slide)
• Explain your three top tips for evaluating quality childrens literature for your target age group.
• Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
• Identify the book you selected to read aloud;
• Explain three qualities that make the book a good choice to read aloud.
• Part Two: The Read-Aloud Presentation (1 slide)
• Make an audio recording of your read-aloud presentation that will be embedded in this slide;
• Explain two goals that you set for yourself in creating this read-aloud presentation
• Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
• Evaluate your read-aloud presentation to explain:
• How well you met your goals for the read-aloud presentation.
• At least two strengths of the presentation;
• At least two examples of what could be better/more effective about the read-aloud presentation;
• At least two strategies to apply to improve your read-aloud presentations.
• Part Two Summary (1 slide)
• Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
• References (1 slide)
• Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.

SUBMIT YOUR POWERPOINT PRESENTATION

Learning Activity 1: Identifying Literary Genres for Young Children

Web Resource: Do You Know Your Children’s Book Genres?

Do you know your children’s book genres? (n.d.). https://www.harpercollins.com/blogs/harperkids/childrens-book-genres

Note: Review only the chart on genres in childrens literature provided on this web page.

Time Estimate: 10 min

article: how to choose a good picture book

Shafer, S. (n.d.). How to choose a good picture book. Simply Charlotte Mason. https://simplycharlottemason.com/blog/how-to-choose-a-good-picture-book/

Time Estimate: 15 min

Learning Activity 2: Evaluating Childrens Books for Quality

Article: Ten Steps for Reviewing Childrens Books

Derman-Sparks, L. & Edwards, J. O. (n.d.). Ten steps for reviewing childrens books. A supplementary resource to L. Derman-Sparks & J. O. Edwards (Authors), Anti-bias education for young children and ourselves. ARCQE. https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf

Time Estimate: 30 min

Article: Reading Your Way to a Culturally Responsive Classroom

Wanless, S. B., & Crawford, P. A. (2016, May). Reading your way to a culturally responsive classroom. Young Children, 815.

Time Estimate: 30 min

Learning Activity 3: Choosing Childrens Books for Different Ages

article: How to Choose Read Aloud Books: Babies to Third Graders

Reading Rockets, Walker, R. & Salvadore. M. (n.d.). How to choose read aloud books: Babies to third graders. Reading Rockets. http://www.readingrockets.org/article/how-choose-read-aloud-books-babies-third-graders

Time Estimate: 30 min

Web Resource: Choosing Baby Books and Toddler BOoks

Scholastic Parent Staff. (n.d.). Choosing baby books and toddler books. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/book-selection-tips/choosing-baby-books-and-toddler-books.html

Time Estimate: 10 min

Articlr: The BOok Matters! Choosing COmplex Narrative Texts To Support Literary Discussion

Hoffman, J. L., Teale, W. H., & Yokota, J. (2015, September). The book matters! Choosing complex narrative texts to support literary discussion. NAEYC. https://www.naeyc.org/resources/pubs/yc/sep2015/book-matters

Note: Review this resource for characteristics of good picture books.

Time Estimate: 30 min

Learning Activity 1: Strategies for Reading Stories Aloud to Children

Web Article: Reading Aloud with Children of All Ages

Koralek, D. (n.d.). Reading aloud with children of all ages. Reading Is Fundamental. https://www.rif.org/sites/default/files/images/2022/06/14/Support_Materials/ReadingAloud.pdf

Time Estimate: 20 min

Article: Helping Young Children to Develop Positive Learning Dispositions

Helping young children to develop positive learning dispositions. (2009). In Aistears Themes. https://ncca.ie/media/3193/dispositions-3-6.pdf

Time Estimate: 10 min

article: Oral Storytelling is Important for reading, writing, and Social Wellbeing

Spencer, T. D. (2023 January 6). Oral storytelling is important for reading, writing, and social wellbeing. Open Access Government. https://doi.org/10.56367/OAG-037-10493-02

Time Estimate: 15 min

article: Advice for Sharing Wordless Picture Books

Cooper, T. (2020 February 6). Advice for sharing wordless picture books. Scottish Book Trust. https://www.scottishbooktrust.com/articles/advice-for-sharing-wordless-picture-books

Time Estimate: 10 min

Making Connections

These video resources offer read-aloud experiences to emulate as you prepare your read-aloud presentation for the Competency Assessment. (Keep in mind that you will be creating an audio recording of your read-aloud presentation.) The video with specific strategies demonstrates how to engage young children in a realistic fiction book about a family doing laundry by using an animated voice and involving children in making predictions about story events. The stories read by actors Rita Moreno, Lily Tomlin, and Allison Janney offer models of how to use your voice to make different characters stand out, how to pause to build suspense, and overall how to create an entertaining read-aloud experience for children.

Video: I Need My Monster Read by Rita Moreno (12:00)

Storyline Online. (2014, January 17). ‘I need my monster’ read by Rita Moreno [Video]. YouTube. https://www.youtube.com/watch?v=QwCxW7Nx4Ec

Video: HEY, THATS MY MONSTER READ BY LILY TOMLIN (12:00)

Storyline Online. (2017, January 25). ‘Hey, thats my monster’ read by Lily Tomlin [Video]. YouTube. https://www.youtube.com/watch?v=Hh-ju18EoG0&t=

Video: Carlas Sandwich read by Allison Janney (11:00)

Storyline Online. (2016, October 5). ‘Carlas sandwich’ read by Allison Janney [Video]. YouTube. https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D