Please download the Anatomy Assignment PDF and label the diagrams for both male and female anatomy diagrams, and then upload the file back into Canvas.
Category: uncategorised
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Provide a change matrix
There has been a lot of corrections that were recommended by the professor. The professor has instructed to create a change matrix document that will show the changes made according to the comments given by the professor.
Requirements: 4-6
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Health & Medical Question
Part1:
Post Discussion: Chapter 4 and Reply to a Classmate
1. Watch the following video related to carbohydrates.
2. From the videos above, answer the following questions:
- How have you previously incorporated food into your sport, exercise, or fitness performance?
- How would you do it differently after the content in the chapter and videos?
3. Reply to a classmate.
Do not reply to a reply.
20 points for your original post and 10 points for replying to your classmates.
As a reminder on your replies:
10 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):
Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.
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Hi David.Nice to meet you.I like your post.Have a good semester.I posted the same thing.
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- Your replies must be written in proper sentence for with emojis, emoticons, or text abbreviations (e.g. LOL)
- Your reply must relate to what they posted, not only what you posted.
- Your reply must be respectful, but may disagree.
- If you post that you agree, disagree, like, or dislike something in their post, you must state what the item was and why you felt that the way you did.
- Vague or short replies will receive very little credit.
- Asking a question does not count as one of your 3 sentences, but you may ask a question in addition to your required response
Part 2:
Post Discussion: Chapter 5 and Reply to a Classmate
1. Watch the following videos related to protein.
2. From the videos above, answer the following questions:
- Explain the importance and role of protein?
- How have the diets of athletes changed to reflect healthier options?
3. Reply to a classmate.
Do not reply to a reply.
20 points for your original post and 10 points for replying to your classmates.
As a reminder on your replies:
10 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):
Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.
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Hi David.Nice to meet you.I like your post.Have a good semester.I posted the same thing.
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- Your replies must be written in proper sentence for with emojis, emoticons, or text abbreviations (e.g. LOL)
- Your reply must relate to what they posted, not only what you posted.
- Your reply must be respectful, but may disagree.
- If you post that you agree, disagree, like, or dislike something in their post, you must state what the item was and why you felt that the way you did.
- Vague or short replies will receive very little credit.
- Asking a question does not count as one of your 3 sentences, but you may ask a question in addition to your required response
Requirements: 150-200
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Power point
the IEP process explain it step by step Mississippi -
Complete the code for two simple projects.
Complete the code for two simple projects. I will provide specific tasks during the content discussion.
Requirements: depend on project
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Market/customers information, competitor analysis
Market/customers information, competitor analysis (requirement and information will be provided in the attachment file).
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Discussion # 2 Charlotte Perkins Gilman The Yellow Wallpaper
In The Yellow Wallpaper, Charlotte Perkins Gilman provides a narrative that serves as a historical window into late 19th-century women’s experiences, addressing societal expectations, autonomy, independence and mental health. Utilize a historical lens to discuss how the setting, particularly the symbolism of the yellow wallpaper, contributes to our understanding of the limitations imposed on women in this historical context. Discuss societal perspectives and constraints faced by women during this period, providing historical evidence to support your analysis. In 8-10 sentences, explore the ways in which Gilman’s narrative sheds light on the historical aspects of women’s experiences in the late 19th century, drawing connections to the broader context of women’s history.
This is all in 8-10 sentences. Combine all answers in one paragraph.
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Complete the code for two simple projects.
Complete the code for two simple projects. I will provide specific tasks during the content discussion.
Requirements: depend on project
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Week 8 Assignment: 8-to-10-minute narrated presentation vi…
You will create an 8-to-10-Minute Narrated Video made using Panopto or any other video tool. Videos must include you presenting slides with content regarding your paper.
Using or any other software tool, create a recorded presentation that promotes your EBP paper from Week 7. You may use PowerPoint or any other media to develop up to 10 slides to be used in the video presentation.
The presentation should
- Explain models clarity and conciseness.
- Discuss models diagrammatic representation.
- Discuss model’s comprehensiveness.
- Discuss model’s easiness, discuss model’s flexibility.
- Explain the models use and popularity.
- Describe the resources needed to implement the model.
Include a table that summarizes your evidence in the presentation. Conclude with a summarization of the key points and major lessons you learned from this project.
Presentation Guidelines
Below is a list of the video presentation guidelines:
- Review the rubric. It will ensure all the required components are present in order for you to obtain the most credit for your efforts.
- Include visual aids. Reinforce your presentation with graphs, pictures, or charts to keep the presentation interesting and to support your findings.
- Organize your work. Plan your presentation and structure it in a clear and logical manner. Use professional language and support your content with current literature.
- Duration of the video is limited to no more than 8-10 minutes You must personally narrate the presentation starting with “This is [your name]” Narration must be audible and clear.
- Presentation should be made from no more than 10 slides (not including the title page and references) and must have a professional appearance.
- The first slide contains the title and your name. Content slides must contain both text and images with appropriate captioning to ensure clarity.
- The final version must be a narrated video recorded using Panopto or any software or tool. The videos will be uploaded to the assignment using My Panopto Videos. See instructions for
EBP Project Presentation Rubric
EBP Project Presentation Rubric
CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
Introduction
5 pts
Exceeds Expectations
Clearly identifies the EBP common model selected.
2.5 pts
Does Not Meet Expectations
Selected uncommon model or does not discuss any model.
5 pts
This criterion is linked to a Learning Outcome
Explains models clarity and conciseness
15 pts
Exceeds Expectations
Clearly explains the clarity and conciseness of the models concepts and organization and addresses in details how they can support answering their PICOT question.
13.5 pts
Meets Expectations
Describes the clarity and conciseness of the models concepts and organization and addresses with some details how they can support answering their PICOT question.
12 pts
Approaches Expectations
Explains the clarity and conciseness of the models concepts and organization and partially addresses how it relates to their PICOT question.
9 pts
Does Not Meet Expectations
Inadequately explains the clarity and conciseness of the models concepts and organization or does not relate them to their PICOT question.
15 pts
This criterion is linked to a Learning Outcome
Discussion of models diagrammatic representation
15 pts
Exceeds Expectations
Thoroughly explains the model’s diagram, addressing how it enhances understanding and applies to the PICOT question, while discussing its clarity, comprehensiveness, and relevance for clinical practice or evidence-based implementation.
13.5 pts
Meets Expectations
Discusses the diagram, pointing out its basic features and its connection to the PICOT question, though lacking deep analysis of how the diagram enhances understanding.
12 pts
Approaches Expectations
The diagram is mentioned, but the description is vague or lacks connection to the PICOT question.
9 pts
Does Not Meet Expectations
Fails to provide a meaningful evaluation of the diagram or its relevance to the PICOT question.
15 pts
This criterion is linked to a Learning Outcome
Discussion of models comprehensiveness
15 pts
Exceeds Expectations
Explains how well the model addresses all aspects of the PICOT question (population, intervention, comparison, outcome, time) and explains its broad, holistic approach to solving the clinical problem.
12.99 pts
Meets Expectations
Discusses how well the model addresses most aspects of the PICOT question, though some elements may not be fully covered.
9.99 pts
Approaches Expectations
Provides limited explanation of how the model covers the PICOT question, with a focus on only a few elements.
8.01 pts
Does Not Meet Expectations
Does not adequately explain how the model applies to or addresses the PICOT question.
15 pts
This criterion is linked to a Learning Outcome
Discussion of model’s easiness
10 pts
Exceeds Expectations
Thoroughly explains the ease of understanding and applying the model in clinical practice. Considers factors such as simplicity, user-friendliness, and accessibility for healthcare professionals.
8.66 pts
Meets Expectations
Discusses how easy or difficult the model is to understand and implement but lacks sufficient details regarding its ease of use in clinical settings.
6.66 pts
Approaches Expectations
Provides minimal or unclear evaluation regarding the ease of applying the model.
5.34 pts
Does Not Meet Expectations
Does not address the ease of understanding or applying the model.
10 pts
This criterion is linked to a Learning Outcome
Discussion of model’s flexibility
10 pts
Exceeds Expectations
Explains the models adaptability across various clinical settings or populations. Describes how the model can be modified or applied to different situations and still maintain its effectiveness.
8.66 pts
Meets Expectations
Notes that the model may be flexible but does not discuss in detail how it can be applied in diverse settings or populations.
6.66 pts
Approaches Expectations
Describes limited flexibility or applies it only to a specific scenario without considering broader applications.
5.34 pts
Does Not Meet Expectations
Does not discuss the flexibility of the model.
10 pts
This criterion is linked to a Learning Outcome
Explanation of models use and popularity
10 pts
Exceeds Expectations
Provides a detailed explanation of the models current use in practice and its popularity among healthcare professionals. Points out evidence of its widespread adoption or endorsement in research or clinical settings.
9 pts
Meets Expectations
Mentions the models use in practice but lacks substantial evidence or discussion of its popularity or widespread use.
8 pts
Approaches Expectations
Briefly addresses the use of the model but lacks depth in discussing its popularity or application in practice.
6 pts
Does Not Meet Expectations
Fails to provide any meaningful discussion on the models use or popularity.
10 pts
This criterion is linked to a Learning Outcome
Resources Needed
10 pts
Exceeds Expectations
Fully describes the various resources needed to implement the model. Critically examines internal and external resources, as well as any supplies that will be needed. Explains human resources needed.
9 pts
Meets Expectations
Describes the feasibility of the model; describes some potential barriers and includes some strategies to overcome them.
8 pts
Approaches Expectations
States a few resources needed to implement model. Identifies internal and external resources that will be needed, but does not fully elaborate.
6 pts
Does Not Meet Expectations
Fails to explain the various resources needed to implement the model. Does not address the internal or external resources.
10 pts
This criterion is linked to a Learning Outcome
Organization of Presentation
10 pts
Exceeds Expectations
Slides are visually well designed, aesthetically pleasing with appropriate use of white space, visuals, and minimal text, on each slide; color and animations are used judiciously; theme is evident throughout to produce a highly cohesive presentation; free from errors (grammar, punctuation, spelling, formatting, etc.) on the slides.
9 pts
Meets Expectations
Slides are effectively designed with visual appeal including white space, visuals, and minimal text for the most part; color and animations are used appropriately; theme is evident in the presentation for the most part to produce a cohesive presentation and/or minor errors (grammar, punctuation, spelling, formatting, etc.) on the slides.
8 pts
Approaches Expectations
Slides generally include a mix of white space, visuals, and/or text but not consistently and/or some overuse or inappropriate use of color or animations; theme is not consistently evident throughout the presentation and/or some errors (grammar, punctuation, spelling, formatting, etc.) on the slides.
6 pts
Does Not Meet Expectations
Slides generally lack visual appeal and are text-heavy with little or no visuals and/or exhibit an overuse of color or animations; no theme is evident and the presentation appears disjointed rather than unified and/or frequent errors (grammar, punctuation, spelling, formatting, etc.) on the slides
10 pts
This criterion is linked to a Learning Outcome
Quality of Argument in Presentation
10 pts
Exceeds Expectations
Shows a deep/robust understanding of the model and how it fits the PICOT question. Clearly articulates a position or argument in EBP importance and implementation.
9 pts
Meets Expectations
Shows a limited understanding of the model and how it fits the PICOT question; articulates a position or argument that is incomplete or limited in EBP importance and implementation
8 pts
Approaches Expectations
Shows a superficial understanding of the model and how it fits the PICOT question. Articulates a position or argument that is unfocused or ambiguous in EBP importance and implementation
6 pts
Does Not Meet Expectations
Shows no understanding of the model and how it fits the PICOT question. Does not articulate a position or argument in EBP importance and implementation
10 pts
This criterion is linked to a Learning Outcome
Presentation Delivery
10 pts
Exceeds Expectations
Delivers with a good volume and energy, proper pace and diction; uses complete and grammatically correct sentences
9 pts
Meets Expectations
Delivers with a good volume and energy, generally proper pace and diction; uses almost complete and grammatically correct sentences
8 pts
Approaches Expectations
Delivers with a low volume and energy in most of the presentation, generally proper pace and diction; some sentences were incomplete or included some errors.
6 pts
Does Not Meet Expectations
Delivers with a low volume or energy; pace too slow or fast; some sentences were incomplete or included many errors.
10 pts
This criterion is linked to a Learning Outcome
Conclusion
5 pts
Exceeds Expectations
Concisely summarizes key points and major lessons learned from the project.
4.33 pts
Meets Expectations
Summarizes some of the key points and lessons learned from the project.
3.33 pts
Approaches Expectations
Summarizes a few points and lesson learned from the project.
2.67 pts
Does Not Meet Expectations
Fails to summarize the key points and lesson learned from the project
5 pts
please do powerpoint, with narration notes or presentation notes. I will do narration.
Attached Files (PDF/DOCX): Week_3_Assignment_Literature_Search_Review-17691278146973877.docx, Evidence-Based_Strategies_to_Prevent_Pressure_Injuries_in_Hospitalized_Adults_A_Cri.docx, Week_7_Assignment_Promoting_and_Implementation_of_EBP_Paper-17715229135782979.docx
Note: Content extraction from these files is restricted, please review them manually.
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Congress homework
- Due Monday by 10:30am
- Points 50
- Submitting a file upload
- File Types doc, pdf, pages, and docx
- Available after Sep 15, 2025 at 12am
One Page Article Analysis
First, read a news story from the newspaper or the Internet. Answer the following questions regarding your news story: 1) What is the main issue, who are the main actors being discussed, what are your thoughts about this story?;
Second, choose one of the assigned articles from Canvas you read for this week. Answer the following questions regarding the assigned article: 1) What are the basics of this article (who, what, when, how, why, etc.); 2) What is the overall main point the author is trying to convince you of? 3) Do you agree with the authors argument? Why? Why not?
Finally, tie together your news story with what you learned from the assigned article, textbook readings, podcasts, videos, etc. for this week. Type your answers using your own words, no outline or bullets, complete sentences and paragraphs, single-spaced, full-page.
There are fifteen article analysis assignments required (50 points each), one due in the dropbox on Monday of each week by 10:30 am (no late work please). Each of these assignments requires the student to read articles assigned for the week on Canvas (for example: “Export This?”), as well as recent political news stories from a major daily periodical or e-news source (NY Times, Washington Post, Wall Street Journal, CNN Politics, Sacramento Bee, etc.). You must read the newspaper every day and choose a story about American politics for your weekly Article Analysis. We will discuss your news story at the beginning of class every Monday when I ask “So, what is going on in American politics today?”
The idea behind this assignment is to have students keep up on political events from throughout the country, put them in the context of broader conceptual thought (based on the assigned articles for the week), and then think critically about that news event. Students are expected to use their own thoughts and words in the written assignments. Use of ChatGPT or other AI tools to submit what should be original written work will be detected and given zero points.
The quality of writing should be college level, one full page, at least 300 words, double or single spaced, 12 pt font. You must include a citation of the source of your news article with the title, author’s name, periodical name, and date of publication (MLA or APA format). Please Submit Assignment as a .pdf or Word doc.
Plagiarism will result in zero points. I use a program called TurnItIn and other AI detectors to determine how much, if any, of your assignment has come directly from the Internet or is AI generated. So, please put everything in your own words. Do not cut and paste anything from the Internet or AI generated text.
I recommend students clip several political news articles from the newspaper or the internet each week. Then, in your article analysis, you can tie one or more of these stories to what you have been learning from the assigned articles, textbook, podcasts, and other course resources.
Be prepared to talk about your news story in class on Mondays.
Requirements: follow steps