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Tag: Homework Solution

  • [Solved] Discussion

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    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with a…

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    Assignment Prompt & Instructions

    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with at least 3 sentences.

    – What strategy was used to help the patient with memory tasks?
    – What other potential benefits could be gained with smartphone technology to help Alzheimer’s patients with memory?
    – How do you use your smartphone/tablet/fitness monitoring device to help you with memory?

    [https://www.sciencedaily.com/releases/2017/03/170301105526.htm](https://www.sciencedaily.com/releases/2017/03/170301105526.htm)

    – 2 years ago

  • [Solved] Week 6

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) ## **Instructions** **Instructions:** The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergr…

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    ## **Instructions**

    **Instructions:**

    The research paper should be based on a topic discussed in the course. The requirements of this paper include a cover sheet (using the 6 line undergraduate entry), 3-5 numbered pages of text, and a reference page. The research paper requires at least five references.

    **NOTE: The topic chosen for this research paper should not be a topic discussed within the weekly assignments for this course.**

    **Submission Instructions:** Please attach the assignment in Microsoft Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List. See the attached Supporting Materials for the information literacy toolbox and student paper template for this course.

    – 2 years ago

  • [Solved] question assigment

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    – 2 years ago **files (2)** – ## 640Module2Reflection.docx – EDSN640SyllabusOnsite-PASSpring20251-15-25.docx **## 640Module2Reflection.docx** **640 Module 2 Reflection** State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) …

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    – 2 years ago

    **files (2)**

    – ## 640Module2Reflection.docx

    – EDSN640SyllabusOnsite-PASSpring20251-15-25.docx

    **## 640Module2Reflection.docx**

    **640 Module 2 Reflection**

    State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
    [Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.

    **First,**

    · Watch the video about how to "unpack the standard:
    [unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)![](https://www.sweetstudy.com/questions/question-assigment-20888661)

    · Access and read the
    [High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)

    · Post your completed State Standards/Clear Targets assignment.

    **Then, address the the following:**

    1. Define the key vocabulary identified within your selected standard and the HLP (LT1).

    2. Using the
    [What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))

    3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)

    4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)

    Respond to a minimum of three of your classmates. You may use the
    [verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
    [Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.

    **Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
    **● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
    **right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
    Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
    ● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
    Pearson. ISBN 978-0134027296
    ● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
    needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
    ● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
    education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329

    **Reflective Rubric**

    | | | |
    | — | — | — |
    | Reflective Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
    | This criterion is linked to a Learning OutcomeConnections | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
    | This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | | | |
    | — | — |
    | **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
    | Total Points: 28 |

    ## image1.png

    **EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)

    **EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)

    **## 640Module2Reflection.docx**

    **640 Module 2 Reflection**

    State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
    [Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.

    **First,**

    · Watch the video about how to "unpack the standard:
    [unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)![](https://www.sweetstudy.com/questions/question-assigment-20888661)

    · Access and read the
    [High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)

    · Post your completed State Standards/Clear Targets assignment.

    **Then, address the the following:**

    1. Define the key vocabulary identified within your selected standard and the HLP (LT1).

    2. Using the
    [What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))

    3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)

    4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)

    Respond to a minimum of three of your classmates. You may use the
    [verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
    [Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.

    **Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
    **● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
    **right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
    Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
    ● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
    Pearson. ISBN 978-0134027296
    ● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
    needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
    ● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
    education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329

    **Reflective Rubric**

    | | | |
    | — | — | — |
    | Reflective Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
    | This criterion is linked to a Learning OutcomeConnections | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
    | This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | | | |
    | — | — |
    | **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
    | Total Points: 28 |

    ## image1.png

    **EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)

    **## 640Module2Reflection.docx**

    **640 Module 2 Reflection**

    State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
    [Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.

    **First,**

    · Watch the video about how to "unpack the standard:
    [unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)![](https://www.sweetstudy.com/questions/question-assigment-20888661)

    · Access and read the
    [High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)

    · Post your completed State Standards/Clear Targets assignment.

    **Then, address the the following:**

    1. Define the key vocabulary identified within your selected standard and the HLP (LT1).

    2. Using the
    [What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))

    3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)

    4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)

    Respond to a minimum of three of your classmates. You may use the
    [verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
    [Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.

    **Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
    **● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
    **right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
    Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
    ● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
    Pearson. ISBN 978-0134027296
    ● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
    needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
    ● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
    education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329

    **Reflective Rubric**

    | | | |
    | — | — | — |
    | Reflective Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
    | This criterion is linked to a Learning OutcomeConnections | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
    | This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
    | — | — | — |
    | **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | | | |
    | — | — |
    | **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
    | Total Points: 28 |

    ## image1.png

    **EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)

  • [Solved] des

    ✓ Verified Academic Solution Available

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    q1 Natadecha-Sponsel talks about, in "Individualism as an American Cultural Value," the role of communalism (e.g. focus on the group/community) as opposed to individualism. What do you see as the role of these two values in East Asia? And how do they compare to at least one of the other societies th…

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    Assignment Prompt & Instructions

    q1

    Natadecha-Sponsel  talks about, in "Individualism as an American Cultural Value," the role  of communalism (e.g. focus on the group/community) as opposed to  individualism. What do you see as the role of these two values in East  Asia? And how do they compare to at least one of the other societies  that we've talked about?

    q2

    _Black Panther_ is  about a futuristic society that avoided the calamities of European  colonialism and thus, through control of their own resources and  technological innovation, its people were able to thrive and far exceed  the progress of other global societies. While this is fictional (a brand of storytelling called  Afrofuturism), it reflects a way of considering the role of contingency  in the past (e.g. how could things have been different).

    Embracing this approach (but with a more historically-based  approach), how might things have been different in Haiti if foreign  countries had not insisted on intervening on a near-constant basis. You  can use traditional narrative or tell a fictional story about the place  that would exist.

    q3

    Assess  the role of multi-culturalism in Europe. To what degree is European  identity about ancestry and to what degree is it about belonging? Can  people from e.g. former European colonies "be" European? Why or why not?

    q4

    Given that the United States had its  own sphere of influence in the Western Hemisphere, which had its origin  in the Monroe Doctrine in 1823, were the Soviets not justified in  promoting their influence in Eastern Europe?  (5 points) (see textbook,  chap. 3)

    q5

    To what extent did the Korean War  reflect the Cold War policy on both the U.S. and Communist sides? To  what extent did the Korean War reflect a civil war in the aftermath of  decolonization?

    – 2 years ago

  • [Solved] financial projections chart

    ✓ Verified Academic Solution Available

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) please see attachment use the financial projections included to complete chart. need by 7am tomorrow 3/3 – 2 years ago **files (1)** – ## RE.1doggroomingsalonfp.docx **## RE.1doggroomingsalonfp.docx** ![](http…

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    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    please see attachment use the financial projections included to complete chart. need by 7am tomorrow 3/3

    – 2 years ago

    **files (1)**

    – ## RE.1doggroomingsalonfp.docx

    **## RE.1doggroomingsalonfp.docx**

    ![](https://www.sweetstudy.com/questions/financial-projections-chart-20888659)Year 2025:

    Year 2026:

    ![](https://www.sweetstudy.com/questions/financial-projections-chart-20888659)

    #### Key Assumptions

    INSTRUCTIONS: Describe how you came up with the values in your financial forecast. Did you project your revenue based on past results, market research, your best guess at how many people who visit your store and what percentage of them might buy, or some other method? What kind of growth are you assuming? What are your key hires and notable expenses? What level of profit do you expect to generate?

    #### Revenue by Month

    INSTRUCTIONS: Include a chart that shows your projected revenue.

    #### Expenses by Month

    INSTRUCTIONS: Include a chart that shows your projected expenses.

    #### Net Profit (or Loss) by Year

    INSTRUCTIONS: Include a chart that shows your projected expenses.

    ### Statements

    **Projected Profit & Loss**
    INSTRUCTIONS: Provide a summary of your financial forecast here.

    | | | | |
    | — | — | — | — |
    | | FY2018 | FY2019 | FY2020 |
    | Revenue | | | |
    | | | | |
    | Direct Costs | | | |
    | | | | |
    | Gross Margin | | | |
    | Gross Margin % | | | |
    | Operating Expenses | | | |
    | Salary | | | |
    | Employee Related Expenses | | | |
    | Total Operating Expenses | | | |
    | | | | |
    | Operating Income | | | |
    | | | | |
    | Interest Incurred | | | |
    | Depreciation and Amortization | | | |
    | Income Taxes | | | |
    | Total Expenses | | | |
    | Net Profit | | | |
    | Net Profit / Sales | | | |

    **image1.png**

    **image2.png**

    **## RE.1doggroomingsalonfp.docx**

    ![](https://www.sweetstudy.com/questions/financial-projections-chart-20888659)Year 2025:

    Year 2026:

    ![](https://www.sweetstudy.com/questions/financial-projections-chart-20888659)

    #### Key Assumptions

    INSTRUCTIONS: Describe how you came up with the values in your financial forecast. Did you project your revenue based on past results, market research, your best guess at how many people who visit your store and what percentage of them might buy, or some other method? What kind of growth are you assuming? What are your key hires and notable expenses? What level of profit do you expect to generate?

    #### Revenue by Month

    INSTRUCTIONS: Include a chart that shows your projected revenue.

    #### Expenses by Month

    INSTRUCTIONS: Include a chart that shows your projected expenses.

    #### Net Profit (or Loss) by Year

    INSTRUCTIONS: Include a chart that shows your projected expenses.

    ### Statements

    **Projected Profit & Loss**
    INSTRUCTIONS: Provide a summary of your financial forecast here.

    | | | | |
    | — | — | — | — |
    | | FY2018 | FY2019 | FY2020 |
    | Revenue | | | |
    | | | | |
    | Direct Costs | | | |
    | | | | |
    | Gross Margin | | | |
    | Gross Margin % | | | |
    | Operating Expenses | | | |
    | Salary | | | |
    | Employee Related Expenses | | | |
    | Total Operating Expenses | | | |
    | | | | |
    | Operating Income | | | |
    | | | | |
    | Interest Incurred | | | |
    | Depreciation and Amortization | | | |
    | Income Taxes | | | |
    | Total Expenses | | | |
    | Net Profit | | | |
    | Net Profit / Sales | | | |

    **image1.png**

    **image2.png**

  • [Solved] des

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    q1 Students will identify the cultures and societies (plural) of East Asia q2 Students will assess the role of foreign intervention in the making of modern Haiti Students will evaluate the role of creolization/hybridity in the making of Haitian society and culture q3 Students will assess the relatio…

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    Assignment Prompt & Instructions

    q1

    Students will identify the cultures and societies (plural) of East Asia

    q2

    Students will assess the role of foreign intervention in the making of modern Haiti

    Students will evaluate the role of creolization/hybridity in the making of Haitian society and culture

    q3

    Students will assess the relationship between Europe and the world

    q4

    Students will assess the relationship between Mexico and the rest of North America.

    Students will describe the development of Mexico as a multi-ethnic society.

    – 2 years ago

  • [Solved] Excel

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    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java) – 2 years ago

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    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java)

    – 2 years ago

  • [Solved] dis

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    – 2 years ago **files (1)** – ## Lastdis.docx **## Lastdis.docx** Complete Exercise 9.3 Examination of Self-Care. Share your answers to the last 2 questions (that are for a dyad or small group) with the class. ~~Respond to 2 other classmates’ postings for full credit. Response credit follows Discuss…

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    – 2 years ago

    **files (1)**

    – ## Lastdis.docx

    **## Lastdis.docx**

    Complete Exercise 9.3 Examination of Self-Care. Share your answers to the last 2 questions (that are for a dyad or small group) with the class. ~~Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts  (3 pts for the original post, 1 pt each response to the discussions).

    Remember:

    1) The discussion deadline for all initial discussion posts
    **and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).

    2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the  discussions).

    3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.

    4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.

    ![](https://www.sweetstudy.com/questions/dis-20888711)

    Part 2: Respond back to two students

    **Student #1 response:**

    What are the three barriers I experience when I try to practice self-care?

    1.)
    **Procrastination/ Time Management:** Time would be the biggest one for me because sometimes I never have time to take care of me. I am always working and on the weekends I have to clean my home from the past week mess and get ready for the week that is coming. Somedays i have homework that is due all on one day and it can be a bit overwhelming. If I do self-care I really have to plan it around my work schedule which is so sad.

    2.)
    **FEAR:** I often struggle with doing things by myself. I feel like I always need someone to be with me when im doing anything honestly. That stems from childhood trauma, I'm afraid to let people go or doing things alone because I think they will leave me and never come back. I feel like if I can see them then they're safe and I'm safe. It's weird right? The last thing my mama said to me is that she would be right back and never came home.

    3.)
    **Mental Health:** I sometimes have days where I do not get out of bed, eat, or get dressed. Some days are better than others. I feel secure in my bed and in my home but some days it's like I want to get out but I can't.

    What  are three ways I can work around those barriers?

    · Finding new ways of self-care which I have found recently which is plants. It just does something for me. I can't really explain but it's like when I'm doing it everything I am thinking about just goes away.

    · start doing things by myself. I know that it's okay to do things with friends but that attachment issue I have is not okay. I want to get into going to therapy to see if that can help me.

    **Student 2:**

    1. What are three barriers I experience when I try to practice self-care?

    ·
    **Direction** – I often think of self-care in the form of hobbies or leisure. I know that’s not the full extent of it, but personally, I don’t practice many hobbies. Part of that is time constraint, part is simply making the decision to take care of myself.

    ·
    **Guilt** – whenever I do one thing, something goes undone. That could mean chores at home, schoolwork. I started to expand that list, but I think I can see I probably make too many excuses.

    ·
    **Community** – I have great friends, but there are things that I would like to do, again leisure and hobbies, that I don’t have in common with my current community. There are some things I enjoy alone, but there are activities I would love to do with others.

    2. What are three ways I can work around those barriers?

    ·
    **Clarity** – I think I need to identify a few activities that are actually self-care. What are the essentials, and then what could be the activities that I enjoy and could add to my time.

    ·
    **Self-forgiveness** – I appreciated the text giving a picture of self-forgiveness and self-compassion. I think I’m too hard on myself when I don’t complete self-care tasks, rather than just taking time to care for myself.

    ·
    **New community** – I need to give myself time and find new opportunities to meet people that enjoy being together.

    ## image1.png

    **## Lastdis.docx**

    Complete Exercise 9.3 Examination of Self-Care. Share your answers to the last 2 questions (that are for a dyad or small group) with the class. ~~Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts  (3 pts for the original post, 1 pt each response to the discussions).

    Remember:

    1) The discussion deadline for all initial discussion posts
    **and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).

    2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the  discussions).

    3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.

    4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.

    ![](https://www.sweetstudy.com/questions/dis-20888711)

    Part 2: Respond back to two students

    **Student #1 response:**

    What are the three barriers I experience when I try to practice self-care?

    1.)
    **Procrastination/ Time Management:** Time would be the biggest one for me because sometimes I never have time to take care of me. I am always working and on the weekends I have to clean my home from the past week mess and get ready for the week that is coming. Somedays i have homework that is due all on one day and it can be a bit overwhelming. If I do self-care I really have to plan it around my work schedule which is so sad.

    2.)
    **FEAR:** I often struggle with doing things by myself. I feel like I always need someone to be with me when im doing anything honestly. That stems from childhood trauma, I'm afraid to let people go or doing things alone because I think they will leave me and never come back. I feel like if I can see them then they're safe and I'm safe. It's weird right? The last thing my mama said to me is that she would be right back and never came home.

    3.)
    **Mental Health:** I sometimes have days where I do not get out of bed, eat, or get dressed. Some days are better than others. I feel secure in my bed and in my home but some days it's like I want to get out but I can't.

    What  are three ways I can work around those barriers?

    · Finding new ways of self-care which I have found recently which is plants. It just does something for me. I can't really explain but it's like when I'm doing it everything I am thinking about just goes away.

    · start doing things by myself. I know that it's okay to do things with friends but that attachment issue I have is not okay. I want to get into going to therapy to see if that can help me.

    **Student 2:**

    1. What are three barriers I experience when I try to practice self-care?

    ·
    **Direction** – I often think of self-care in the form of hobbies or leisure. I know that’s not the full extent of it, but personally, I don’t practice many hobbies. Part of that is time constraint, part is simply making the decision to take care of myself.

    ·
    **Guilt** – whenever I do one thing, something goes undone. That could mean chores at home, schoolwork. I started to expand that list, but I think I can see I probably make too many excuses.

    ·
    **Community** – I have great friends, but there are things that I would like to do, again leisure and hobbies, that I don’t have in common with my current community. There are some things I enjoy alone, but there are activities I would love to do with others.

    2. What are three ways I can work around those barriers?

    ·
    **Clarity** – I think I need to identify a few activities that are actually self-care. What are the essentials, and then what could be the activities that I enjoy and could add to my time.

    ·
    **Self-forgiveness** – I appreciated the text giving a picture of self-forgiveness and self-compassion. I think I’m too hard on myself when I don’t complete self-care tasks, rather than just taking time to care for myself.

    ·
    **New community** – I need to give myself time and find new opportunities to meet people that enjoy being together.

    ## image1.png

  • [Solved] question assigment

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    – 2 years ago **files (1)** – ## Module1BaselineSurveyandSyllabusReview.docx **## Module1BaselineSurveyandSyllabusReview.docx** 5 **Baseline Survey and Syllabus Review** Student Name: Guzel Kalimullina Institution Affiliation: Touro University Course Code and Title: SEDN 602 Date: 3/1/2025 **Baselin…

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    – 2 years ago

    **files (1)**

    – ## Module1BaselineSurveyandSyllabusReview.docx

    **## Module1BaselineSurveyandSyllabusReview.docx**

    5

    **Baseline Survey and Syllabus Review**

    Student Name: Guzel Kalimullina

    Institution Affiliation: Touro University

    Course Code and Title: SEDN 602

    Date: 3/1/2025

    **Baseline Survey and Syllabus Review**

    **Baseline Survey:**

    1.‘What experience do you have teaching or working with people with disabilities? I do not have experience working with students with disabilities. I am working now as a teacher assistant in ICT a class environment where I  amworking with students who possess different learning needs, from autism spectrum disorder, ADHD, through to speech and language impairment. These experiences have helping me understand the importance of individualized instruction, tolerance, and the necessity of developing an atmosphere that is tolerant and welcoming to everyone.  I am very happy working now with these students am aware that there is always something to learn, especially in learning new strategies and legal frameworks to further assist students with disabilities.

    2.What questions do you have about teaching students with disabilities that you hope this course will address?

    There are several questions that I hope will be covered in this course. Firstly, I am interested in understanding more about using high-leverage instructional practices effectively to support students with different needs. I am also keen on exploring how we can effectively implement assistive technology within the classroom for enhanced learning. A second area of interest is the process of creating culturally responsive individualized education programs (IEPs) from a student's strengths and areas of need. Last, I have a desire to know about best practices in collaborating with families and other educators in order to give students with disabilities the assistance they require to be effective in academic and social settings

    3.What should I know to better support you this semester?

    In a bid to further help me during this semester, I appreciate instructions and well-structured deadlines so that I can effectively manage my work load.

    **Syllabus Review:**

    1.
    **You will need to submit all assignments online. What are two backup plans if your primary device is not working or your internet goes down?**

    · Plan A: Use a public library or campus computer lab to access Canvas and submit assignments.

    · Plan B: Utilize a backup device, such as a tablet or smartphone, to complete and upload assignments if my primary device fails.

    2.
    **What format style is all of your work to follow? Insert a link to an online resource for this formatting style.**

    · All work must follow
    **APA format**. A useful resource for APA guidelines is the Purdue Online Writing Lab (OWL): https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

    3.
    **Instructions for completing your Journal Entries can be found on p. ____ of the syllabus.**

    · Instructions for completing Journal Entries can be found on
    **page 6** of the syllabus.

    4.
    **The Midterm is due on _____________.**

    · The Midterm is due on
    **March 19, 2025**.

    5.
    **The Final is due on _____________.**

    · The Final is due on
    **May 7, 2025**.

    6.
    **Most late work will be accepted for up to ____ week after the original due date with a _____% deduction to your grade.**

    · Most late work will be accepted for up to
    **one (1) week** after the original due date with a
    **10% deduction** to the grade.

    7.
    **Exception to the late work policy: No late work will be accepted for Module ___ for any reason. Please do not wait until the last evening to submit work for this Module.**

    · No late work will be accepted for
    **Module 12** for any reason.

    8.
    **Is it okay to submit links to Google Docs, YouTube, etc. for your assessments?**

    ·
    **No**, it is not acceptable to submit links to Google Docs, YouTube, etc., for assessments. All work must be uploaded directly to Canvas in an appropriate file format (e.g., .doc, .docx, or .pdf).’

    **## Module1BaselineSurveyandSyllabusReview.docx**

    5

    **Baseline Survey and Syllabus Review**

    Student Name: Guzel Kalimullina

    Institution Affiliation: Touro University

    Course Code and Title: SEDN 602

    Date: 3/1/2025

    **Baseline Survey and Syllabus Review**

    **Baseline Survey:**

    1.‘What experience do you have teaching or working with people with disabilities? I do not have experience working with students with disabilities. I am working now as a teacher assistant in ICT a class environment where I  amworking with students who possess different learning needs, from autism spectrum disorder, ADHD, through to speech and language impairment. These experiences have helping me understand the importance of individualized instruction, tolerance, and the necessity of developing an atmosphere that is tolerant and welcoming to everyone.  I am very happy working now with these students am aware that there is always something to learn, especially in learning new strategies and legal frameworks to further assist students with disabilities.

    2.What questions do you have about teaching students with disabilities that you hope this course will address?

    There are several questions that I hope will be covered in this course. Firstly, I am interested in understanding more about using high-leverage instructional practices effectively to support students with different needs. I am also keen on exploring how we can effectively implement assistive technology within the classroom for enhanced learning. A second area of interest is the process of creating culturally responsive individualized education programs (IEPs) from a student's strengths and areas of need. Last, I have a desire to know about best practices in collaborating with families and other educators in order to give students with disabilities the assistance they require to be effective in academic and social settings

    3.What should I know to better support you this semester?

    In a bid to further help me during this semester, I appreciate instructions and well-structured deadlines so that I can effectively manage my work load.

    **Syllabus Review:**

    1.
    **You will need to submit all assignments online. What are two backup plans if your primary device is not working or your internet goes down?**

    · Plan A: Use a public library or campus computer lab to access Canvas and submit assignments.

    · Plan B: Utilize a backup device, such as a tablet or smartphone, to complete and upload assignments if my primary device fails.

    2.
    **What format style is all of your work to follow? Insert a link to an online resource for this formatting style.**

    · All work must follow
    **APA format**. A useful resource for APA guidelines is the Purdue Online Writing Lab (OWL): https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

    3.
    **Instructions for completing your Journal Entries can be found on p. ____ of the syllabus.**

    · Instructions for completing Journal Entries can be found on
    **page 6** of the syllabus.

    4.
    **The Midterm is due on _____________.**

    · The Midterm is due on
    **March 19, 2025**.

    5.
    **The Final is due on _____________.**

    · The Final is due on
    **May 7, 2025**.

    6.
    **Most late work will be accepted for up to ____ week after the original due date with a _____% deduction to your grade.**

    · Most late work will be accepted for up to
    **one (1) week** after the original due date with a
    **10% deduction** to the grade.

    7.
    **Exception to the late work policy: No late work will be accepted for Module ___ for any reason. Please do not wait until the last evening to submit work for this Module.**

    · No late work will be accepted for
    **Module 12** for any reason.

    8.
    **Is it okay to submit links to Google Docs, YouTube, etc. for your assessments?**

    ·
    **No**, it is not acceptable to submit links to Google Docs, YouTube, etc., for assessments. All work must be uploaded directly to Canvas in an appropriate file format (e.g., .doc, .docx, or .pdf).’

  • [Solved] Student Learning Outcome

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    attached as a file. thanks! – 2 years ago **files (1)** – ## assignment.pdf **## assignment.pdf** Minnesota State Community and Technical College – 2 – NURS2437 Nursing Clinical II © (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author. Edited…

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    Assignment Prompt & Instructions

    attached as a file. thanks!

    – 2 years ago

    **files (1)**

    – ## assignment.pdf

    **## assignment.pdf**

    Minnesota State Community and Technical College – 2 – NURS2437 Nursing Clinical II
    © (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author.

    Edited 01/2025 RT

    12. Apply technology and information management tools to support safe processes of care.

    Student assignment: Please refer the document & link below regarding the scope and standards of
    practice.

    MN BON Nurse
    Practice Act 2013.pdf

    https://www.goodwin.edu/enews/ana-standards-of-practice-for-nurses/

    1. Read the ANA Nursing Scope and Standards of Practice information provided from Goodwin
    University. Evaluate your own performance with examples based on the standards of care.

    Nursing Standard of Care Evaluation of your performance
    1 Assessment
    2 Diagnosis
    3 Outcomes Identification
    4 Planning
    5 Implementation
    6 Evaluation
    7 Ethics
    8 Advocacy
    9 Respectful and Equitable Practice
    10 Communication
    11 Collaboration
    12 Leadership
    13 Education
    14 Scholarly Inquiry
    15 Quality of Practice
    16 Professional Practice Evaluation
    17 Resource Stewardship

    2. Read the MN Nurse Practice Act. Give 2 examples of how you adhered to the Nurse Practice

    Act within the student nurse role.

    3. Identify what procedures you performed that were consistent with your current level of
    knowledge and skill.

    4. Identify the scope of practice and roles of health care team members. Please provide proper
    in-text citations for these team members.

    Minnesota State Community and Technical College – 3 – NURS2437 Nursing Clinical II
    © (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author.

    Edited 01/2025 RT

    Scope of Practice
    (actions and procedures that
    the practitioner are
    permitted to perform)

    Role
    (behaviors, rights, and
    obligations)

    Physician
    Registered Nurse
    Licensed Practical Nurse
    Certified Nursing Assistant
    Physical Therapist
    Occupational Therapist
    Respiratory Therapist
    Speech Therapist
    Pharmacist
    Dietician
    Paramedic
    Radiology Technician
    Lab Technician
    Surgeon
    Anesthetist

    5. Review the following ATI tutorials. When complete, initial here:
    *ATI Achieve Tutorial: Preparing for Clinical Experiences
    *ATI Nurse Logic Tutorial: Knowledge and Clinical Judgment
    *ATI Nurse Logic Tutorial: Nursing Concepts

    Include Bibliography

    **## assignment.pdf**

    Minnesota State Community and Technical College – 2 – NURS2437 Nursing Clinical II
    © (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author.

    Edited 01/2025 RT

    12. Apply technology and information management tools to support safe processes of care.

    Student assignment: Please refer the document & link below regarding the scope and standards of
    practice.

    MN BON Nurse
    Practice Act 2013.pdf

    https://www.goodwin.edu/enews/ana-standards-of-practice-for-nurses/

    1. Read the ANA Nursing Scope and Standards of Practice information provided from Goodwin
    University. Evaluate your own performance with examples based on the standards of care.

    Nursing Standard of Care Evaluation of your performance
    1 Assessment
    2 Diagnosis
    3 Outcomes Identification
    4 Planning
    5 Implementation
    6 Evaluation
    7 Ethics
    8 Advocacy
    9 Respectful and Equitable Practice
    10 Communication
    11 Collaboration
    12 Leadership
    13 Education
    14 Scholarly Inquiry
    15 Quality of Practice
    16 Professional Practice Evaluation
    17 Resource Stewardship

    2. Read the MN Nurse Practice Act. Give 2 examples of how you adhered to the Nurse Practice

    Act within the student nurse role.

    3. Identify what procedures you performed that were consistent with your current level of
    knowledge and skill.

    4. Identify the scope of practice and roles of health care team members. Please provide proper
    in-text citations for these team members.

    Minnesota State Community and Technical College – 3 – NURS2437 Nursing Clinical II
    © (2025 AP, RT, MW). No portion of this syllabus may be used or shared without express permission of the author.

    Edited 01/2025 RT

    Scope of Practice
    (actions and procedures that
    the practitioner are
    permitted to perform)

    Role
    (behaviors, rights, and
    obligations)

    Physician
    Registered Nurse
    Licensed Practical Nurse
    Certified Nursing Assistant
    Physical Therapist
    Occupational Therapist
    Respiratory Therapist
    Speech Therapist
    Pharmacist
    Dietician
    Paramedic
    Radiology Technician
    Lab Technician
    Surgeon
    Anesthetist

    5. Review the following ATI tutorials. When complete, initial here:
    *ATI Achieve Tutorial: Preparing for Clinical Experiences
    *ATI Nurse Logic Tutorial: Knowledge and Clinical Judgment
    *ATI Nurse Logic Tutorial: Nursing Concepts

    Include Bibliography