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Tag: Homework Solution

  • [Solved] Neurocognitive Medications

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    Executive Solution Overview

    Discussion on neurocognitive meds – 2 years ago **files (1)** – ## DiscussiononNeurocognitiveMedications.docx **## DiscussiononNeurocognitiveMedications.docx** Discussion Assignment Please select two of the below medication classes. **You may choose whichever medication classes interest you the most…

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    Assignment Prompt & Instructions

    Discussion on neurocognitive meds

    – 2 years ago

    **files (1)**

    – ## DiscussiononNeurocognitiveMedications.docx

    **## DiscussiononNeurocognitiveMedications.docx**

    Discussion Assignment

    Please select two of the below medication classes.
    **You may choose whichever medication classes interest you the most.** Your primary post should outline arguments both for and against the medication class in the two patient cases below. The primary post is due by Wednesday (end of day).

    ![](https://www.sweetstudy.com/questions/neurocognitive-medications)· What is the proposed mechanism of action of the medication(s)? Why might this be appropriate for the patients?

    · What are the advantages or disadvantages to your class of medication (options for different administration, length of duration, etc.)?

    · What are the advantages or disadvantages to the other medication options?

    · What possible side effects or considerations need to be evaluated?

    · Provide one example for each consideration—legal, ethical, and social implications—for prescribing the medication category.

    Patient 1:

    Malcolm is a 9-year-old male in the 4th grade at the public elementary school. Malcolm has recently been diagnosed with ADHD, combined presentation. Malcolm struggles with being fidgety and hyperactive; he often gets into trouble at school for blurting out answers, getting out of his desk when he should not be, and hitting other children when

    upset. Malcolm also has a hard time focusing on anything other than video games at home. His parents report homework takes “all night” though it should only take 30 minutes. Malcolm has assigned chores but often gets distracted. For example, Malcolm was to take out the trash but got distracted in the driveway while taking out the trash and left the full bag in the driveway. He often misplaces the combination code for the lock on the house door.

    Patient 2:

    Jessica is a 32-year-old female that was recently diagnosed with ADHD. She was referred to your office by the psychologist that completed the ADHD assessment. Jessica has always struggled in school and jobs. She is often “written up” at her job for not completing tasks that are assigned to her. She becomes easily distracted by her other co-workers. She finds herself spending a lot of time conversing with colleagues. Her colleagues are frequently annoyed with her for constantly talking to them and interrupting their work and tasks. Jessica is here to discuss medication options to treat ADHD.

    Peer Replies

    Please reply to 3 of your peers by Saturday evening.

    Good luck this week, it’s going to be a busy one!

    ## image1.emf

    **## DiscussiononNeurocognitiveMedications.docx**

    Discussion Assignment

    Please select two of the below medication classes.
    **You may choose whichever medication classes interest you the most.** Your primary post should outline arguments both for and against the medication class in the two patient cases below. The primary post is due by Wednesday (end of day).

    ![](https://www.sweetstudy.com/questions/neurocognitive-medications)· What is the proposed mechanism of action of the medication(s)? Why might this be appropriate for the patients?

    · What are the advantages or disadvantages to your class of medication (options for different administration, length of duration, etc.)?

    · What are the advantages or disadvantages to the other medication options?

    · What possible side effects or considerations need to be evaluated?

    · Provide one example for each consideration—legal, ethical, and social implications—for prescribing the medication category.

    Patient 1:

    Malcolm is a 9-year-old male in the 4th grade at the public elementary school. Malcolm has recently been diagnosed with ADHD, combined presentation. Malcolm struggles with being fidgety and hyperactive; he often gets into trouble at school for blurting out answers, getting out of his desk when he should not be, and hitting other children when

    upset. Malcolm also has a hard time focusing on anything other than video games at home. His parents report homework takes “all night” though it should only take 30 minutes. Malcolm has assigned chores but often gets distracted. For example, Malcolm was to take out the trash but got distracted in the driveway while taking out the trash and left the full bag in the driveway. He often misplaces the combination code for the lock on the house door.

    Patient 2:

    Jessica is a 32-year-old female that was recently diagnosed with ADHD. She was referred to your office by the psychologist that completed the ADHD assessment. Jessica has always struggled in school and jobs. She is often “written up” at her job for not completing tasks that are assigned to her. She becomes easily distracted by her other co-workers. She finds herself spending a lot of time conversing with colleagues. Her colleagues are frequently annoyed with her for constantly talking to them and interrupting their work and tasks. Jessica is here to discuss medication options to treat ADHD.

    Peer Replies

    Please reply to 3 of your peers by Saturday evening.

    Good luck this week, it’s going to be a busy one!

    ## image1.emf

  • [Solved] UNV-303 Managing Your GCU Experience

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need this assignment completed by tomorrow 3/31/25 – 2 years ago **files (4)** – ## AssessmentDescriptionweek3.docx – ## UNV-303-RS-T3-YourGCUExperience_Online.docx – ## RubricCriteria.3.docx – UNV-303-RS-T3-TimeManagement.docx **## AssessmentDescriptionweek3.docx** Assessment Description Use the…

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    Assignment Prompt & Instructions

    I need this assignment completed by tomorrow 3/31/25

    – 2 years ago

    **files (4)**

    – ## AssessmentDescriptionweek3.docx

    – ## UNV-303-RS-T3-YourGCUExperience_Online.docx

    – ## RubricCriteria.3.docx

    – UNV-303-RS-T3-TimeManagement.docx

    **## AssessmentDescriptionweek3.docx**

    Assessment Description

    Use the attached document titled “Your GCU Experience” in order to gain insight into your community and college experience.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## UNV-303-RS-T3-YourGCUExperience_Online.docx**

    ![](https://www.sweetstudy.com/questions/unv-303-managing-your-gcu-experience)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 3 Managing Your GCU Experience**

    **Directions:** In order to gain insight into your professional and college experiences, answer the following questions. Record your responses to all questions
    _on this document_ (the boxes will expand should you require more space).

    | | |
    | — | — |
    | What are some of the social and professional organizations/associations that are specific to your program outside of GCU? Which one interests you the most, why? (Minimum 100 words total)<br>Note: The organization/association you discuss here can be specific to your community or your future profession. These can be associated with your work, gym, church, friends, family, business connections, mentors, etc. | |
    | Set and share a goal for how you will become involved in a social /professional organization. Discuss how involvement in these types of groups could positively affect you as a student/employee? (Minimum 100 words total) | |
    | What do you need to achieve academically to be successful in the future? Are there any GPA requirements, volunteer hours, or employment experience associated with your future career that you learned more about or that you would like to learn more about?<br>(Minimum 100 words total) | |
    | Review the <br>["How It All Began: History" section of Chapter 1](https://lc.gcumedia.com/webbooks/university-success-guide-finding-your-purpose/v1.1/) in the University Success Guide to locate and explain GCU's Mission and Vision, Five Mission Competencies, and GCU’s Christian Identity and Mission. (Minimum 100 words total) | · GCU Mission and Vision:<br>· Five Mission Competencies:<br>· GCU’s Christian Identity and Mission: |
    | The GCU Academic Catalog lists the university's General Education (GE) Competencies. <br>_Note: While the General Education Competencies_<br>_support the GCU Mission competencies, they are not the same competencies._ (The GE Competencies are listed in the box to the right.) Review <br>[Ch. 2 of the University Success Guide](https://lc.gcumedia.com/webbooks/university-success-guide-finding-your-purpose/v1.1/) to locate and describe the five GE Competencies in your own words.<br> <br>(Minimum 100 words total) | · University Foundations <br>· Effective Communication<br>· Christian Worldview<br>· Critical Thinking<br>· Global Awareness, Perspectives and Ethics |
    | The box to the right lists some personal situations you may encounter as a student at GCU. For each situation, list the individual steps you would take, and anyone you may need to contact in order to resolve each one.<br>(Minimum 50 words total) | · Failing a class:<br>· Missed an assignment/exam due date:<br>· Feeling nervous or overwhelmed:<br>· Scheduled for the wrong course/class:<br>· Cannot log into the digital classroom or the GCU Library: |

    ## image1.png

    **## RubricCriteria.3.docx**

    Rubric Criteria

    Social and Professional Organizations/ Associations

    9.75 points

    Criteria Description

    Social and Professional Organizations/ Associations

    5. Target

    9.75 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is complete and includes relevant details.

    3. Approaching

    7.31 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is incomplete.

    1. Unsatisfactory

    0 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is not provided.

    Involvement Goal

    13 points

    Criteria Description

    Involvement Goal

    5. Target

    13 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    11.05 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is complete and includes relevant details.

    3. Approaching

    9.75 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is provided but lacks relevant detail.

    2. Insufficient

    8.45 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is incomplete.

    1. Unsatisfactory

    0 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is not provided.

    Academic Success

    9.75 points

    Criteria Description

    Academic Success

    5. Target

    9.75 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is complete and includes relevant details.

    3. Approaching

    7.31 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is incomplete.

    1. Unsatisfactory

    0 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is not provided.

    University Snapshot

    9.75 points

    Criteria Description

    University Snapshot

    5. Target

    9.75 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is complete and includes relevant details.

    3. Approaching

    7.31 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is incomplete.

    1. Unsatisfactory

    0 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is not provided.

    General Education Competencies

    9.75 points

    Criteria Description

    General Education Competencies

    5. Target

    9.75 points

    Description of the five General Education Competencies is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Description of the five General Education Competencies is complete and includes relevant details.

    3. Approaching

    7.31 points

    Description of the five General Education Competencies is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Description of the five General Education Competencies is incomplete.

    1. Unsatisfactory

    0 points

    Description of the five General Education Competencies is not provided.

    Resolutions

    9.75 points

    Criteria Description

    Resolutions

    5. Target

    9.75 points

    List of steps and contact information that is needed to resolve the indicated situations is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    List of steps and contact information that is needed to resolve the indicated situations is complete and includes relevant details.

    3. Approaching

    7.31 points

    List of steps and contact information that is needed to resolve the indicated situations is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    List of steps and contact information that is needed to resolve the indicated situations is incomplete.

    1. Unsatisfactory

    0 points

    List of steps and contact information that is needed to resolve the indicated situations is not provided.

    Mechanics of Writing

    3.25 points

    Criteria Description

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    5. Target

    3.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    4. Acceptable

    2.76 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    3. Approaching

    2.44 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2. Insufficient

    2.11 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1. Unsatisfactory

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    Total

    65 points

    **UNV-303-RS-T3-TimeManagement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unv-303-rs-t3-timemanagement-docx)

    **UNV-303-RS-T3-TimeManagement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unv-303-rs-t3-timemanagement-docx)

    **## AssessmentDescriptionweek3.docx**

    Assessment Description

    Use the attached document titled “Your GCU Experience” in order to gain insight into your community and college experience.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## UNV-303-RS-T3-YourGCUExperience_Online.docx**

    ![](https://www.sweetstudy.com/questions/unv-303-managing-your-gcu-experience)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 3 Managing Your GCU Experience**

    **Directions:** In order to gain insight into your professional and college experiences, answer the following questions. Record your responses to all questions
    _on this document_ (the boxes will expand should you require more space).

    | | |
    | — | — |
    | What are some of the social and professional organizations/associations that are specific to your program outside of GCU? Which one interests you the most, why? (Minimum 100 words total)<br>Note: The organization/association you discuss here can be specific to your community or your future profession. These can be associated with your work, gym, church, friends, family, business connections, mentors, etc. | |
    | Set and share a goal for how you will become involved in a social /professional organization. Discuss how involvement in these types of groups could positively affect you as a student/employee? (Minimum 100 words total) | |
    | What do you need to achieve academically to be successful in the future? Are there any GPA requirements, volunteer hours, or employment experience associated with your future career that you learned more about or that you would like to learn more about?<br>(Minimum 100 words total) | |
    | Review the <br>["How It All Began: History" section of Chapter 1](https://lc.gcumedia.com/webbooks/university-success-guide-finding-your-purpose/v1.1/) in the University Success Guide to locate and explain GCU's Mission and Vision, Five Mission Competencies, and GCU’s Christian Identity and Mission. (Minimum 100 words total) | · GCU Mission and Vision:<br>· Five Mission Competencies:<br>· GCU’s Christian Identity and Mission: |
    | The GCU Academic Catalog lists the university's General Education (GE) Competencies. <br>_Note: While the General Education Competencies_<br>_support the GCU Mission competencies, they are not the same competencies._ (The GE Competencies are listed in the box to the right.) Review <br>[Ch. 2 of the University Success Guide](https://lc.gcumedia.com/webbooks/university-success-guide-finding-your-purpose/v1.1/) to locate and describe the five GE Competencies in your own words.<br> <br>(Minimum 100 words total) | · University Foundations <br>· Effective Communication<br>· Christian Worldview<br>· Critical Thinking<br>· Global Awareness, Perspectives and Ethics |
    | The box to the right lists some personal situations you may encounter as a student at GCU. For each situation, list the individual steps you would take, and anyone you may need to contact in order to resolve each one.<br>(Minimum 50 words total) | · Failing a class:<br>· Missed an assignment/exam due date:<br>· Feeling nervous or overwhelmed:<br>· Scheduled for the wrong course/class:<br>· Cannot log into the digital classroom or the GCU Library: |

    ## image1.png

    **## RubricCriteria.3.docx**

    Rubric Criteria

    Social and Professional Organizations/ Associations

    9.75 points

    Criteria Description

    Social and Professional Organizations/ Associations

    5. Target

    9.75 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is complete and includes relevant details.

    3. Approaching

    7.31 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is incomplete.

    1. Unsatisfactory

    0 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is not provided.

    Involvement Goal

    13 points

    Criteria Description

    Involvement Goal

    5. Target

    13 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    11.05 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is complete and includes relevant details.

    3. Approaching

    9.75 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is provided but lacks relevant detail.

    2. Insufficient

    8.45 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is incomplete.

    1. Unsatisfactory

    0 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is not provided.

    Academic Success

    9.75 points

    Criteria Description

    Academic Success

    5. Target

    9.75 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is complete and includes relevant details.

    3. Approaching

    7.31 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is incomplete.

    1. Unsatisfactory

    0 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is not provided.

    University Snapshot

    9.75 points

    Criteria Description

    University Snapshot

    5. Target

    9.75 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is complete and includes relevant details.

    3. Approaching

    7.31 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is incomplete.

    1. Unsatisfactory

    0 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is not provided.

    General Education Competencies

    9.75 points

    Criteria Description

    General Education Competencies

    5. Target

    9.75 points

    Description of the five General Education Competencies is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Description of the five General Education Competencies is complete and includes relevant details.

    3. Approaching

    7.31 points

    Description of the five General Education Competencies is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Description of the five General Education Competencies is incomplete.

    1. Unsatisfactory

    0 points

    Description of the five General Education Competencies is not provided.

    Resolutions

    9.75 points

    Criteria Description

    Resolutions

    5. Target

    9.75 points

    List of steps and contact information that is needed to resolve the indicated situations is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    List of steps and contact information that is needed to resolve the indicated situations is complete and includes relevant details.

    3. Approaching

    7.31 points

    List of steps and contact information that is needed to resolve the indicated situations is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    List of steps and contact information that is needed to resolve the indicated situations is incomplete.

    1. Unsatisfactory

    0 points

    List of steps and contact information that is needed to resolve the indicated situations is not provided.

    Mechanics of Writing

    3.25 points

    Criteria Description

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    5. Target

    3.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    4. Acceptable

    2.76 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    3. Approaching

    2.44 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2. Insufficient

    2.11 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1. Unsatisfactory

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    Total

    65 points

    **UNV-303-RS-T3-TimeManagement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unv-303-rs-t3-timemanagement-docx)

    **## AssessmentDescriptionweek3.docx**

    Assessment Description

    Use the attached document titled “Your GCU Experience” in order to gain insight into your community and college experience.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## UNV-303-RS-T3-YourGCUExperience_Online.docx**

    ![](https://www.sweetstudy.com/questions/unv-303-managing-your-gcu-experience)

    Name:

    Course:

    Date:

    Instructor:

    **Topic 3 Managing Your GCU Experience**

    **Directions:** In order to gain insight into your professional and college experiences, answer the following questions. Record your responses to all questions
    _on this document_ (the boxes will expand should you require more space).

    | | |
    | — | — |
    | What are some of the social and professional organizations/associations that are specific to your program outside of GCU? Which one interests you the most, why? (Minimum 100 words total)<br>Note: The organization/association you discuss here can be specific to your community or your future profession. These can be associated with your work, gym, church, friends, family, business connections, mentors, etc. | |
    | Set and share a goal for how you will become involved in a social /professional organization. Discuss how involvement in these types of groups could positively affect you as a student/employee? (Minimum 100 words total) | |
    | What do you need to achieve academically to be successful in the future? Are there any GPA requirements, volunteer hours, or employment experience associated with your future career that you learned more about or that you would like to learn more about?<br>(Minimum 100 words total) | |
    | Review the <br>["How It All Began: History" section of Chapter 1](https://lc.gcumedia.com/webbooks/university-success-guide-finding-your-purpose/v1.1/) in the University Success Guide to locate and explain GCU's Mission and Vision, Five Mission Competencies, and GCU’s Christian Identity and Mission. (Minimum 100 words total) | · GCU Mission and Vision:<br>· Five Mission Competencies:<br>· GCU’s Christian Identity and Mission: |
    | The GCU Academic Catalog lists the university's General Education (GE) Competencies. <br>_Note: While the General Education Competencies_<br>_support the GCU Mission competencies, they are not the same competencies._ (The GE Competencies are listed in the box to the right.) Review <br>[Ch. 2 of the University Success Guide](https://lc.gcumedia.com/webbooks/university-success-guide-finding-your-purpose/v1.1/) to locate and describe the five GE Competencies in your own words.<br> <br>(Minimum 100 words total) | · University Foundations <br>· Effective Communication<br>· Christian Worldview<br>· Critical Thinking<br>· Global Awareness, Perspectives and Ethics |
    | The box to the right lists some personal situations you may encounter as a student at GCU. For each situation, list the individual steps you would take, and anyone you may need to contact in order to resolve each one.<br>(Minimum 50 words total) | · Failing a class:<br>· Missed an assignment/exam due date:<br>· Feeling nervous or overwhelmed:<br>· Scheduled for the wrong course/class:<br>· Cannot log into the digital classroom or the GCU Library: |

    ## image1.png

    **## RubricCriteria.3.docx**

    Rubric Criteria

    Social and Professional Organizations/ Associations

    9.75 points

    Criteria Description

    Social and Professional Organizations/ Associations

    5. Target

    9.75 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is complete and includes relevant details.

    3. Approaching

    7.31 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is incomplete.

    1. Unsatisfactory

    0 points

    Identification of the social and professional organizations/ associations specific to the student program outside of GCU and explanation of which one interests them the most is not provided.

    Involvement Goal

    13 points

    Criteria Description

    Involvement Goal

    5. Target

    13 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    11.05 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is complete and includes relevant details.

    3. Approaching

    9.75 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is provided but lacks relevant detail.

    2. Insufficient

    8.45 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is incomplete.

    1. Unsatisfactory

    0 points

    Creation of goal for becoming involved in a learning community, club, or organization and how involvement in one of the groups can have a positive affect as a student is not provided.

    Academic Success

    9.75 points

    Criteria Description

    Academic Success

    5. Target

    9.75 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is complete and includes relevant details.

    3. Approaching

    7.31 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is incomplete.

    1. Unsatisfactory

    0 points

    Explanation of what needs to be achieved academically to be successful in the future including GPA requirements, volunteer hours, or internships associated with future career goals is not provided.

    University Snapshot

    9.75 points

    Criteria Description

    University Snapshot

    5. Target

    9.75 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is complete and includes relevant details.

    3. Approaching

    7.31 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is incomplete.

    1. Unsatisfactory

    0 points

    Explanations of GCU’s mission and vision, five mission competencies, and GCU’s Christian identity and mission is not provided.

    General Education Competencies

    9.75 points

    Criteria Description

    General Education Competencies

    5. Target

    9.75 points

    Description of the five General Education Competencies is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    Description of the five General Education Competencies is complete and includes relevant details.

    3. Approaching

    7.31 points

    Description of the five General Education Competencies is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    Description of the five General Education Competencies is incomplete.

    1. Unsatisfactory

    0 points

    Description of the five General Education Competencies is not provided.

    Resolutions

    9.75 points

    Criteria Description

    Resolutions

    5. Target

    9.75 points

    List of steps and contact information that is needed to resolve the indicated situations is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    8.29 points

    List of steps and contact information that is needed to resolve the indicated situations is complete and includes relevant details.

    3. Approaching

    7.31 points

    List of steps and contact information that is needed to resolve the indicated situations is provided but lacks relevant detail.

    2. Insufficient

    6.34 points

    List of steps and contact information that is needed to resolve the indicated situations is incomplete.

    1. Unsatisfactory

    0 points

    List of steps and contact information that is needed to resolve the indicated situations is not provided.

    Mechanics of Writing

    3.25 points

    Criteria Description

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    5. Target

    3.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    4. Acceptable

    2.76 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    3. Approaching

    2.44 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2. Insufficient

    2.11 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1. Unsatisfactory

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    Total

    65 points

    **UNV-303-RS-T3-TimeManagement.docx**

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  • [Solved] Unit 2 IP: Health Care Information Regulatory Environment

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    **Description** The Health Insurance Portability and Accountability Act (HIPAA) is a major regulatory aspect of health care information technology (IT). Complete the following for this assignment: – Identify 1 type of healthcare information system, and explain the steps that would be required to con…

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    **Description**

    The Health Insurance Portability and Accountability Act (HIPAA) is a major regulatory aspect of health care information technology (IT). Complete the following for this assignment:

    – Identify 1 type of healthcare information system, and explain the steps that would be required to conduct a HIPAA audit of the system within your organization.
    – Explain what a gap analysis is and why it would be useful for the organization conducting the audit.
    – Your goal is to ensure that the organization remains compliant and to identify any potential compliance gaps.

    **This assignment is about creating a plan for the audit** **,** not implementing the actual audit. Make sure you include recent changes to HIPAA as a result of the Health Information Technology for Economic and Clinical Health Act (HITECH Act), which was part of the American Recovery and Reinvestment Act of 2009 (ARRA).

    **Note:** Use APA style 7th edition to cite at least two scholarly sources from the last 5 years.

    Opportunities for Improvement: APA standards require a URL for webpages or a DOIs when possible (usually found in scholarly journals/libraries). Essentially, if you do not possess a physical copy of the source, a URL or DOI is required.

    – 2 years ago

  • [Solved] Unit 2 DB: Health Care Information Regulatory Environment

    ✓ Verified Academic Solution Available

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    **Primary Task Response:** Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas….

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    **Primary Task Response:** Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

    Meaningful use was a major regulatory driver of healthcare information technologies. Complete the following:

    – Select 1 of the following to research and select 1 healthcare objective.
    – Meaningful Use regulations
    – Merit-Based Incentive Payment System (MIPS)
    – Medicare Access and CHIP Reauthorization Act (MACRA)
    – Physician Quality Reporting System (PQRS)
    – Value-Based Payment Modifier (VBM)
    – For the identified healthcare objective, suggest 1 information system implementation that could be used to achieve the identified objective.

    **Note:** Use APA style 7th editions to cite at least 2 scholarly sources from the last 4 years.

    Opportunities for Improvement: APA standards require a URL for webpages or a DOIs when possible (usually found in scholarly journals/libraries). Essentially, if you do not possess a physical copy of the source, a URL or DOI is required.

    – 2 years ago

  • [Solved] THEO week 3 discussion

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    – 2 years ago **files (1)** – ## Discussion3Module3THEO.docx **## Discussion3Module3THEO.docx** ![A screenshot of a discussion AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/theo-week-3-discussion) ![](https://www.sweetstudy.com/questions/theo-week-3-discussion) ## imag…

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    – 2 years ago

    **files (1)**

    – ## Discussion3Module3THEO.docx

    **## Discussion3Module3THEO.docx**

    ![A screenshot of a discussion AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/theo-week-3-discussion)

    ![](https://www.sweetstudy.com/questions/theo-week-3-discussion)

    ## image1.png

    ## image2.png

    **## Discussion3Module3THEO.docx**

    ![A screenshot of a discussion AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/theo-week-3-discussion)

    ![](https://www.sweetstudy.com/questions/theo-week-3-discussion)

    ## image1.png

    ## image2.png

  • [Solved] The Importance of cyber security analyst

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    In-depth study guidance and analytical solution covering The Importance of cyber security analyst.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Telemedicine Reply 2

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    Reply the following discussion, APA style, 150 words or more, 2 references or more, Turnitin less than 20 %, No IA. Advanced Practice Registered Nurses (APRNs), through telemedicine platforms and remote monitoring technologies, have the opportunity to take advantage of them to monitor medication adh…

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    Reply the following discussion, APA style, 150 words or more, 2 references or more, Turnitin less than 20 %, No IA.

    Advanced Practice Registered Nurses (APRNs), through telemedicine platforms and remote monitoring technologies, have the opportunity to take advantage of them to monitor medication adherence, evaluate therapeutic response and identify possible drug side effects as they real time consult with patients via video, messaging and electronic health records (EHRs) APRNs can then engage with the patient to reinforce drug regimen, and provide what is needed (Haleem et al., 2021). Applications of telehealth are that APRNs can make video check-in appointments, review digital medication logs and look at patient-reported medication adherence (filling in the gaps of medication use) (Haleem et al., 2021). Monitoring whether patients are taking medications as instructed can also be aided by tracking features of digital pill dispensers. Mobile health (mHealth) applications that have reminders and alert functionality are used to help patients take their medications so that APRNs can use usage patterns to intervene when nonadherence is determined (Haleem et al., 2021).

    APRNs are also able to monitor therapeutic responses over time as they can continuously monitor patient data and track them in real-time using remote monitoring technologies. Wearable devices and home monitoring systems allow APRNs to collect vital information on blood pressure, glucose levels, heart rate and oxygen saturation, among other things, to assess if the mandated medication has the desired therapeutic effect. APRNs use devices such as continuous glucose monitoring (CGM) devices, which send blood sugar levels to APRNs in order for them to make quick changes to insulin therapy for diabetic patients (Haleem et al., 2021). They may also use remote blood pressure monitors similarly to monitor trends and to make changes to their antihypertensive treatment plans as indicated. Data analysis can be used to make evidence-based clinical decisions, and the pharmacological interventions can be optimized without any visit.

    Additionally, telehealth offers APRNs the opportunity to detect and treat possible adverse drug events. An example of remote monitoring is when the blood pressure fluctuates excessively or when a smartwatch detects a warning sign of an abnormal heart rhythm in real time (Haleem et al., 2021). If patients experiencing dizziness, nausea, or swelling because of the progestin they are filling report their side effects to telemedicine portals, the APRN can easily manage it. Early intervention and medication adjustments can be made to address worrying trends as are sent by wearables and smart medication devices to APRNs (Haleem et al., 2021). Adverse reactions are responded to before becoming complicated, and the hospitalization length is reduced.

    **Impact of Remote Patient Monitoring on Pharmacological Interventions and APRN Practice**

    The integration of APRN practice with remote patient monitoring solidifies APRNs as valuable agents of pharmacological interventions by increasing the delivery of more personalized and timely care. With real-time patient data, APRNs can readily alter dosages, change their medications or implement supportive therapies to improve the treatment results (Serrano et al., 2023). Thus, patients get more specific and responsive medication management, their quality of life is increased, and their health outcomes are improved (Serrano et al., 2023).

    In addition, remote patient monitoring is a means to streamline the workflows of APRNs and broaden access to care. This enables an APRN to see more high-risk or complex patients in succession without sacrificing the requisite in-person visits needed to best manage others in continuous care through virtual platforms. This technology also supports interdisciplinary collaboration because APRNs’ monitoring data could be shared with physicians, pharmacists, and other healthcare providers and used to monitor coordinated care (Serrano et al., 2023). It can be easily distributed, especially to those living in rural or underserved areas, as a tool for monitoring patients remotely, which facilitates the access of the many who have limited options to reach medical facilities. The use of telemedicine and remote monitoring technologies combined with clinicians' access through PRNs to obtain proactive and data driven decision making around pharmacologic care, makes APRNs the final ones. By using these tools, the APRN increases patient safety, effective healthcare, medication adherence and the optimal therapeutic response thus reducing the adverse effects (Serrano et al., 2023).

    – 2 years ago

  • [Solved] Telemedicine reply 1

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    Reply to the fallowing discussion, APA style, 2 references, turniting less tha 20 % The role of advanced practice registered nurses (APRNs) includes the use of technology to improve patient care delivery. Telemedicine platforms combined with remote monitoring systems present modern solutions that he…

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    Reply to the fallowing discussion, APA style, 2 references, turniting less tha 20 %

    The role of advanced practice registered nurses (APRNs) includes the use of technology to improve patient care delivery. Telemedicine platforms combined with remote monitoring systems present modern solutions that help patients follow their medications better and handle medication side effects. This article examines the integration of these technologies into pharmacological care as well as their effects on APRN clinical work.

    The use of telemedicine platforms by APRNs enables them to provide virtual consultations, which help patients maintain their prescribed medication schedules. These digital platforms allow healthcare providers to conduct live discussions about medication schedules to address issues with forgetfulness and misunderstanding. APRNs can verify medication intake through video communications with their patients. Additionally, telemedicine facilitates immediate feedback on therapeutic responses, such as symptom relief in hypertension management (Haffenden-Morrison, 2022). Through Zoom, an APRN helps a diabetic patient learn proper insulin administration techniques while verifying effective blood glucose monitoring practices.

    Wearable devices used in remote monitoring systems enable APRNs to receive ongoing data about patients' medication-related physiological responses. Smart watches, along with other devices, help APRNs detect heart rate and glucose level changes, which indicate potential adverse effects such as beta-blocker-induced arrhythmias. Real-time data collection allows professionals to take immediate action, which stops complications from occurring. A patient device system can send hypoglycemia alerts to an APRN, who would then guide the patient to consume glucose immediately. The implementation of this technology enables APRNs to prevent medication-related risks in their chronic disease patient population (Haffenden-Morrison, 2022).

    Remote monitoring systems, along with telemedicine solutions, help patients develop a better understanding of their medications and become more actively involved in their treatment. APRNs leverage these tools to distribute application-based reminders and educational resources that reinforce correct medication practices. Digital logs help APRNs track patient adherence patterns so they can detect non-compliance before it becomes a problem. The utilization of mobile applications enables APRNs to monitor antidepressant usage and detect missed doses before arranging teleconsultations to resolve underlying causes, thus improving treatment results and minimizing adverse effects (Haffenden-Morrison, 2022).

    Remote patient monitoring (RPM) strengthens pharmacological intervention delivery through its ability to provide APRNs with precise, real-time patient data for making clinical decisions. Through the use of blood pressure monitors, APRNs gain the ability to modify antihypertensive doses according to daily measurement results. The approach provides customized healthcare treatments that lead to better therapeutic results (Coffey et al., 2022). An APRN can decrease diuretic dosage through RPM data when blood pressure remains stable, thus preventing dehydration. The exactness of pharmacological treatments in chronic care environments becomes more effective through this approach.

    RPM enhances the delivery of healthcare services through expanded care accessibility, which benefits patients who reside in remote areas or have limited mobility. Through RPM, APRNs can supervise expanded patient caseloads while eliminating the requirement for physical patient meetings, which reduces practice costs and saves time. The research of Srivastav and Das (2024) shows that RPM helps decrease hospital admissions because it detects early signs of medication complications, including adverse drug reactions. The APRN who uses RPM to watch a heart failure patient can quickly change medications upon detecting weight gain from fluid retention, which leads to better practice efficiency and rapid clinical intervention.

    Through RPM implementation, APRNs can create collaborative practice models that unite multiple healthcare providers for patient care. APRNs can use remote data sharing with pharmacists and physicians to develop comprehensive pharmacological plans that benefit patient care. Through RPM, patients gain the power to take part in their healthcare, which enhances their self-confidence. The APRN works together with cardiologists to modify statin treatment through RPM cholesterol data, which results in improved patient results. The use of technology in nursing practice allows APRNs to deliver better care that responds directly to patients' needs (Coffey et al., 2022).

    Remote patient monitoring tools, together with telemedicine practices, enhance APRN clinical practice through better medication adherence and optimized pharmacological treatments that lead to improved healthcare results. Through these technologies, APRNs provide proactive healthcare services with expanded access and collaborative care, which leads to high-quality personalized medical care delivery. The modern nursing practice requires these tools to resolve patient non-compliance and adverse effects and create efficient patient-centered care in digital healthcare environments.

    – 2 years ago

  • [Solved] Telemedicine platforms and remote monitoring technologies

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    _**In what ways can APRNs utilize telemedicine platforms and remote monitoring technologies to remotely access patients’ medication adherence, therapeutic responses, and potential adverse effects? How does remote patient monitoring impact the delivery of pharmacological interventions and APRN practi…

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    _**In what ways can APRNs utilize telemedicine platforms and remote monitoring technologies to remotely access patients’ medication adherence, therapeutic responses, and potential adverse effects? How does remote patient monitoring impact the delivery of pharmacological interventions and APRN practice?**_

    APA format is mandatory

    at least 500 words (2 pages)

    Include the conclusion and 3 or more references

    Turniting less tha 20 %, NO IA.

    – 2 years ago

  • [Solved] Summative Assessment: Marketing – Ethical Implications Worksheet

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    Now that you have identified the marketing strengths and weaknesses, **assume** you have been asked to analyze the East Chestnut Regional Health System (ECRHS) marketing plan from financial and ethical perspectives using Porter’s Value Chain. You’re tasked with putting your findings in an easily rea…

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    Now that you have identified the marketing strengths and weaknesses, **assume** you have been asked to analyze the East Chestnut Regional Health System (ECRHS) marketing plan from financial and ethical perspectives using Porter’s Value Chain. You’re tasked with putting your findings in an easily readable chart.

    – [\
    \
    mha506_v4_wk2_Marketing-Ethical-Implications-Worksheet.docx](https://www.sweetstudy.com/files/mha506-v4-wk2-marketing-ethical-implications-worksheet-docx-10244613 "mha506_v4_wk2_Marketing-Ethical-Implications-Worksheet.docx")
    – [\
    \
    mha506_v4_case_study.docx](https://www.sweetstudy.com/files/mha506-v4-case-study-docx-10244615 "mha506_v4_case_study.docx")

    – 2 years ago