Categories
Nursing

SOAP Note Write Up for VR Patient Anna Jones This assignment will demonstrate yo

SOAP Note Write Up for VR Patient Anna Jones
This assignment will demonstrate your ability to provide age-appropriate anticipatory guidance while recognizing the need to refer patients that are outside of the scope of practice of the family nurse practitioner. This will be demonstrated by completing a SOAP note based on a patient Anna Jones seen in Unit 6 in the VR platform.
Write-ups
The SOAP note serves several purposes:
It is an important reference document that provides concise information about a patient’s history and exam findings at the time of patient visit.
It outlines a plan for addressing the issues which prompted the office visit. This information should be presented in a logical fashion that prominently features all of the data that’s immediately relevant to the patient’s condition.
It is a means of communicating information to all providers who are involved in the care of a particular patient.
It allows the NP student an opportunity to demonstrate their ability to accumulate historical and examination-based information, make use of their medical knowledge, and derive a logical plan of care.
Knowing what to include and what to leave out will be largely dependent on experience and your understanding of illness and pathophysiology. If, for example, you were unaware that chest pain is commonly associated with coronary artery disease, you would be unlikely to mention other coronary risk-factors when writing the history. As you gain experience, your write-ups will become increasingly focused. You can accelerate the process by actively seeking feedback about all the SOAP notes that you create, as well as by reading those written by more experienced practitioners.
The core aspects of the SOAP note are described in detail below.
For ease of learning, a SOAP Note Template has been provided. For this assignment, proper citation and referencing is required because this is an academic paper.
S: Subjective information. Everything the patient tells you. This includes several areas including the chief complaint (CC), the history of present illness (HPI), medical history, surgical history, family history, social history, medications, allergies, and other information gathered from the patient. A commonly used mnemonic to explore the core elements of the history of present illness (HPI) is OLD CARTS, which includes: Onset, Location, Duration, Characteristics, Aggravating factors, Relieving factors, Treatments, and Severity.
O: Objective is what you see, hear, feel or smell. Your physical exam including vital signs.
A: Assessment/ Your differentials
P: Plan of care including health promotion and disease prevention for the patient related to their age and gender.
If there are any questions, please contact your instructor.
DUE: to the Journal Dropbox by end of the unit week, end of day (EOD) Tuesday.
To view the Grading Rubric for this assignment, please visit the Grading Rubrics section of Course Resources.

Categories
Writing

1000 words, 12-point, Times New Roman font, double-spaced Only sources should b

1000 words, 12-point, Times New Roman font, double-spaced
Only sources should be course readings and your lecture notes/slides, not outside sources
Must cite sources and use in-text citations you have to include the page number and reference.
A few more direct quotations from the reading including the page number
Basic instructions:
Your task will be to choose one of the passages at the end of this document as the topic for your interpretive essay on Plato’s Republic. In selecting a passage, you will be able to focus on a specific aspect of the Republic that we covered in class and demonstrate your understanding and analytical abilities by engaging with the reading. You will be assessed on your understanding of the material, your ability to formulate an argument, and your academic essay writing abilities.
Your goal in the essay will be to:
a) Identify the topic/discussion in which the passage takes place (i.e., what is the specific topic being discussed in the part of the Republic in which the passage appears? Is the passage part of a key argument/idea that is being developed? Is it part of a series of arguments on a topic?). Basically, you want to communicate the context of the passage.
b) Explain what the passage means and how it contributes to the discussion (i.e., what is the character saying? What does it mean? Why are they saying it? What argument is being put forward? Why is that argument important to the topic being discussed?). Basically, explain the meaning of the passage and its significance in the Republic.
c) Evaluate the strengths/weaknesses of the argument/idea (i.e., if the passage is an argument about a topic, evaluate the strengths/weaknesses of the argument; if it is part of a debate on a topic, you can evaluate which argument you think is strongest, and why, by comparing; you can discuss whether you agree/disagree with the broader point Plato is trying to make). Basically, develop your own argument about the strengths/weaknesses of the argument/idea being put forward by evaluating what the character is saying and/or the key point that Plato is trying to get across by having the character say what they say.
How to structure your essay:
Introduction: Your introduction should briefly tell us what your essay is about. So, for example, if the passage is from Book I, tell us that your essay is on Book I and the relevant aspect of Book I based on the chosen passage. You then want to include a thesis statement that tells us what you are going to argue in your analysis section. For example: “Based on my examination of the discussion of _____ in Book I of the Republic, I argue that ______ makes the stronger argument because ______.”
Summary: This section is where you will do (a) and (b) above. In other words, in this section you will identify the topic/discussion in which the passage takes place and explain the meaning and significance of the specific passage to that discussion with references to the reading.
Analysis: This is where you will do (c) above. You want to make an argument about the strengths/weaknesses of the argument/idea being presented and/or of the broader point Plato is trying to get across about the topic under discussion. In other words, this is where you want to follow through on your thesis statement by explaining and defending your argument about the text and with references to the reading.
Conclusion: A brief conclusion where you highlight the key points of your essay, the argument you have made, and perhaps where you close with a final concluding thought.
Passages (choose one as focus of essay):
1) “But when someone, in addition to the money of the citizens, kidnaps and enslaves them too, instead of these shameful names, he gets called happy and blessed, not only by the citizens but also by whomever else hears that he has done injustice entire. For it is not because they fear doing unjust deeds, but because they fear suffering them, that those who blame injustice do so. So, Socrates, injustice, when it comes into being on a sufficient scale, is mightier, freer, and more masterful than justice; and, as I have said from the beginning, the just is the advantage of the stronger, and the unjust is what is profitable and advantageous for oneself ” (Book I, pg. 22).
2)““There is, we say, justice of one man; and there is, surely, justice of a whole city too?” “Certainly,” he said. “Is a city bigger than one man?” “Yes, it is bigger;” he said. “So then, perhaps there would be more justice in the bigger and it would be easier to observe closely. If you want, first we’ll investigate what justice is like in the cities. Then, we’ll also go on to consider it in individuals, considering the likeness of the bigger in the idea of the littler?” “What you say seems fine to me,” he said. “If we should watch a city coming into being in speech,” I said, “would we also see its justice coming into being, and its injustice?” “Probably,” he said. 3 “When this has been done, can we hope to see what we’re looking for more easily?” “Far more easily.”” (Book II, pg. 45).
3) “‘All of you in the city are certainly brothers,’ we shall say to them in telling the tale, ‘but the god, in fashioning those of you who are competent to rule, mixed gold in at their birth; this is why they are most honored; in auxiliaries, silver; and iron and bronze in the farmers and the other craftsmen. So, because you’re all related, although for the most part you’ll produce offspring like yourselves, it sometimes happens that a silver child will be born from a golden parent, a golden child from a silver parent, and similarly all the others from each other.” (Book III, pg. 94).
4) “Meddling among the classes, of which there are three, and exchange with one another is the greatest harm for the city and would most correctly be called extreme evil-doing.” “Quite certainly.” “Won’t you say that the greatest evil-doing against one’s own city is injustice?” “Of course.” “Then, that’s injustice. Again, let’s say it this way. The opposite of this – the moneymaking, auxiliary, and guardian classes doing what’s appropriate, each of them minding its own business in a city – would be justice and would make the city just.” “My opinion,” he said, “is also that and no other” (Book IV, pg. 113).
5) ““Then,” I said, “if either the class of men or that of women shows its superiority in some art or other practice, then we’ll say that that art must be assigned to it. But if they look as though they differ in this alone, that the female bears and the male mounts, we’ll assert that it has not thereby yet been proved that a woman differs from a man with respect to what we’re talking about; rather, we’ll still suppose that our guardians and their women must practice the same things”” (Book V, pg. 133).

Categories
Writing

For your final assignment, I would like to to write a letter to a student who wi

For your final assignment, I would like to to write a letter to a student who will be starting UT and Haslam in the fall of 2023. The basic purpose of this letter is to inform them of what to expect and to provide them with some tips and advice for being successful. Additionally, thinking about what you wish you had known before starting college.
I want to keep the structure of this pretty flexible, but I do have some basic rules:
Your letter should be at least five paragraphs long, including intro and closing paragraphs. (These do not have to be extremely long.)
The other three paragraphs should the meat of what you want want them to know. They can be three pieces of advice, three things you wish you had known, etc. These paragraphs should be more developed. If you offer advice, please expound on it – explain why it is important.
Your entire letter should be no fewer than 500 words and no more than 800 words.
Please proofread your work for spelling, grammar, etc.
Submit as a word document.
Finally, please think critically and share information that you truly think would be helpful. Your letter can be more on the formal or serious side or it can be more on the lighter side. Or it can be a mixture of both. I just want it to reflect your voice and your experience.

Categories
English

Requirements Review and consider the feedback on your rough draft from your grad

Requirements
Review and consider the feedback on your rough draft from your graders (on the d2l Assignments page) and beta readers (from the discussion thread).
Revise and expand your fan fiction by making any changes, edits, etc. in response to the beta readers’ and instructor’s feedback.
Final drafts should be at least 250 words longer than the first draft. You may expand your fan fiction via additional exposition, dialogue, scenes, etc. If you did a visual art piece, you may add to it or email Prof. Jens to discuss options for the final draft.
Be sure any edits, changes, new text, etc. are highlighted in some manner via bold type, highlighting, etc.
Only the Fan Fiction needs to be revised – no revisions are required on the Self-Analysis or Beta Readings.
Upload your revised version to the d2l dropbox by 11:59pm Wednesday, December 7, in .pdf, .doc, or .docx format. Files in .pages or other formats will not be accepted for grading purposes.
Grading
The following 50-point rubric will be used in grading the final drafts of the fan fiction.
Final Draft Rubric
Advanced (10)
Proficient (8)
Developing (6)
Poor (0)
Required Content
The connections with the course materials and approaches / themes are clear. Course materials and approaches / themes are integrated seamlessly into the overall story. The story meets the minimum word requirement.
The connections with the course materials and approaches / themes are mostly clear. Course materials and approaches / themes are integrated fairly well into the overall story. The story meets the minimum word requirement.
The connections with the course materials and approaches / themes are somewhat clear. Course materials and approaches / themes are integrated somewhat into the overall story. The story meets the minimum word requirement.
The connections with the course materials and approaches / themes are not clear. Course materials and approaches / themes are not integrated into the overall story. The story does not meet the minimum word requirement.
Premise / Consistency
A note on alternate universe / what if stories: while AUs diverge greatly from their source material(s) and source premise(s), the elements borrowed should still be recognizable to the reader and make sense within the world of the fan fiction story.
The premise of the story is believable within the universe of the source material(s). The story is recognizable within the context of the source material(s) it works with. Divergence from the source material is gradual and justified within the context of the fan fiction.
The premise of the story is mostly believable within the universe of the source material(s). The story is mostly recognizable within the context of the source material(s) it works with. Divergence from the source material is mostly clear within the context of the fan fiction.
The premise of the story is somewhat believable within the universe of the source material(s). The story is somewhat recognizable within the context of the source material(s) it works with. Divergence from the source material is somewhat clear within the context of the fan fiction.
The premise of the story is not believable within the universe of the source material(s). The story is not recognizable within the context of the source material(s) it works with. Divergence from the source material is unclear and not justified within the context of the fan fiction.
Plot / Characters

The fan fiction is story-driven and/or character-driven. Elements of the original and the new are compellingly woven into the story. The reader’s interest is held throughout the story.
The fan fiction is story-driven and/or character-driven. Elements of the original and the new are clearly woven into the story. The reader’s interest is held for almost all of the story.
The fan fiction is story-driven and/or character-driven. Elements of the original and the new are interspersed into the story. The reader’s interest is held for some of the story.
The fan fiction is not story-driven and/or character-driven. Elements of the original and the new are not woven into the story in an original way. The story does not hold reader’s interest in a significant way.
Content of Add-On for Final Draft
At least 250 words added onto the original draft. The added material integrates seamlessly with the original and adds to the overall story in a clear manner. Added material / revisions are highlighted in some manner.
At least 250 words added onto the original draft. The added material integrates fairly well with the original and adds to the overall story in a mostly clear manner. Added material / revisions are highlighted in some manner.
At least 250 words added onto the original draft. The added material integrates somewhat with the original but does not develop the overall story. Added material / revisions are highlighted in some manner.
The added material does not meet the 250-word requirement and/or does not add to the story in a significant way. Added material / revisions are not highlighted.
Stylistics and Writing Quality
Student uses a diverse but understandable vocabulary, along with a clear sentence and paragraph structure.
Use of grammar and punctuation add clarity and impact to writing. One or two minor typos.
Student varies their word choice, and/or has a mostly clear sentence and paragraph structure.
A few mistakes, but they do not get in the way of the reading
Student somewhat varies their vocabulary, and/or has a fairly clear sentence and paragraph structure.
Some mistakes, a few of which get in the way of the reading
The word choice is repetitive to distraction, and/or lacks clear sentence and paragraph structure.
Grammar and punctuation issues make your story hard to understand in places
First draft is attached
peer review-
I think in relation to the entire short story, the beginning started off a
little bit slow. I do not necessarily think the death of her mother was
necessary to the whole story; however, the author did a good job of
painting the scenery with descriptive words.
The characterization of the girl was fantastic. Her feeling and actions
were relevant, the author provided a good and enticing backstory of
what other slaves had endured when mistakes were made. Her
reactions and emotions were represented very well.
The plot I thought started off a little bit slow with the story of the
mother; however, the author did an awesome job of progressing it
and making the whole narrative exciting and a must read. The killing of
the master was unexpected but a good plot twist. The character build-
up prior to that had no indication that she would do something like
that.
The overall dialogue was great. The story flowed very well and the
imagery of the girl was explained well and kept the story going nicely.
The writing of this story did an excellent job of showing the reader
what was happening and bringing it all to life as you were reading it.The tone overall was very appropriate for the story and kept it exciting
throughout. The only issue I noticed with regards to errors was the
capitalization of “Girl” in one sentence as a pronoun versus the use as
a noun in others.
6. I really liked the descriptive terms and phrases the author used to help illustrate the story. I also liked the fact that you could almost feel exactly how the girl was feeling. The only feedback I would have is the question of why the mother’s death at the beginning was relevant to the story, other than that awesome job!

Categories
Writing

Write an argumentative essay about a product and how you want to attract the cus

Write an argumentative essay about a product and how you want to attract the customer to buy it.
Explain thoroughly why it is a good product.
Is at least 1000 words long with at least 3 body paragraphs.
Uses correct MLA format, spelling, and grammar.
Incorporates three credible sources
Each body paragraph should have a topic sentence, a claim that states the main idea of the paragraph. Note that each topic sentence should support the thesis. If readers ask why they should agree with the thesis, every topic sentence should answer that question.
Include enough facts in body paragraphs to support all claims coherently and logically
Demonstrates an understanding of the opposing viewpoint and respond to it (most likely in just the last body paragraph, but you might also address opposition in all of your body paragraphs, depending on your subject.

Categories
Nursing

I have chosen this article to do my assignment on Biden Administration Expands

I have chosen this article to do my assignment on
Biden Administration Expands Protections for Haitian Migrants link is below
https://www.nytimes.com/2022/12/05/us/politics/hai… PowerPoint that you will use to supplement your presentation. Clips and articles can be embedded in a PowerPoint.
Clearly identify the argument. Present the premises and conclusion in your chosen article or video clip and explain their importance. Did the speakers/writers use deductive or inductive reasoning?
In your article or video clip, identify three of the following: vague/ambiguous language; credibility; cognitive bias; rhetoric; logical fallacies; generalizations; arguments from analogy; cause and effect reasoning; and value judgments about morality, law, or aesthetics.
Explain why you think the argument fits this concept. Also, identify if this was purposeful and why, and how this affects the strength of the argument.
Provide a conclusion to your video. Was the argument convincing? What is your position?Current Affairs Video PresentationCurrent Affairs Video PresentationCriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent75 to >66.75 ptsExceeds ExpectationsClearly demonstrates the formation of an argument based on the objectives of the assignment. The topic is covered thoroughly and expertly, and all questions are answered. Sophisticated discussion centers around critical thinking concepts and terminology. Sources are referenced.66.75 to >59.25 ptsMeets ExpectationsDemonstrates the formation of an argument based on the objectives of the assignment. The topic is mostly explained and not all questions may be answered. Discussion centers around critical thinking concepts and terminology. Sources are referenced but may be slightly erroneous.59.25 to >54.0 ptsApproaches ExpectationsLacks clarity in the formation of an argument based on the objectives of the assignment. The topic is not thoroughly covered, which makes the meaning of the assignment unclear. Discussion related to critical thinking concepts and terminology is limited. Sources are not always referenced.54 to >0 ptsDoes Not Meet ExpectationsLacks clarity, argumentative structure, AND is not connected to the objectives of the assignment. The topic is poorly explained with gaps in knowledge. Not all questions may be answered. Sources are not referenced.
75 pts
This criterion is linked to a Learning OutcomeOrganization30 to >26.7 ptsExceeds ExpectationsMain points are clear and supported. Transitions are clear and logical, the organization is well planned, and the language used is appropriate and skillfully presented. Organization shows the speaker’s perceptive ability to connect concepts together as a critical thinker.26.7 to >23.7 ptsMeets ExpectationsInformation is generally presented in a clear and logical order. The speaker presents the content in a somewhat organized manner but may lack confidence in the presentation. Organization shows the speaker’s ability to connect concepts together as a critical thinker.23.7 to >21.6 ptsApproaches ExpectationsInformation is presented in a way that shows little organization or order. The speaker fails to present the topic in a logical manner or does so in a way that is confusing. Organization of the presentation sometimes connects ideas together, but this is done in a less than effective manner.21.6 to >0 ptsDoes Not Meet ExpectationsInformation is not presented in a clear, logical, or cohesive order. The topic is unclear, and the presentation is marred with erroneous or inconsistent information. Organization does not show a connection between concepts to highlight critical thinking skills.
30 pts
This criterion is linked to a Learning OutcomeQuality15 to >13.35 ptsExceeds ExpectationsExpertly incorporates multimedia with presentation content and contains no misspellings, grammatical errors, or flaws; slides and media are purposeful, clear, and engaging.13.35 to >11.85 ptsMeets ExpectationsIncorporates multimedia with presentation content seamlessly with 1 to 3 misspellings, grammatical errors, or flaws; slides and media are purposeful and clear, but may need to be more visually interesting.11.85 to >10.8 ptsApproaches ExpectationsSome incorporation of multimedia with presentation content and contains 3 or more misspellings, grammatical errors, or flaws; slides are not always purposeful nor clear and need to be more visually interesting.10.8 to >0 ptsDoes Not Meet ExpectationsLittle to no attempt at incorporating multimedia within presentation and contains several misspellings, grammatical errors or flaws that hinder understanding’ slides are not thoughtful nor visually interesting.
15 pts
This criterion is linked to a Learning OutcomeDelivery30 to >26.7 ptsExceeds ExpectationsSpeaker maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around). Speaker does not rely on notes nor slides Uses academic tone and language.26.7 to >23.7 ptsMeets ExpectationsSpeaker generally maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around) with only a few lapses. Speaker sometimes relies on reading notes and/or slides. Mostly uses academic tone and language.23.7 to >21.6 ptsApproaches ExpectationsSpeaker indicates little preparation through lack of eye contact and body language. Speaker reads mostly from notes and/or is not prepared. Some attempt at using academic tone and language.21.6 to >0 ptsDoes Not Meet ExpectationsSpeaker indicates no preparation through lack of eye contact and body language. Speaker reads exclusively from notes and/or slides and is not prepared; delivery is distracting and takes away from the content. Little to no attempt at using academic tone and language.
30 pts

Categories
Psychology

Chose 3 videos from the Mental Disorders TED TALKS Find the part of each video t

Chose 3 videos from the Mental Disorders TED TALKS
Find the part of each video that talks about SELF – and the loss and finding of self.
Why is do you think it is important to identify Self?

Categories
Management

Topic 4 DQ 150 to 200 hundred words one source Think about the principles of se

Topic 4 DQ 150 to 200 hundred words one source
Think about the principles of servant leadership and provide two examples of specific ways you can apply them at work, in your community, or in your personal life. Discuss the specific servant leadership principles you would apply, the methods you would use to apply the principles, and the results you would anticipate seeing. Strengthen your claims with supporting citations from the topic study materials. Provide in-text citations and corresponding references.
Topic 4 DQ 2 150 to 200 hundred words one source
Discuss the similarities you see between a biblical servant leader (such as Joseph, Moses, David, Esther, or Paul) and the type of contemporary servant leader identified in, “Inno-Versity Presents: ‘Everybody Matters’ by Bob Chapman.”
Provide specific examples to illustrate the similarities you have identified, and include discussion about what you think makes the principles of servant leadership applicable regardless of time or place.
Strengthen your claims with supporting citations from the Bible, “Inno-Versity Presents: ‘Everybody Matters’ by Bob Chapman” or other scholarly resources. Provide in-text citations and corresponding references.
Applying Servant Leadership (Essay on separate Word documentation) Select and research a contemporary political, social, religious, or business leader to learn about how this leader or organization employs Greenleaf’s principles of servant leadership to motivate, influence, and lead others.
If you need assistance identifying potential leaders, you may use the “Individual and Corporate Servant Leaders” handout in the study materials.
Write a 500-750-word paper that addresses the following components:
Summary of the principles of servant leadership employed by the leader to motivate, inspire, and lead others;
Specific examples to illustrate the leader’s application of servant leadership principles;
Information about the unique way the leader exerts influence and inspires followership; and
Discussion of what would you seek to emulate or see more of in your own organization from both the people who lead you and the leadership you provide to others.
Use a minimum three resources to strengthen and support your claims. Each section of your essay should use in text citations.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
See attachment

Categories
Other

Assignment Goals: Apply information learned in this course in one assignment. Co

Assignment Goals:
Apply information learned in this course in one assignment.
Conduct research to find information on your chosen career.
Practice formal essay writing.
Instructions:
Choose a career that interests you or one suggested by the assessments completed in your E-book.
This is a formal research essay; it must be (3) pages, double spaced, typed, Font #12.
Use the last assignment (Final Project Prep) to write your paper which included the following questions:Describe the career. What are the typical job duties?
Why are you interested in this career?
Are certain personality types or skills required? How does your personality type match the career or not?
What are the interest codes for this career? How does your interests and values math this career?
What are some advantages and disadvantages of working in this career?
What type of environment will you be working in?
What is a typical day, week, month, year?
What is the pay?
What is the job outlook?
What are the educational requirements?
What are related majors or majors needed for this career?
What are the growth opportunities?
What interesting facts did you discover?
Since this is a research paper, you must include at least 4 online resources and a “Works Cited” page (total project is 4 pages).

Categories
Writing

How have I grown as a writer since this course began? Write a reflective essay t

How have I grown as a writer since this course began? Write a reflective essay that you will be reflecting on your growth as a writer this semester.
MLA formated word document.
Please include a thesis statement.
At least 1000 words.
In the correct mode (personal narrative).
Your primary audience for this is you, me, and anyone else interested in your growth as a writer.
include specific, quantifiable results.
Avoid lists, bullet points, or reliance on only grades.
Incorporate feedback that you have received, and how you used, incorporated, responded to, and benefited from that feedback.
Showcase what makes you unique, and how you differentiate yourself from others.
Include 2-3 areas for continued growth – meaning things you should and will continue to work on and improve.
These can be skills, experiences, or academic practices (like time management).