Assessment-from-a-Multicultural-and-Ethical-Perspective

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Counselors assess many areas of an individual, including behavior, cognition, personality, intelligence, and achievement. Within each of these areas are specific constructs. Constructs are underlying aspects or traits of an individual, such as anxiety, hostility, motivation, intelligence, self-esteem, creativity, and many more. Many assessment instruments examine these areas and their related constructs. As a future counselor, you must be familiar with both formal and informal assessment instruments, including how, when, and why they are used, as well as the range of possible outcomes of each (i.e., possible scores). You must also be aware of how ethical standards and multicultural guidelines influence which assessment instruments should be used. Your familiarity with assessment instruments allows you to create a personal toolbox of instruments to use in your future counseling practice.

Post by Day 3 a brief description of the client and counseling issue he or she might present. Then, identify a formal or informal assessment instrument that you might use to assess this individual. Finally, explain why the instrument you selected is appropriate from a multicultural and ethical perspective.

 
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Discussion-2-Shared-Practice-Personal-Motivation-and-Purpose

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AT LEAST 500 WORDS, NO PLAGIARISM, GOOD CONTENT, APA STYLE

Discussion 2: Shared Practice: Personal Motivation and Purpose

Steven Levitt, a father of four and co-author of the book Freakonomics: A Rogue Economist Explores the Hidden Side of Everything (2005), had a small problem. When his youngest daughter was born, his middle daughter’s toilet training regressed. Levitt decided to use an incentive to reward his daughter by giving her one piece of candy every time she successfully used the toilet. In first week, his daughter figured out how to use the toilet just a little bit, go to her father to receive her reward, and then return to the bathroom minutes later to receive another piece of candy. She learned to exploit the system to her maximum advantage (What Happens When…2007).

This story illustrates one of the challenges of implementing effective reward systems—they can have unintended and undesirable outcomes that may not be sustainable. And when trying to figure out how to effectively reward employees, managers can sometimes treat their charges as children that need the fear of punishment or the enticement of a reward as motivation. However, as Daniel Pink (2009) argues in his book DRiVE: The Surprising Truth About What Motivates Us, motivating employees is much more complicated than simply meting out rewards or punishments. For employees to be motivated to do their best, they need to know they are a part of something greater than themselves. The resources this week address how managers motivate employees successfully.

This week’s Shared Practice requires you to consider what rewards have motivated you to perform in your professional career. Then, you reflect on your experiences to determine how you frame your primary motivation and purpose.

With these thoughts in mind:

By Day 5

Post a description of a positive professional experience when you felt motivated to perform at your best and a description of a challenging professional experience when you did not feel very motivated to perform. Be sure to include what were the sources of motivation in both experiences. Then explain what each experience taught you about the influence of intrinsic and extrinsic motivation on your performance and the motivations that are the main sources of job satisfaction for you.

As you are analyzing your motivations and sources of job satisfaction, consider the advice that was reportedly given to U.S. President John F. Kennedy:

“A great man is one sentence.”

—Clare Boothe Luce

After you post your descriptions, write your one sentence that captures how you define your purpose or main priority on which you want to focus to make your organization, community, or the world a better place. Think about the legacy you want to leave or how you want to be remembered, or what makes you want to get out of bed each day.

Hint: Your sentence should emphasize how you want other to see you. For example, your sentence might be: Jane Rivera founded a company that gave back to the community and served a role model for young entrepreneurs. Or, Travis Williams’ family and friends could always count on his unconditional support.

 
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Diabetes-and-Drug-Treatments-

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Assignment 2

Reflect on differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes.

  • Select one type of diabetes.
  • Consider one type of drug used to treat the type of diabetes you selected including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
  • Think about the short-term and long-term impact of the diabetes you selected on patients including effects of drug treatments.
  • Write a 3- to 5- page paper that addresses the following:
    • Explain the differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes.
    • Describe one type of drug used to treat the type of diabetes you selected including proper preparation and administration of this drug. Include dietary considerations related to treatment.
    • Explain the short-term and long-term impact of this diabetes on patients including effects of drugs treatments.

    http://web.b.ebscohost.com.ezp.waldenulibrary.org/…

  • Excellent Good Fair Poor
    Quality of Work Submitted:
    The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
    Points:
    Points Range: 27
    (27%) – 30
    (30%)


    Assignment
    exceeds expectations. All topics are addressed with a minimum of 75% containing
    exceptional breadth and depth about
    each of the assignment topics.
    Feedback:

    Points:
    Points Range: 24
    (24%) – 26
    (26%)


    Assignment meets expectations. All topics are addressed with a minimum of 50% containing
    good breadth and depth about
    each of the assignment topics.
    Feedback:

    Points:
    Points Range: 21
    (21%) – 23
    (23%)


    Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 20
    (20%)


    Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
    Feedback:

    Quality of Work Submitted:
    The purpose of the paper is clear.
    Points:
    Points Range: 5
    (5%) – 5
    (5%)


    A clear and comprehensive purpose statement is provided which delineates all required criteria.
    Feedback:

    Points:
    Points Range: 4
    (4%) – 4
    (4%)


    Purpose of the assignment is stated, yet is brief and not descriptive.
    Feedback:

    Points:
    Points Range: 3.5
    (3.5%) – 3.5
    (3.5%)


    Purpose of the assignment is vague or off topic.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 3
    (3%)


    No purpose statement was provided.
    Feedback:

    Assimilation and Synthesis of Ideas:
    The extend to which the work reflects the student’s ability to:

    Understand and interpret the assignment’s key concepts.

    Points:
    Points Range: 9
    (9%) – 10
    (10%)


    Demonstrates the ability to critically appraise and intellectually explore key concepts.
    Feedback:

    Points:
    Points Range: 8
    (8%) – 8
    (8%)


    Demonstrates a clear understanding of key concepts.
    Feedback:

    Points:
    Points Range: 7
    (7%) – 7
    (7%)


    Shows some degree of understanding of key concepts.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 6
    (6%)


    Shows a lack of understanding of key concepts, deviates from topics.
    Feedback:

    Assimilation and Synthesis of Ideas:
    The extend to which the work reflects the student’s ability to:

    Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.

    Points:
    Points Range: 18
    (18%) – 20
    (20%)


    Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
    Feedback:

    Points:
    Points Range: 16
    (16%) – 17
    (17%)


    Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
    Feedback:

    Points:
    Points Range: 14
    (14%) – 15
    (15%)


    Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 13
    (13%)


    Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
    Feedback:

    Assimilation and Synthesis of Ideas:
    The extend to which the work reflects the student’s ability to:

    Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

    Points:
    Points Range: 18
    (18%) – 20
    (20%)


    Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
    Feedback:

    Points:
    Points Range: 16
    (16%) – 17
    (17%)


    Summarizes information gleaned from sources to support major points, but does not synthesize.
    Feedback:

    Points:
    Points Range: 14
    (14%) – 15
    (15%)


    Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 13
    (13%)


    Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
    Feedback:

    Written Expression and Formatting

    Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

    Points:
    Points Range: 5
    (5%) – 5
    (5%)


    Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity
    Feedback:

    Points:
    Points Range: 4
    (4%) – 4
    (4%)


    Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
    Feedback:

    Points:
    Points Range: 3.5
    (3.5%) – 3.5
    (3.5%)


    Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 3
    (3%)


    Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.
    Feedback:

    Written Expression and Formatting

    English writing standards: Correct grammar, mechanics, and proper punctuation

    Points:
    Points Range: 5
    (5%) – 5
    (5%)


    Uses correct grammar, spelling, and punctuation with no errors.
    Feedback:

    Points:
    Points Range: 4
    (4%) – 4
    (4%)


    Contains a few (1-2) grammar, spelling, and punctuation errors.
    Feedback:

    Points:
    Points Range: 3.5
    (3.5%) – 3.5
    (3.5%)


    Contains several (3-4) grammar, spelling, and punctuation errors.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 3
    (3%)


    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
    Feedback:

    Written Expression and Formatting

    The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

    Points:
    Points Range: 5
    (5%) – 5
    (5%)


    Uses correct APA format with no errors.
    Feedback:

    Points:
    Points Range: 4
    (4%) – 4
    (4%)


    Contains a few (1-2) APA format errors.
    Feedback:

    Points:
    Points Range: 3.5
    (3.5%) – 3.5
    (3.5%)


    Contains several (3-4) APA format errors.
    Feedback:

    Points:
    Points Range: 0
    (0%) – 3
    (3%)


    Contains many (≥ 5) APA format errors.
    Feedback:




    Quality of Work Submitted:
    The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.—

    Levels of Achievement:

    27
    (27%) – 30
    (30%)

    Assignment
    exceeds expectations. All topics are addressed with a minimum of 75% containing
    exceptional breadth and depth about
    each of the assignment topics.

    24
    (24%) – 26
    (26%)

    Assignment meets expectations. All topics are addressed with a minimum of 50% containing
    good breadth and depth about
    each of the assignment topics.

    21
    (21%) – 23
    (23%)

    Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

    0
    (0%) – 20
    (20%)

    Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
    Feedback:

    Quality of Work Submitted:
    The purpose of the paper is clear.—

    Levels of Achievement:

    5
    (5%) – 5
    (5%)

    A clear and comprehensive purpose statement is provided which delineates all required criteria.

    4
    (4%) – 4
    (4%)

    Purpose of the assignment is stated, yet is brief and not descriptive.

    3.5
    (3.5%) – 3.5
    (3.5%)

    Purpose of the assignment is vague or off topic.

    0
    (0%) – 3
    (3%)

    No purpose statement was provided.
    Feedback:

    Assimilation and Synthesis of Ideas:
    The extend to which the work reflects the student’s ability to:

    Understand and interpret the assignment’s key concepts.—

    Levels of Achievement:

    9
    (9%) – 10
    (10%)

    Demonstrates the ability to critically appraise and intellectually explore key concepts.

    8
    (8%) – 8
    (8%)

    Demonstrates a clear understanding of key concepts.

    7
    (7%) – 7
    (7%)

    Shows some degree of understanding of key concepts.

    0
    (0%) – 6
    (6%)

    Shows a lack of understanding of key concepts, deviates from topics.
    Feedback:

    Assimilation and Synthesis of Ideas:
    The extend to which the work reflects the student’s ability to:

    Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.—

    Levels of Achievement:

    18
    (18%) – 20
    (20%)

    Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

    16
    (16%) – 17
    (17%)

    Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

    14
    (14%) – 15
    (15%)

    Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

    0
    (0%) – 13
    (13%)

    Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
    Feedback:

    Assimilation and Synthesis of Ideas:
    The extend to which the work reflects the student’s ability to:

    Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.—

    Levels of Achievement:

    18
    (18%) – 20
    (20%)

    Synthesizes and justifies (defends, expla

     
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    • Case-Study-Police-and-the-Law

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    In order to prepare for this case study, you will need to review Chapter 13, “Police and the Law,” in your textbook. In your case study, you will address the following:  Analyze and explain the use of the exclusionary rule by the Supreme Court of the United States.  Define how the exclusionary rule has affected the use of evidence acquired from police search and seizure cases.  Compare and contrast each of the following cases and the effects that the ruling decision by the Supreme Court has had on evidence obtained from police search and seizure.  What constitutes a reasonable search (include information regarding the ways that the police can use probable cause and execute a search warrant)?  How is search and seizure governed by the Fourth Amendment?  How do you feel that the police could have completed their searches in these cases more efficiently? Base your case study on the following three cases:  Weeks v. United States (1914)—Exclusionary rule applied to federal law enforcement agencies  Rochin v. California (1952)—Exclusionary rule applied to all cases involving extreme police misconduct  Mapp v. Ohio (1961)—Exclusionary rule applied to all law enforcement agencies (local, state, and federal) The completed assignment must be a minimum of five pages in length, not including the title page and references pages. You must include at least two references, one of which may be your textbook. The entire case study assignment must be written following APA style guidelines. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Information about accessing the Grading Rubric for this assignment is provided below

     
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    Can-collaboration-for-Research-and-Evidence-based-Practice-be-used-in-healthcare

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    Collaboration for Research and Evidence-based Practice

    Consider the role of the nurse as an interdisciplinary team member in completing research and using research findings to inform health care practices.

    Review the following.

    • Women’s Health Initiative retrieved from http://www.nhlbi.nih.gov/whi
    • Collaborative strategies to enhance research and evidence-based practice. (see Journal in Reading)

    Answer the following questions.

    • Discuss the role of the advanced practice nurse as an interdisciplinary research collaborator and member of the interdisciplinary team obligated to co-participate in the implementation and use of evidence-based practice.
    • End your discussion by providing an example of an evidence-based change that would require the collaborative efforts of nursing and at least two other healthcare disciplines and that would lead to quality improvement in healthcare.
     
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    2-3-page-critical-essay

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    See attached.

     
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    Source-documents-Peer-Response

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    Attached is the peer response instructions and the required reading material (chapter 3). Marked in bold black is the original discussion question. The task is marked in red under “peer response instructions.” There are 3 required responses. The first is to the instructors question, second and third is for student 1 and student 2. Utilize the reading material to support claims made. Please let me know if you have any questions. Below is the reference to the reading material:

    Wainwright, S. K. (Ed.). (2012). Principles of Accounting: Volume I

     
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    By-searching-online-find-one-resource-for-SLPs-related-to-dialects

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    By searching online, find one resource for SLPs related to dialects. Include the title or link at the end of your post, describing briefly what the resource is and whether you think it would be useful to a clinician.

    APA citation

    reviewed article or scholarly article

    250-500 words should be enough

     
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    Lewin-s-Change-Model

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    Directions:

    Identify Lewin’s three (3) stages of change implementation and explain the importance of each stage in a paper. Be sure to use the terminology for each stage of Lewin’s model as outlined in the text. You should then describe a change within an organization for which you have worked or are familiar. Examine how Lewin’s change model could be used to implement a change process within that organization.

    Your well-written paper should meet the following requirements:

    • Be 3 pages in length, which does not include the title page, abstract, or required reference page, which are never a part of the content minimum requirements.
    • Use academic writing standards and APA style guidelines.
    • Support your submission with course material concepts, principles and theories from the textbook, and at least two scholarly, peer-reviewed journal articles.
    • Also , when you finish from the answer I will put it in (Turnitin) for similarity Ratio (Must be less than %20).

    Recommended

    Yusuf, N., & Nisreen, I. A. (2016). The role of entrepreneurship in economic development in Saudi Arabia. International Journal of Business and Economic Development (IJBED), 4(1), 47-55.

    Gastaldi. L., & Corso, M. (2013). Academics as effective orchestrators of interorganizational change and development: The experience of Italian observatories. In A. B. Shani, D. Noumair, W. A. Pasmore, & R. Woodman (Eds.), Research in Organizational Change and Development (pp. 59-119). Bingley, United Kingdom: Emerald.

     
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    Decision-Making-Project-Proposal

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    Need Decision Making Project Proposal. Please see below guide lines.

    Proposal: Less than two double-spaced typewritten pages, excluding tables or figures, and includes: (1) Background – a summary of the problem background to be analyzed, (2) Problem Statement – a problem statement (3) Evaluation Considerations & Evaluation Measures – a preliminary list of considerations and evaluation measures, the criteria used for the objective (4) Alternatives – a preliminary list of alternatives to be considered, and (5) Resources – a proposed list of resources to be utilized / consulted to assist in making your decision. Please label each section of your proposal.

    Decision Making Project. This project applies the methods of this course to analyze a business decision problem. Examples of appropriate business decision areas include process improvement or re-engineering, facility siting, new ventures, new products/services, acquisitions, divestment, capital expenditures, lease-buy, make-buy, technology choice, and research/development planning.

    Previous Project Examples:

    • Whether to buy new copiers, lease copiers, or outsource copiers
    • Whether to hire full-time employees, part-time employees, or per diem employees
    • Spending marketing dollars to increase sales on a product, delete products, or leave as-is
    • Selection of a contractor or supplier
    • Type of health-care program to institutionalize
    • Selecting a new business location

    SPECIFIC REQUIREMENTS

    The project must use the decision analysis methods that we are covering in class. At minimum, the decision problem must have (1) at least three alternatives, (2) at least three evaluation measures, and (3) significant uncertainty about some important element of the decision. You must consult at least two outside expert data sources for information. These sources must include written material. While these requirements are minimums, the real requirement is that the decision problem be defensively analyzed. That is likely to require more extensive analysis than the minimums.

     
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