ENGLISH 108 essay

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One page essay to write, to tell us your experince in the
library.

I will attach an example for my classmate, and it should be
the same length, and the same idea, but your own words.

Example:

Dear….

           
This time I am going to share my library orientation experience with you. I
think the library orientation was really good and helpful to our future. First,
Sara, the librarian, really did a great job explaining how to use the resources
in library. She clearly explained all the things step by step.   In
addition, we will have more and more work requiring us to do research,
therefore knowing how to use the library resources is beneficial to us. The
library is a free resource which we can use at almost any time. It is wasted if
we do not get anything from it. Overall, this library orientation is helpful in
our academic work, I am grateful that I had the chance to be there.

 When I was doing the practice, I still faced some
obstacles. My problems were mainly on the part that we have to find the
information. I figured out that my problem was being unfamiliar with the
system, yet. I believed there are some people who may have the same problem as
I do. Practice makes perfect. Thus, I kept practicing, research on different
things. Finally, after several times practicing, I overcame all problems by
myself. 

If others are going to do this same assignment, I will give
them three suggestions which will make it easier. First, you really have to
focus on the librarian’s lecture. Once you missed something, it is really hard
to catch up later. Secondly, try to follow what the librarian just demonstrated
on the screen. During the first time you do it, there will be some problems, so
you can ask the librarian immediately. Lastly, I recommend you do it with your
partner. It is more fun, and most importantly you can share what you have
learned which can enhance both your knowledge and allow you to become more and
more familiar with using the library resources.

 

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Recruitment presentation | Education homework help

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Recruitment Presentation

Throughout this course you have gone on a journey to becoming a Whole Teacher as is discussed in Chapter 16 of the course textbook. To help you along your journey you participated in discussions and created assignments delving into each of the five pillars that support being a Whole Teacher. Now, you will build upon the work you have already completed in this course to develop a presentation, using either PowerPoint or Google slides. In your presentation, you will synthesize your learning by explaining how you will create a classroom environment that incorporates evidence-based and developmentally appropriate strategies that promote optimal learning and development in young children.

Final Project Scenario:

The educational setting in which you work  will be holding an open house to recruit prospective early childhood teachers to work at your center. As the administrator, you have been tasked with developing a presentation for potential employees to help them understand the vision of your center which is “Developing the Whole Child by Becoming the Whole Teacher” and the five core values of your center or school: Practice Intentional Teaching, Incorporate Developmentally Appropriate Practice, Develop an Integrated Curriculum, Encourage Child-Centered Active Learning, and Focus on Teaching Happiness and Joy in Learning as Much as Skills. In your presentation you will explain this as the philosophy of your center or school by providing specific examples that focus on each of your five core values:

  • Mission Statement (2 points):
  • Philosophy Statement (2 points):
    • Create your philosophy statement regarding how you believe children learn, including the leadership traits you believe are needed and how your center or school aligns with your philosophy. Refer back to your work and the feedback you received in the Week One Discussion forum, Week Two Discussion One forum, Week Four Assignment and Week Five Assignment to guide the development of your philosophy statement.
  • Practice Intentional Teaching (3 points):
    • Explain how you will implement an anti-bias curriculum in order to meet the needs of all learners. Refer back to your work in Week Two to assist with this.
    • Discuss the expectations you have for your staff regarding professional development including 21st century learning, current issues, theories, trends, and research related to child development and developmentally appropriate practices.
  • Incorporate Developmentally Appropriate Practice (3 points):
    • Explain how you evaluate the effective implementation of developmentally appropriate strategies in the classroom for play, transitions, and disruptions. Refer back to your Week Three Assignment to assist with this.
    • Discuss how the center or school specifically focuses on children as active participants rather than passive recipients of information. Support your discussion with NAEYC’s Position Statement on Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth to Age 8
  • Develop an Integrated Curriculum (3 points):
    • Summarize your expectations for developing an integrated curriculum that incorporates both research-based and developmentally appropriate lessons across all the developmental domains. Refer back to your work in the Week Four Discussion Two forum to assist with this.
    • Explain, using examples, how your school or center incorporates Gardner’s Multiple Intelligences (Links to an external site.) to develop an integrated curriculum that meets the needs of all learners. Make sure to support your examples with current research.
  • Encourage Child-Centered Active Learning (3 points):
    • Discuss your expectations for designing a classroom environment that is based on developmentally appropriate strategies and tools to promote optimal cognitive development and learning in young children.  Make sure to include a copy of the classroom you designed for your Week Four Assignment.
    • Explain the curriculum approach you use and how it supports child-centered active learning and aligns with your philosophy.
  • Focus on Teaching Happiness and Joy in Learning as Much as Skills (3 points):
    • Explain your expectations for engaging in self-reflection in order to foster the development of 21st century knowledge and skills.  Refer back to your Week Five Assignment to assist with this.
    • Analyze how your philosophy of teaching promotes teaching happiness and joy in learning and the leadership role you will take when fostering the professional knowledge and skills of your employees in this area.

Research and Resource Expectations:

  • Source Requirement (.5 points):
    • At least two scholarly peer-reviewed sources
    • At least one professional credible sources

Writing and Formatting Expectations:

  • Title Page: Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice (.5 points): Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization (.5 points): Demonstrates logical progression of ideas.
  • Syntax and Mechanics (.5 points): Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting (.5 points): Papers are formatted properly and all sources are cited and referenced in APA style as outlined.
  • Suggested Assignment Length (.5 points): This assignment should be 16 slides in length (not including title and reference slides).

NOTES TO USE:

  

The design is set to fit all domains of learning setting quality, such as suitable physical space, groupings, learning materials, instructions, health, and children’s safety. These strategies and tools enable the learning environment promotes optimal cognitive development and learning in young children. The room is spacious, well-furnished with the necessary equipment to support interactions with the teacher. Classroom design is one way to contribute to changing the way teaching and learning take place in our classroom.  Figure 1 below is an illustration of the design of the classroom environment and upgrading the classroom that would be created using the grant money. 

Figure 1 classroom environment design:

According to research, optimal classroom environments include both child-to-child interaction as well as the teacher to child interaction. Emotional support domains such as positive climate, teacher sensitivity, and the concern for the perspectives are essential during the development of the child (Early et al., 2018). Nevertheless, the classroom organization domains include productivity, management of child behavior, and instructional learning formats. Other considerations include concept development, quality feedback, and language modeling. Hence, the design of this teaching environment is in line with and is under the support of various literature on optimal classroom environments.

The design ensures flexibility concerning the age of the children at their developmental stages. For instance, this design continually provides children with lifelong learning and curiosity. Also, books and music will be provided to ensure daily interactive reading. In this approach, children can ask as well as answer questions. Hence, the design of the classroom environment enables the children to pay adequate attention as well as extensive reading. Also, this improves their interest in learning activities as well as other physical activities. The floor provides enough space for various activities with an allowance for sinks, doorways, among other excluded areas. Children have an area for meals and snacks, taking a nap or rest, playing, literacy, among others. Lastly, the design of the classroom floor is outfitted with other necessary furniture equipment. 

The layout is designed with partitions, each prepared and aligned with the equipment for physical, learning, or other cognitive development materials. The new design also helps the children in learning important social skills such as sharing. Moreover, they can learn numbers, letters, pattern recognition, colors, among others. The children report to various activities in the corresponding sessions. Thus, the design is likely to support creativity among the children in each section of the learning environment.

Counseling Adulecents

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Discussion: Counseling Adolescents

The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior.

Learning Objectives

Students will:

· Assess clients presenting with disruptive behavior

· Analyze therapeutic approaches for treating clients presenting with disruptive behavior

· Evaluate outcomes for clients presenting with disruptive behavior

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide.

· View the media ( below)Disruptive Behaviors. Select one of the four case studies and assess the client.

· For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources.

Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

Post an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature

Assignment: Practicum – Week 9 Journal Entry

Learning Objectives

Students will:

· Develop diagnoses for clients receiving psychotherapy*

· Analyze legal and ethical implications of counseling clients with psychiatric disorders*

Select a child or adolescent client whom you observed or counseled. Then, address the following in your Practicum Journal:

· Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.

· Using the DSM-5, explain and justify your diagnosis for this client.

· Explain any legal and/or ethical implications related to counseling this client.

· Support your position with evidence-based literature.

Required Readings

American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.

  • Standard 5 “Implementation” (pages 52-53)

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 17, “Psychotherapy With Children” (pp.      597–624)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4-8. doi:10.1037/h0100991

Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256.

McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453-464. doi:10.1037/ccp0000081

Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93-103.  doi:10.1037/a0030930

Required Media ( click links below and select one for Discussion)

Laureate Education (Producer). (2013a). Disruptive behaviors – Part 1 [Multimedia file]. Baltimore, MD: Author. 

Laureate Education (Producer). (2013a). Disruptive behaviors – Part 2 [Multimedia file]. Baltimore, MD: Author. 

Walker, R. (n.d.). Making child therapy work [Video file]. Mill Valley, CA: Psychotherapy.net.

Optional Resources

Bruce, T., & Jongsma, A. (2011). Evidence-based treatment planning for disruptive child and adolescent behavior [Video file]. Hoboken, NJ: John Wiley & Sons.

 

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pico heart failure – Essay Writers

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PICO Heart Failure
To complete this week, after reading chapter two in Melnyk and reviewing the lectures you submit a 2-3 page paper that explores the background of your issue. For this paper #1 you will be defining this issue or disease using the literature. It will end with the PICOT question. The parts of your paper should include:

Introduction
Definition
Epidemiology
Clinical Presentation
Complications
Diagnosis
Conclusion with PICOT Question

What I have provided below is what I have written up to this point, before the professor had asked about the 7 bullet points above. I have references that are 5 years old or older which was not liked. The Danna article is a study protocol. It has not been done. Glogowska is a qualitative study. Did the Gustafsson review measure the indicated outcome variables in your targeted population? The Travis study was conducted in an urban area. The studies must align with your targeted population. All studies must be current- published within the last 5 years.
This is a research paper I has used from a previous research course. But it needs to be evidenced based project. I could provide the whole paper????? and each week let you know what is wanted???????
Heart disease affects the circulatory system and overall ability of the heart to function in its normal state. It is the number one source of demise and primary cause of disability for Floridians (Florida Department of Health, n.d.). Heart disease consists of coronary artery disease (CAD), heart failure (HF), and additional heart related diseases. It is primarily a disease associated to regimen and can be treated or stopped with teaching of risk factors and lifestyle modifications.

According to the existing Community Health Assessment Summary for Volusia County, Florida concluded in 2013, the six central causes for ambulatory care sensitive conditions (ACSC) causing in hospital inpatient releases for uninsured individuals are associated to chronic diseases that can be managed through early intervention (Community Health Assessment, 2013) . These conditions are diabetes, cardiovascular disease, cancer, obesity, access to health care and tobacco use (Community Health Assessment, 2013). These conditions accounted for 1,046 hospital admissions related to congestive heart failure and 2,655 hospital admissions related to coronary artery disease in Volusia County (Community Health Assessment, 2013).
Statement of the Problem
Heart Failure (HF) remains a repeated source of unforeseen hospital admittances and a costly condition (Glogowska et al., 2015). Studies continue to display a discontinuation and crumbling of care once heart failure patients are released from the healthcare facility (Glogowska et al., 2015).A Heart Failure Program can have a pronounced influence on decreasing the amount of repeated admittances through enabling individuals with information and care to assist with management of continuing illness and increase compliance with their treatment plan in outpatient clinics that can be coordinated and managed by the Advanced Practice Nurse (APN) (Danna, Garbee, & Kessler, 2014). It can develop patient-provider interactions; diminish unsuitable use of the emergency department with increased applicable usage of primary and specialty care, and in general enhanced well-being of the peoples (Danna et al., 2014).
Significance of the Disease
Circulatory disease integrates all diseases of the heart and blood vessels. These consist of: atherosclerosis, rheumatic heart disease, heart failure, cerebrovascular, hypertension, and ischemic heart. “Congestive heart failure is the first-listed diagnosis in 875,000 hospitalizations, and the most common diagnosis in hospital patients age 65 years and older” (Emory Healthcare, 2017). As a state, outlining these concerns through execution of guidelines in several facets of care to make certain that Floridians can attain high quality healthcare that will lead to a healthier quality of life.
The accumulative costs of supervision of this illness have caused the necessity to cultivate and place a community centered heart failure program that can be managed in an outpatient locale (Gustafsson & Arnold, 2016). Numerous individuals do not understand their disease course or abide by the given care plans (Travis, Hardin, Benton, Austin, & Norris, 2012). It stands for this purpose that there exists a necessity meant for heart failure programs that center on residents health-based care directed by an advance nurse practitioner that can work with a multidisciplinary team in order to deliver proficient services, increase wellbeing results and eventually diminish healthcare expenses (Gustafsson & Arnold, 2016).Decreasing heart failure remittance requirements must be initiated throughout in-patient hospitalizations. This can exist by expending the appropriate multidisciplinary action plans, medication administration, altering risk factors and way of life, as well as patient education focused on evidence based guidelines and procedures (Travis et al., 2012). This shows that heart failure programs in an outpatient locale ensure enhanced patient gratification, symptom management and largely quality of life expectancy (Gustafsson & Arnold, 2016).
PICO
PICO Question
Heart failure individuals have the top hospital remittance rates in the United States (Shaw et al., 2014). Teaching is very imperative for these residents, mutually inpatient and outpatient. It is vital to have a number of training modals accessible for patients to study and to be more effective in decreasing remittance rates (Shaw et al., 2014). For individuals who are 65 years old and older with heart failure (P), does an outpatient heart failure program lead by a APN have decreased hospital remittance (I) by increasing patients’ empowerment and gaining control over the disease process (C) thus enhancing patient satisfaction, symptom management and overall quality of life (O)?
It is vital that individuals identify initial indications of worsening heart failure (Siabani et al., 2013). Timely follow up by registering individuals in a heart failure program can avert deteriorating results and allow patients to manage their personal health care with the support of an APN and a multidisciplinary team that can address a number of aspects of the disease process (Danna et al., 2014).
Prescription compliance, dietary management, ADL’s and weight monitoring are part of the discharge treatment plan. All heart failure patients are to be registered in the heart failure program at discharge. The facets will be observed and measured by tracking readmission rates and trends. Readmissions and heart failure program registration will be monitored by means of medical records and current hospital databases that will record information on admittance, upon discharge, and remittance centered on the heart failure diagnosis.
References:
Community Health Assessment (2013). Retrieved from November 18, 2017 from http://www.floridahealth.gov/provider-and-partner-…
Danna, D., Garbee, D., & Kessler, P. (2014). Effectiveness of advanced practice nurse-led heart failure clinics on all-cause mortality: A systematic review of quantitative evidence protocol. JBI Database of Systematic Reviews and Implementation Reports, 12. http://dx.doi.org/10.11124/jbisrir-2014-1753
Emory Healthcare (2017).Heart & Vascular: Conditions & Treatments.Heart Failure Statistics.Retrieved November 18, 2018 from https://www.emoryhealthcare.org/heart-vascular/wellness/heart-failure-statistics.html
Florida Department of Health (n.d.).Heart Disease.Retrieved September 18, 2017 from http://www.floridahealth.gov/diseases-and-conditions/heart-disease/index.html
Glogowska, M., Simmonds, R., McLachlan, S., Cramer, H., Sanders, T., Johnson, R., … Purdy, S. (2015). Managing patients with heart failure: A qualitative study of multidisciplinary teams with specialist heart failure nurses. Annals of Family Medicine, 13, 5. http://dx.doi.org/10.1370/afm.1845.
Gustafsson, F., & Arnold, M. (2016). Heart failure clinics and outpatient management: Review of the evidence and call for quality assurance. European Heart Journal, 25, 1596-1604. http://dx.doi.org/10.1016/j.ehj.2004.08.004
Shaw, R., McDuffle, J., Hendrix, C., Edie, A., Lindsey-Davis, L., Nagi, A., … Williams, J. (2014). Effects of nurse-managed protocols in the outpatient management of adults with chronic conditions. Annals of Internal Medicine, 113-121. http://dx.doi.org/10.7326/M13-2567
Siabani, S., Leeder, S., & Davidson, P. (2013). Barriers and facilitators to self-care in chronic heart failure: A meta-synthesis of qualitative studies. SpringerOpen Journal, , 320. Retrieved from http://springerplus.com/content/2/1/320
Travis, L., Hardin, S., Benton, Z., Austin, L., & Norris, L. (2012). A nurse-managed population based heart failure clinic: Sustaining quality of life. Journal of Nursing Education and Practice, 2. http://dx.doi.org/10.5430/jnep.v2n4p1
 
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