Category: Applied Sciences homework help

 Hanley (2012) discussed a number of obstacles to conducting functional analyses of problem behaviors. Select 3 obstacles most relevant to you and discuss how to overcome them. This can either be based on experience or interest – but you must refer to the academic literature to support the discussion. 
REQUIREMENTS: 
 See attached. Focus on the document discussion post rubric. Based on the APA 7 ed with support from at least 5 academic sources which need to be journal articles or books from 2019 up to now. NO WEBSITES allowed for reference entry. Include doi, page numbers, etc. Plagiarism must be less than 10%. Also focus on Chapter 27 in Cooper, Heron, and Heward (2007)  and articles Hanley 

 This is designed to deepen your understanding of essential word parts—prefixes, roots, and suffixes—that form the foundation of medical terminology. As you progress, you’ll enhance your language mastery and fluency in the language of medicine.
Word Part Identification:
Review the terms, prefixes, roots, and suffixes from your chapter reading,
Identify 10 terms and highlight and define the prefixes, roots, and suffixes within each term.
Application Exercise:
Construct 10 sentences or scenarios using the identified words or word parts.

In a new Word document, start with your name and date at the top
Copy and paste the questions below (keep the numeric question format in your document)

Answer each question with at least 2-3 complete sentences for full credit
Re-upload and submit the completed Word document to Canvas
CASE STUDY:
Madison Wills worked night shift on a neonatal intensive care unit (NICU) at a major medical center. She assumed the care of a very sick premature infant who weighed 1 kg (a little over 2 lb). Sylvia Smithson had been the infant’s nurse during the day shift. Sylvia had started the infant’s intravenous (IV) antibiotic infusion at 6:30 p.m., just before shift change. She reported that the infant’s IV line in his arm was flowing without difficulty and the IV site had no redness or swelling.
When Madison assessed the infant at 7:45 after the end-of-shift report, she noted that the baby’s arm was swollen and that the IV had infiltrated (was no longer in the vein). When she stopped the medication, she also noted that the dose on the antibiotics was incorrect and was much too large for a very small infant.
Answer the following questions:
What is the first thing that Madison should do after discovering these two problems?
Which of these problems (the infiltration or the dosing) was the most significant?
What is the nurse’s responsibility when an antibiotic is prepared by the pharmacy?
Did malpractice occur? Why or why not? 
Who would you hold responsible for the errors which occurred? Why? 
What could have been done to prevent the errors?  
GUIDELINES
Assignments will NOT be accepted by email or in the Canvas Comments Box.  
You have multiple attempts (prior to grading) in case an error is made to re-submit your assignment or journal to Canvas.
It is your responsibility to check Canvas to be sure assignments have been submitted completely and correctly prior to the due date and time. You will not be allowed to re-submit once an assignment has been graded. 
If assignments/journals are not submitted in the correct format as an attachment in Microsoft Word, (submit a blank document or a Pages document, for example) students will receive a ‘0’ on that assignment and will not be allowed to re-submit.
You may turn this assignment in late for up to 2 days for a -10 percentage point penalty per day. 
View Rubric

 
For this online discussion, you will:
Participate in a “panel discussion” for an imaginary town hall audience on “Today’s Big Idea.” 
Write an initial post in the voice of an author of one of the closed research theme readings or a major respondent in that reading.
Respond to at least two peers, staying in the voice of your selected author or respondent.
To prepare:
Read all reading assignments from “They Say / I Say” in this module
Complete the M04 Closed Research Theme Reading Check-In
A “Panel Discussion” is a public event in which a group of informed people gathers together in front of an audience to discuss a specific topic, usually led by a moderator who asks their own questions or takes questions from the audience. Watch a few minutes of the video below to get a sense of how a panel discussion works:
 
In this discussion, you will write in the voice of the author of one of the closed research theme readings. Alternatively, you may write in the voice of a major respondent, expert, or witness who is interviewed or quoted in a closed research theme reading, if you think theirs is a more relevant perspective on the closed research theme. You will be playing this “character” in the panel discussion, adopting their positions and/or responding the way you think they would respond to others in the discussion. 
To begin, review the 6 closed research theme readings you have read so far; pick one author or one major respondent you will play in the panel discussion. You will be playing this “character” in the panel discussion for the whole board (initial posts and responses). You need to write in their voice and remain in character throughout the discussion.
Then start a new thread in this board and respond to the following prompt. Click the Post Reply button to submit your initial post: 
Identify yourself as the author or respondent you have selected as well as the title of the reading and the person’s role in the reading.

Example: “I’m Alex Tizon, author of ‘Lola’s Story.'” 
Example: “I’m Lola, a major figure in Alex Tizon’s ‘Lola’s Story.'”

In the voice of your selected “character,” respond to one or more of the following questions. You can think of these as the questions you are being asked by the moderator or audience member:

How would you answer the guiding question for this section’s closed research theme? (If needed, you can find your class’s closed research theme question in Modules)
What issue regarding the closed research theme do you see as most important or most overlooked? What do you want the panel audience or other panel members to see and understand?
What action, solution, or policy, related to the closed research theme, is closest to your heart? What do you want the panel audience, other panel members, and/or others in society to take action on?

Remember, think about what your “character” (author or major respondent) would believe, know, want, value, etc. This may not be what you personally know or believe, at all! Stick to their perspective and viewpoints as much as you can, based on what you know about their views from the closed research theme reading. 

Visual Layout Draft
[WLOs: 4, 5] [CLOs: 1, 3, 4]
Throughout the first three weeks of this course, we have explored various components of creating positive learning environments. All these elements come to life when we can arrange and design our classroom layouts. By strategically considering the physical design of our classroom environments, we can ensure the space is not only inclusive and equitable but also that the schedules, transitions, and routines we design will be able to come to life.
In your Week 1 journal, you had the opportunity to explore various tools that could be used to design the layout of your learning environment. This week, you will build on that work by selecting a tool to use in creating your first draft of your classroom layout. You will share your layout with your peers in the Week 4 Designing the Classroom Environment discussion forum and create a final draft as a piece of your Week 5 Learning Environment Design Project final assignment.
To prepare for this assignment,
Read Chapter 5: Arranging an Effective Environment.
Watch the video Spaces: OverviewLinks to an external site..
Read the article Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-AssessmentLinks to an external site..
Review the webpage The Indoor Environment: Designing and OrganizingLinks to an external site..
Choose the tool that you will use to create your visual layout for your learning environment:

Kaplan FloorPlannerLinks to an external site. (does require you to set up a free account)
How to Use Our Classroom Design Tool: A Step-by-Step GuideLinks to an external site.
Wondershare EdrawMax Free Editable Classroom LayoutsLinks to an external site.
comLinks to an external site.
Katy Miller’s Use Floorplanner to Create Your Own Classroom!Links to an external site.
CanvaLinks to an external site.
PowerPoint
Paper and pencil (you will need to take a picture of your drawing)
Diorama
Another tool of your choice

Preschool Classroom
A 2/3-year-old classroom of 12 students. In the room you have one student Maria who comes from a home where Spanish is only spoken. Maria’s parents seem very interested in supporting her, but language is a barrier for them to communicate their needs to you. You also have one child Johnny who has cognitive and physical delays which require him to work with an aid most of the time when he is in your room. Johnny’s mom is very worried about him and would like to schedule regular meetings with you to review his goals and progress throughout the year. Then, you have a 3-year-old boy Michael who is living with a foster family after being moved around a bit. The family is overwhelmed trying to help him manage his behavior and he tends to lash out at other children often.
Assignment Instructions
There are two parts to your assignment:
Part 1: Visual Layout
Using the tool of your choice, create a visual layout for your chosen classroom environment.
Label the layout to identify which of the classrooms you designed it for.
Part 2: Visual Layout Explanation
Using the tool of your choice (Microsoft Word, PowerPoint, video, etc.) explain your visual layout by addressing the following:
Describe how your environmental design encourages play to support achieving developmental milestones for the age group of your chosen classroom.
Discuss three areas from your visual layout and why they are necessary to include.
Explain how your visual layout creates an environment that supports classroom management.
Describe a challenge you had when creating your classroom layout and how you overcame the challenge.

 
AIDET is introduced below and is something you can practice before your first patient interactions.
Tools for Effective Communication
AIDET is introduced below and is something you can practice before your first patient interactions. 
AIDET® is an acronym (Acknowledge, Introduce, Duration, Explanation, Thank you) that represents the components of an effective communication framework to leverage during interactions, especially with people who might be nervous, anxious, or vulnerable. Developed by Studer Group as the “Five Fundamentals of Patient Communication” in the mid-1990s and later registered by Studer Group as AIDET®, it is most often used by healthcare professionals to communicate with patients and their families, as well as with each other. Research studies confirm that this approach appears to improve communication between healthcare professionals and their patients. 
A – Acknowledge. Greet people using appropriate tone and body language and use their names if you know them.
I – Introduce. Introduce yourself to others. Tell them who you are (including skill set, experience, and qualifications, if appropriate) and how you are going to help them. Escort people where they need to go rather than pointing or giving directions. 
D – Duration. Provide a time estimate and identify the next steps. Keep in touch to ease waiting times. Let others know if there is a delay and how long it will be.
E – Explanation. Explain step-by-step what to expect next, answer questions, and let the other person know how to contact you. Assess comprehension using the teach-back method. Listen and respond with compassion if needed.
T – Thank you. Foster an attitude of gratitude. Thank people for their patronage, help, or assistance.
For additional reference see: The AIDET® Communication Framework
Customize effective communication for your patients.
Include the following aspects in the discussion:
Create a script for patient communication about any topic you wish
Use AIDET and have a brief paragraph for each

 
An introduc paraG that attempts to gain the interest of readers and introduces your closed research theme reading, and offers a thesi statement suggesting what your response to the closed research theme reading will be focused on
A thesi statement previewing your  ” I Say” response to the closed research theme reading
A full and accurate summary of the closed research theme reading
A meaningful response, supported with evidence, to the closed research theme reading
A concluding paragraph
Revisions made based on the feedback you received from your instructor on the Half Draft (See the Grades link or consult your instructor for this feedback)
In-text citations of “They Say” summaries and quotations of the closed research theme reading and other sources, if you use any
APA or MLA style formatting, as specified by your instructor, with a References (APA) or Works Cited (MLA) page
Observation of the conventions of Standard Written English
Minimum 750 words for the final draft (References or Works Cited list does not count in the minimum word-count requirement)
See the assessment rubric at the bottom of this page for an understanding of how your Final Draft will be graded.
 They Say / I Say, with Ivy Tech Community College Custom Reader, 1st Ed., Little Seagull Handbook, 4th Ed. 

In your discussion groups this week, review your readings, specifically on social media, and answer the following questions:
Page 11 of the NCSBN brochure Download NCSBN brochureoutlines common myths and misunderstandings about social media. Which of these surprised you the most?
What measures will you implement to prevent the disclosure of confidential patient information?
In what ways have you observed medical professionals using social media?
From your observations, has patient confidentiality been compromised? Why do you think so, or why not?

It is important to remain a lifelong learner. Develop at least one SMART goal for each of the three categories: 
1 Year Goal; Complete Graduate Degree
2-3 Year Goal; Retire from the US Army 
5 Year Goal. Transition to a new career as a Teacher
For each goal, identify the action/strategy you will take to achieve the goal, why the goal is important to you personally and to your profession, a list of resources to help meet the goal, and how you will assess to make sure you have completed the goal.  

Step One: Locate an article in a professional nursing journal.

Locate the name of a recent (<5 years), professional, nursing journal related to the area of nursing you are interested in pursuing. Please refer to the Library and APA Resources to help guide you.  Find one scholarly, peer-reviewed article in that journal that interests you and read it; editorial and topical articles will not suffice.  Step Two: Write an APA reference. Use the article that you found to write a properly formatted APA reference; only the reference is needed, you do not need to write a summary for this assignment. Type the APA reference on a Word document.  Please include the appropriate heading for a 7th edition APA reference page Step Three: Submit TWO attachments to Canvas (See instructions here (Links to an external site.) for uploading more than one file to a submission) Attach the reference in Word format. Attach the article in a .pdf format. You will need to submit a copy of your article; this needs to be a .pdf file and not just a copy of the link. Please see the rubric for details on how to avoid deductions for this assignment.