Critical appraisal worksheet | Nursing homework help

 Hello, based on this study
Balducci, S., Iacobellis, G., Parisi, L., Di Biase, N., Calandriello, E., Leonetti, F., & Fallucca, F. (2006). Exercise training can modify the natural history of diabetic peripheral neuropathy. Journal of diabetes and its complications, 20(4), 216-223.

I need to complete the worksheet that im going to attach here 

Anatomy signature assignment | Anatomy homework help

 Address each question listed in the Signature Assignment document as it relates to the case study given.

Answer each question (1–6) using complete sentences and a minimum of five (5) academic references.

  • Use current APA Style for formatting and in-text citations in your answers.
  • Include a reference page in current APA Style.

“just clean your hands” (persuasive message with visual)

Background and Assignment  

Using the information and exhibits from the “Just Clean Your Hands” case study, write an essay (MLA format) of up to 1200 words that persuades Student Nurses and Volunteers to increase their rate of hand-washing compliance. This must also include a 75-word memo of transmittal to Sarah Noble, telling her what you are sending her. Presumably, she will shape your essay into a pamphlet that will be included in welcome packages for new workers.  

You will be graded on style, grammar, clarity, organization, accuracy, and concision, and also on the persuasiveness of your argument. Consequently, you should consider these questions: which points from the case will be most convincing and most relevant to your target audience? How will you catch your audience’s attention? How will you structure your body paragraphs for logic, coherence, and readability? What tone should you adopt? How will you appeal to ethos, pathos, and/or logos? Which of the three should you emphasize?   

You must also create a visual to accompany your essay:  

Option 1: Design a small promotional poster for the “Just Clean Your Hands” program. Your poster should include a memorable balance of text and image, adhering to the principles of good document design discussed in lecture and our text. If you use any images that are not yours, you must provide the source under your poster. 

Option 2: Using information from the case study (or from recent and relevant research), create a graph which dynamically and memorably illustrates one of your main points. You must effectively integrate this graph into the body of your essay.

Resources:  Locker/Findlay Chapter 4 and Unit 6 lecture notes; Units 7 and 8 (readings and lecture notes); Assignment Case: “Just Clean Your Hands”  

Primary Audience for Assignment #2: Student Nurses and Volunteers at LHSC; Sarah Noble  

Assignment Format: essay (MLA format) with visual (graph or small promo poster) and memo of transmittal  

IMPORTANT NOTE: if you use ANY material from the case (or other sources), you MUST cite it properly. All direct quotations MUST be in quotation marks, followed by a citation; paraphrased passages must include a clear reference to the source  

Word Count:  up to 1200 words for essay and memorandum

Week 9 | SOCW 6060 – Social Work Theory and Practice | Walden University

 

Week 9: Solution-Focused and Task-Centered Models

Solution-focused and task-centered models fall into the tradition of therapies that are structured, focused, and brief. Both models lend themselves to working with individuals, families, groups, and communities. In addition, both models lend themselves well to utilizing other theories for implementing solutions or tasks.

As the name implies, the solution-focused model emphasizes that solutions can be found within the clients themselves. In other words, the client has the answers, and the role of the social worker is to help them find the answers or solution to the problem. Because of the emphasis on finding solutions, the focus is on the present rather than the past. The question becomes, What is the current problem, and what solutions can be implemented to resolve the problem? This is very different from theories such as psychoanalytical theory where the social worker focuses on the past. For instance, theories that focus on the past emphasize the social worker helping the client figure out what in the past triggered the current problem.

Similarly, as the name connotes, the task-centered model emphasizes assisting clients to clarify what the problem is and to identify and break down the tasks that need to be implemented to resolve the problem (Reid, 1997). For each stage of the helping process, there are tasks to be identified and covered.

This week, you apply these two additional models—solution-focused and task-centered—to practice.

Learning Objectives

Students will:
  • Apply the solution-focused model and the task-centered model to social work practice
  • Evaluate the strength and limitations of the solution-focused model and the task-centered model to social work practice

Photo Credit: [ismagilov]/[iStock / Getty Images Plus]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 35: Solution-Focused Theory (pp. 513–531)
Chapter 36: Task-Centered Social Work (pp. 532–552)

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

Note: You will access this article from the Walden Library databases.

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Document: Kaltura Personal Capture – QuickStart Guide (PDF)

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Counseling and psychotherapy theories in context and practice [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=277

This week, watch the “Solution-Focused Therapy” segment by clicking the applicable link under the “Chapters” tab.

Note: You will access this video from the Walden Library databases.

Optional Resources

Johnson, S. D., & Williams, S.-L. (2015). Solution-focused strategies for effective sexual health communication among African American parents and their adolescents. Health & Social Work, 40(4), 267–274. https://doi.org/10.1093/hsw/hlv056

Myer, R. A., Lewis, J. S., & James, R.K. (2013). The introduction of a task model for crisis intervention. Journal of Mental Health Counseling, 35(2), 95–107. https://doi.org/10.17744/mehc.35.2.nh322x3547475154

Reid, W. J. (1997). Research on task-centered practice. Journal of Social Work Research, 21(3), 132–137. https://doi.org/10.1093/swr/21.3.132

Discussion: Solution-Focused Model: Asking Questions

Social workers who utilize the solution-focused model are mindful of how their conversations with their clients, families, groups, or even community members facilitate their thinking about solutions. The client is always the “expert,” and therefore social workers ask questions to explore how the client perceives the problem and situation.

Social workers may use solution-focused questions such as the miracle question. For example, “Suppose you woke up one morning and by some miracle everything you ever wanted, everything good you could ever imagine for yourself, had actually happened—your life had turned out exactly the way you wanted it. What would be different in your life?” When clients are asked this, it forces them to reflect on what they want or would like to achieve. By projecting themselves into the future, clients are more likely to imagine what is possible rather than focusing on the past and their failures. This allows for the possibility of developing solutions.

In this Discussion, you apply the solution-focused model and solution-focused questions. You provide other solution-focused questions, similar to the miracle question that was provided for you.

Although the textbook provides actual examples of solution-focused questions, always think about your client—you may have to modify the question a bit to take into account the client’s age, cognitive and developmental stage, culture, etc., so that the question makes sense to the client.

To prepare:

  • Recall a case from your fieldwork experience to use for this Discussion.
  • Review and focus on pages 520–521 in your textbook.
By Day 3

Post:

  • In 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience.
  • From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.)
    • Remember that the goal of these questions is to assist clients in identifying a solution
  • Explain how asking these two questions would help the client in coming up with the solution.
  • In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.
By Day 5

Respond to two colleagues:

  • Identify a barrier that might make it difficult to implement the solution-focused model with the client described.
  • Discuss how a social worker could help a client re-focus on the present, rather than on their past.
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 9 Discussion

Final Case Assignment: Application of the Problem-Solving Model and Theoretical Orientation to a Case Study

The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

You will prepare a PowerPoint presentation consisting of 11 to 12 slides, and you will use the Personal Capture function of Kaltura to record both audio and video of yourself presenting your PowerPoint presentation.

To prepare:

  • Review and focus on the case study that you chose in Week 2.
  • Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
  • In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638
By Day 7

Upload your Kaltura video of you presenting your PowerPoint presentation that addresses the following:

  • Identify the theoretical orientation you have selected to use.
  • Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
  • Discuss the problem definition and formulation based on the theoretical orientation you have selected.
  • Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
  • Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
  • Describe the extent to which the client is able to mobilize the solutions for change.
  • Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
  • Evaluate how well the problem-solving model can be used for short-term treatment of this client.
  • Evaluate one merit and one limitation of using the problem-solving model for this case.

Your 11- to 12-slide PowerPoint presentation should follow these guidelines:

  • Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
  • Include a brief narration for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).
  • Record both audio and video for presentation.

Question related to this discussion

 How do folks think that technology is impacting the field as it relates to our discussion question this week? 

Responses

 Angelica Wiggins RE: Discussion – Week 9COLLAPSE

In 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience.

As previously mentioned, I have not completed my fieldwork experience. I plan to complete it in the Fall. I will use the client in the case study that I have used throughout this course, the case of Tiffani Bradley.

The presenting problem in this case is the fact that Tiffani, a 16-year-old Caucasian female, has a history of running away due to past experiences of molestation and emotional, physical, mental and sexual abuse.

From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.). Remember that the goal of these questions is to assist clients in identifying a solution.

Coping questions attempt to help the client shift his/her focus away from the problem elements and toward what the client is doing to survive the painful or stressful circumstances (The Pennsylvania Child Welfare Resource Center, n.d.).

A coping question for Tiffani would be: You say that you’re not sure whether you want to return home with your family or Donald. What have you found that is helpful in managing this situation?

Scaling questions invite the clients to put their observations, impressions, and predictions on a scale from 0 to 10, with 0 being no chance, and 10 being every chance. Questions need to be specific, citing specific times and circumstances (The Pennsylvania Child Welfare Resource Center, n.d.).

A scaling question for Tiffani would be: On a scale of 0 to 10, with 0 being no chance and 10 being every chance, how likely is it that you will be able to say “No” to Donald when he asks you to come back home with him?

Explain how asking these two questions would help the client in coming up with the solution.

These questions would help Tiffani in coming up with the solution because they will force her to identify and address her feelings and experiences. They would also hold her accountable for her outcomes.

In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.

These questions helped me to reflect on personal experiences and to view them in the light of a client.

Reference

The Pennsylvania Child Welfare Resource Center. (n.d.). Solution-Focused Interviewing Skills & Questions. Retrieved online from http://www.pacwrc.pitt.edu/Curriculum/301EngggClntsFrmAnSBSFPrspctv/Hndts/HO_9_Solu

 Seantelle Hill RE: Discussion – Week 9COLLAPSE

Briefly identify and describe the problem as perceived by the client.

For this discussion, I will still apply my previous case from the Hispanic American family that I encountered. Both parents, immigrants from Mexico, faced challenges in finding work that suits their academic qualification. Each of them had a bachelors degree. This made it hard for them to sustain their family from rare manual jobs besides other challenges that they faced as immigrants.

Solution-focused questions

The questions that I would ask these parents are;

Scaling question: On a scale of 1-10,  how optimistic are you that you will find a job here in the US?

Coping question: How are you managing life to be who/where you are now in this country?

Explain how asking these two questions would help the client in coming up with the solution.

In the scaling question, I would ask the clients the reason behind choosing their number. This question will help understand the current optimism state of the clients and thus learn what needs to be changed to move up the scale. To get to this point, I would engage the client in dialogue and for instance, if they chose a level of three, suggest if they moved higher with .5 how they feel, more hopeful? More optimistic? The scaling question and the consequent ones that would follow would help the clients feel more motivated, more hopeful, and more optimistic about finding work in the US (Turner, 2017). The main aim would be to help the clients move up the scale as small changes would contribute to a bigger change.

In the coping question, it would aid in reducing tension and acknowledge the approach (resources and skills) that the clients are using to make it currently (Turner, 2017). This question will help map the way forward to prevent the situation from getting worse while working towards a better solution.

In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.

Asking these questions made me feel that I focused on the solution to the problem rather than dwelling on the problem itself. The clients will feel that they have imagined a possible future of finding relevant jobs by, for instance, scaling up. This would make them feel motivated to enhance realistic goals to attain employment within the country.

References

Turner, F. J. (Ed.). (2011). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.

Suppose that rob and big both raise animals and sell them. because

Suppose that Rob and Big both raise animals and sell them. Because Rob and Big have different talents, they have varying abilities to raise these animals. In 1 day, Rob can produce either 10 bulldogs or 20 mini-horses. In 1 day, Big can produce either 9 bulldogs or 36 mini-horses. Assume that Rob and Big decide to specialize completely and trade with one another. Over the course of 1 month (30 days), Rob will produce ____ bulldogs and ___ mini-horses while Big will produce _____ bulldogs and ____ mini-horses.


After specialization, suppose that Rob and Big trade with each other and Rob sends Big 235 bulldogs. In order for both Rob and Big to benefit from trade, Big must send Rob more than: (round your answers to two decimal places)

fewer than:

Pstat 109: quiz 3 winter 2014

PSTAT 109: Quiz 3

 

 

Winter 2014

Instructions: Please show all work in an organized fashion for full credit.

Problem 1. Let = f1; 2; 3g, and consider the family of subsets A of :

 

A = f;;; f1; 2g; f2; 3g; f2g; f1; 3gg:

 

Explain why A is not a sigma-algebra.

 

Problem 2. If A and B are subsets of sample space , show that

 

P(A B) P(A) P(A [ B) P(A) + P(B):

 

Problem 3. A psychologist determined that the number of sessions required to obtain the

 

trust of a new patient is either 1, 2, or 3. Let X be a random variable indicating the number

 

 

of sessions required to gain the patients’s trust. The following probability distribution has

 

been proposed.

f(x) =

 

 

x

6

;

for x = 1; 2; or 3.

 

 

a. Write the probability distribution in the form of a table, similar to the ones found on

Lecture 5. Check if this function f is indeed a probability distribution.

 

b. What is the probability that it takes exactly 2 sessions to gain the patient’s trust?

 

c. What is the probability that it takes at least 2 sessions to gain the patient’s trust?

 

d. Calculate the expected value E(X) and variance V ar(X).

 

e. Suppose we dene a new random variable Y as

 

Y = 1[X=1] =

 

 

(

1; if X = 1;

 

0; if X 6= 1:

 

Write the probability distribution of Y in the form of a table, and interpret the meaning

 

 

of this random variable.

f. Calculate E(Y ) and V ar(Y ).

 

Accounting questions | Business & Finance homework help

1. determine the difference between the monthly payments on a $120,000 home at 61∕2% and at 8% for 25 years

 

$140.10 per month

Cash price: $5,600

Down payment: $0

Cash or trade months with bank-approved credit; amount financed: $5,600

Finance charge: $2,806

Total payments: $8,406

What is the APR by table lookup?

 

A. 16.50%–16.75%

B. 16.75%–17.00%

C. 17.00%–17.25%

D. 17.25%–17.50%

 

2. Joe Sullivan invests $9,000 at the end of each year for 20 years. The rate of interest Joe gets is 8%

annually. Using the tables in the Business Math Handbook that accompanies the course textbook,

determine the final value of Joe’s investment at the end of the 20th year on this ordinary annuity.

A. $411,858.00

B. $411,588.00

C. $88,632.90

D. $88,362.90

 

3.Jen purchased a condo in Naples, Florida, for $699,000. She put 20% down and financed the rest at

5% for 35 years. What are Jen’s total finance charges?

A. $606,823.20

B. $457,425.60

C. $626,863.20

D. $600,000.00

 

4.Cost of car: $26,000

Residual value: $6,000

Life: 5 years

Using the given information, determine the depreciation expense for the first year straight-line method?

A. $6,000

B. $4,000

C. $4,400

D. $5,200

 

5. John Sullivan bought a new Brunswick boat for $17,000. He made a $2,500 down payment on it. The

bank’s loan was for 60 months, and the finance charges totaled $4,900. What is his monthly payment?

A. $332.33

B. $232.33

C. $323.33

D. $313.33

 

6. At the beginning of each year, Bill Ross invests $1,400 semiannually at 8% for nine years. Using the

tables in the Business Math Handbook that accompanies the course textbook, determine the cash value of

the annuity due at the end of the ninth year.

A. $37,399.68

B. $38,739.68

C. $37,339.68

D. $37,939.86

 

7. Dick Hercher bought a home in Homewood, Illinois, for $230,000. He put down 20% and obtained a

mortgage for 25 years at 8%. What is the total interest cost of the loan?

A. $242,144.00

B. $184,000.00

C. $242,411.00

D. $327,372.80

 

8. Lee Company has a current ratio of 2.65. The acid test ratio is 2.01. The current liabilities of Lee are

$45,000. Assuming there are no prepaid expenses, the dollar amount of merchandise inventory is

A. $28,800.

B. $90,450.

C. $28,008.

D. $90,540.

 

9. Ben Brown bought a home for $225,000. He put down 20%. The mortgage is at 6 ½% for 30 years.

Using the tables in the Business Math Handbook that accompanies the course textbook, determine his

monthly payment.

A. $1,139.40

B. $1,319.40

C. $1,319.04

D. $1,216.80

 

10. A truck costs $35,000 with a residual value of $2,000. Its service life is five years. Using the decliningbalance

method at twice the straight-line rate, the book value at the end of year 2 is

A. $22,000.

B. $35,000.

C. $12,600.

 

D. $33,000.

Bba 301 – week 2 data validation assignment

The HR tab in Hospital.xlsx file contains the employee records downloaded from the personnel database of a fictitious hospital.  Data is required in all fields except Address 2 and Phone. If a phone number is entered it must adhere to the 999-999-9999 format.

At least 100 data errors exist in this file.

On the Errors tab in Hospital.xlsx file, document each error by identifying the location of the error (ID Number), the type of error (omission, range, data entry, etc.), and the correct information, if known. You receive one point for each VALID error identified. Truncation of data to the maximum number of characters for a field is NOT considered an error as it is imposed by the system and not a data entry error. Extra credit is available for deeper analysis.

An additional file name Zipcode.xlsx is available as a reference.  

Need “a” work discussion in 7 hours

Review the case study at the end of Chapter 8, Frederick W. Smith – FedEx. Answer the five questions below: 

http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558

REPLY TO MY CLASSMATE’S RESPONSE TO THE ABOVE QUESTIONS AND EXPLAIN WHY YOU AGREE? (A MINIMUM OF 125 WORDS or MORE)

1. How do the standards set by Fred Smith for FedEx teams improve organizational  performance?

The standards set by Fred Smith for FedEx teams improved organizational performance because he used the team approach to get the work done. Fred set the standard and reinforced them. He gave them the opportunity to make decisions on their own which greatly improved work ethic and their loyalty to the company.
2. What motivates the members of FedEx to remain highly engaged in their teams?

FedEx members are motivated to remain highly engaged in their teams because they have freedom to be creative and express their ideas on what they think could help improve productivity. They are also offered incentives by the company for their hard work. 

 3. Describe the role FedEx managers play in facilitating team effectiveness.

Managers facilitate team effectiveness by clearly expressing and encouraging attainable goals for their teams.  Managers must provide the necessary skills and tools needed so the teams can complete their goals. They must also allow the team to express their views on certain factors.

 4. What types of teams does FedEx use? Provide evidence from the case to support your answer.

FedEx uses teams that are self-managed that work well without direct supervision. The example would be the implementation of the “Quality Action Teams”. These teams re-vamped their package-sorting techniques. This improvement put couriers on the road 12 minutes earlier than before and cut in half the number of packages that were being delivered late. This greatly improved customer satisfaction.

 5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.

The managers were not afraid to pitch in and help and this showed the workers that they were truly a team. They helped to load trucks and do whatever is necessary to ensure that productivity is maintained. Leaders show by doing and not telling.

Leadership styles that most represent you that are listed in section

 

Write a short paper identifying one or more of the leadership styles that most represent you that are listed in Section 3.4.5.1, PMBOK 6e.  

Once you identify the leadership style that describes you, conduct some research into that style and write a post that properly paraphrases or summarizes one or two references. 

This is not an exercise of writing what you think you know and understand about a leadership style, but rather conducting some research of existing literature (e.g., get copies of references found at the end of each chapter in CPM 4e) sources and presenting it using good grammar and coherent writing style.

Strict APA formatting

500 words

The required textbook is attached