Marketing in HSTM discussion Business Finance Assignment Help. Marketing in HSTM discussion Business Finance Assignment Help.
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Visit the Peabody Hotel Group’s website (www.peabodyhotelgroup.com (Links to an external site.)) and answer the following questions:
- How does this company market its differentiation strategy on its website?
- Does this strategy come across on their website?
- Who would you assume is their target market?
Grading notes:
- Considering the content of this discussion, I’m expecting at least a full paragraph from you per question for your original discussion post.
- Please do not give me your opinion, instead give researched facts. Include in-text citations as well as a list of full citations used at the end of your original discussion post in APA format. Discussions without citations will be graded accordingly.
Marketing in HSTM discussion Business Finance Assignment Help[supanova_question]
450 word essay Science Assignment Help
Reviewing Sources About Flint, Michigan
You will go to the EPA Drinking Water Website
Directions:
1. You are to go to the EPA Drinking Water Website
2. When you get to the site go to the area that is labeled “Other Drinking Water Topics”
3. You will select three of the topics that interest you.
4. Write a 150 word summary of each topic in your own words. Why did you select the topic.
Topic 1 Title
Topic 2 Title
Topic 3 Title
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MI480 read article “Pilot evaluation of the text4baby mobile health program” Writing Assignment Help
This week’s required reading is “Pilot evaluation of the text4baby mobile health program”. I have uploaded a copy of the paper on D2L’s folder “Lecture 9”. Your assignment for the week is to write a two-page (double-spaced) essay based on this reading. The essay should have the following structure:
– 1 paragraph (1/2 page) with a summary of the reading.
– 1-2 paragraphs (3/4 page) highlighting the parts of the reading you most agree with or found most interesting.
– 1-2 paragraphs (3/4 page) with elements of the reading you disagree with or elements you would have liked the chapter to expand on.
I have put the reading pdf here.
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discussion board Humanities Assignment Help
Go to the Women’s eNews Web site, http://www.womensenews.org. Find a current article about a woman or group of women who are of a different race, ethnicity, or cultural identity from you, preferably a group about which you know little to nothing, but would like to learn more about. For this forum:
a. Provide a BRIEF summary of the article.
b. Tell us why you chose this article
c. What did you learn about the differences and similarities between you and the woman/women you read about?
d. Include the link to the article. Forum posts without a link, or with a link that does not work will automatically be docked five points.
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MI480 read article “Pilot evaluation of the text4baby mobile health program” Writing Assignment Help
This week’s required reading is “Pilot evaluation of the text4baby mobile health program”. I have uploaded a copy of the paper on D2L’s folder “Lecture 9”. Your assignment for the week is to write a two-page (double-spaced) essay based on this reading. The essay should have the following structure:
– 1 paragraph (1/2 page) with a summary of the reading.
– 1-2 paragraphs (3/4 page) highlighting the parts of the reading you most agree with or found most interesting.
– 1-2 paragraphs (3/4 page) with elements of the reading you disagree with or elements you would have liked the chapter to expand on.
I have put the reading pdf here.
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Write a 200-250 word discussion that applies at least two of the ideas from Chapter 5 of Social Problems to the case of activism against mass incarceration described in Chapter 3 of When We Fight We Win. Humanities Assignment Help
Review “The Media and Claims” (Chapter 5 of Social Problems)
In this chapter, Best analyze how the media translate claims into secondary claims and how primary claimsmakers are up against many constraints when trying to garner media coverage for their claims. Some of these constraints have to do with the conditions of news work. News media value novelty, predictability, compelling visuals, the idea of “balance” of two sides, and official sources. Changing media which has segmented audiences also constrains the kinds of claims that get covered. For-profit media outlets require advertising to stay afloat and advertisers favor wealthy customers, which means that media tends to devote more attention to issues of concern to corporations and the wealthy than they do to the concerns of the poor and powerless. Some claimsmakers come to be seen as the “owners” of the problem, which gives them more access to media makers. Media makers also tend to rely on higher status people as sources for information, such as experts with graduate education credentials and governmental officials. Particular typifying examples can be landmark narratives which come to shape all media coverage of a social problem. When popular culture addresses social problems, it follows certain conventions of “genres.” Fiction requires heroes, villains and conflict so that type of popular culture tends to individualizesocial problems. The rise of social media has both further segmented people into bubbles, on the one hand, and yet can also make awareness of certain social problems “go viral.” Finally, sociologists who study the effects of the media find that while media may not directly affect what you think, it definitely affects what you think about. This is called agenda setting.
Read “Transforming Visions,” Chapter 3 of When We Fight We Win
For this assignment, you will read Chapter 3 (pp. 51-76) of When We Fight We Win, entitled “Transforming Visions: Ending Mass Incarceration.”
Apply Best’s Concepts to the Ending Mass Incarceration Case Study
Write a 200-250 word discussion that applies at least two of the ideas from Chapter 5 of Social Problems to the case of activism against mass incarceration described in Chapter 3 of When We Fight We Win. Michelle Alexander published her book The New Jim Crow in 2010. Unarmed teen Trayvon Martin was shot and killed by George Zimmerman in 2012. Since then, many police shootings of unarmed African-Americans have been filmed on cellphones and those videos have been shared widely through social media. How has media, of all types, affected the rise and effectiveness of the organizations and movements discussed in Chapter 3 of When We Fight We Win–the Coalition to End Sheriff Violence, the Black Lives Matter movement, All of Us or None, Color of Change, the Human Rights Coalition or the movement to legalize marijuana?
Write a 200-250 word discussion that applies at least two of the ideas from Chapter 5 of Social Problems to the case of activism against mass incarceration described in Chapter 3 of When We Fight We Win. Humanities Assignment Help[supanova_question]
No Plagiarism Health Medical Assignment Help
COMPETENCIES
982.1.1 : Program Portfolio
The graduate exhibits artifacts that both demonstrate the graduate’s competency across all program areas as well as provide evidence of professional growth.
INTRODUCTION
A professional portfolio will showcase your knowledge and skills to prospective employers and will increase your marketability as a baccalaureate-prepared nurse. This portfolio will help you, as a nurse, hone in on the concepts, strengths, and critical-thinking abilities that define professional nursing practice. Throughout your time at WGU, you have developed skills and knowledge that distinguish your practice as that of a baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in this professional portfolio. You should organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community and population health. This portfolio will expand on the portfolio you already created in your Professional Roles and Values course.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Complete the following, using OneNote:
Note: The directions to access and use your e-portfolio can be found in the web links section below, which will take you to the “Knowledge Base Article.”
1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:
• a representation of your career goals, your aspirations, and how you want to move forward with your career
• an overview of where you would like to focus your time and energies within the profession
a. Reflect on how your professional mission statement will help guide you throughout your nursing career.
2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:
a. Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.
b. Discuss how the specific artifacts in your portfolio represent your professional strengths.
c. Discuss challenges you encountered during the progression of your program.
i. Explain how you overcame these challenges.
d. Explain how your coursework helped you meet each of the nine nursing program outcomes.
Note: Refer to the attachment “Nursing Conceptual Model.”
e. Analyze how you fulfilled the following roles during your program:
• scientist
• detective
• manager of the healing environment
f. Discuss how you have grown professionally since the beginning of your program.
B. Complete the following within the section “Quality and Safety”:
1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support your definition from part B1.
Note: The artifacts should be attached within the portfolio.
2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.
C. Complete the following within the section “Evidence-Based Practice”:
1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support your definition from part C1.
Note: The artifacts should be attached within the portfolio.
2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:
a. Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:
• relevancy and believability of data
• differences between quality improvement and research (places and uses of each)
• differences between primary and secondary research and resources and the implications of each in clinical practice
b. Explain how your experience in the program helped you achieve excellence in evidence-based practice.
D. Complete the following within the section “Applied Leadership”:
1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support the definition from part D1.
Note: The artifacts should be attached within the portfolio.
2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:
a. Discuss the importance of professional collaboration for effective nursing leadership.
E. Complete the following within the section “Community and Population Health”:
1. Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support the definition from part E1.
Note: The artifacts should be attached within the portfolio.
2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the following:
a. Discuss what you learned during your Community Health Nursing task.
b. Discuss what you learned that led to your community diagnosis.
c. Discuss how your initial focus and diagnosis evolved after working with your population.
3. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your future role as a professional nurse.
F. Provide an appendix to your portfolio by doing the following:
1. Include all the documents, prior assignments, and additional items that are examples of your best work to support your mastery of all sections given in parts B, C, D, and E.
2. Include the following materials:
• the attached “Nursing Conceptual Model”
• a link to the current IHI Course Catalog
3. Provide an updated professional résumé.
Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents.
4. Provide professional references, using one of the following:
• a professional reference questionnaire
• a full letter of recommendation
• a list of four professional references
5. Include a copy of your IHI certificate of completion.
6. Include a copy of your AMNH certificate of completion.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.
RUBRIC
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NOT EVIDENT A submission is not provided using the OneNote. |
APPROACHING COMPETENCY Not applicable. |
COMPETENT The documents are submitted through the OneNote using the portfolio created in the Professional Roles and Values course. |
A1:CREATION OF PROFESSIONAL MISSION STATEMENT
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NOT EVIDENT A professional mission statement is not provided, or the statement contains none of the required elements. |
APPROACHING COMPETENCY The professional mission statement ineffectively addresses the required elements, or the statement is disorganized or illogical. |
COMPETENT The professional mission statement effectively addresses the required elements, and the statement is well organized and logical. |
A1A:REFLECTION OF PROFESSIONAL MISSION STATEMENT
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NOT EVIDENT A reflection is not provided, or it makes no reference to how a professional mission statement will help guide the candidate’s nursing career. |
APPROACHING COMPETENCY The reflection ineffectively addresses how a professional mission statement will help guide the candidate’s nursing career, or the reflection is poorly reasoned or vague. |
COMPETENT The reflection effectively addresses how a professional mission statement will help guide the candidate’s nursing career, and the reflection is well reasoned and sufficiently detailed. |
A2A:PORTFOLIO REPRESENTATION OF A LEARNER AND HEALTHCARE PROFESSIONAL
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NOT EVIDENT The submission does not include an explanation, or the explanation makes no reference to the representation of the portfolio. |
APPROACHING COMPETENCY The submission includes an inadequate explanation of how either specific artifacts or completed work or both in the portfolio represent the candidate as a learner and a healthcare professional, or the explanation is illogical or poorly supported. |
COMPETENT The submission includes an adequate explanation of how either specific artifacts or completed work or both in the portfolio represent the candidate as a learner and a healthcare professional, and the explanation is logical and well supported. |
A2B:PORTFOLIO PROFESSIONAL STRENGTHS
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the specific artifacts in the portfolio represent professional strengths. |
APPROACHING COMPETENCY The discussion illogically addresses how the specific artifacts in the portfolio represent professional strengths, or the discussion is vague. |
COMPETENT The discussion logically addresses how the specific artifacts in the portfolio represent professional strengths, and the discussion is sufficiently detailed. |
A2C:PROGRAM PROGRESSION CHALLENGES
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NOT EVIDENT The submission does not include a discussion, or the discussion makes no references to the challenges encountered during the progression of the program. |
APPROACHING COMPETENCY The submission includes an inadequate discussion of the challenges encountered during the progression of the program, or the discussion is illogical or poorly supported. |
COMPETENT The submission includes an adequate discussion of the challenges encountered during the progression of the program, and the discussion is logical and well supported. |
A2CI:OVERCOME CHALLENGES
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NOT EVIDENT An explanation was not provided, or it makes no reference to how the given challenges were overcome. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the given challenges were overcome, or the explanation is poorly reasoned, poorly supported, or vague. |
COMPETENT The explanation effectively addresses how the given challenges were overcome, and the explanation is well reasoned, well supported, and sufficiently detailed. |
A2D:PROGRAM OUTCOMES
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NOT EVIDENT An explanation was not provided, or it makes no reference to how the coursework helped the candidate meet each of the nine nursing program outcomes. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the coursework helped the candidate meet each of the nine nursing program outcomes, or the explanation is poorly reasoned, poorly supported, or vague. |
COMPETENT The explanation successfully addresses how the coursework helped the candidate meet each of the nine nursing program outcomes, and the explanation is well reasoned, well supported, and sufficiently detailed. |
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NOT EVIDENT An analysis is not provided, or it makes no reference to how the given roles were fulfilled during the program. |
APPROACHING COMPETENCY The analysis for how the given roles were fulfilled during the program is illogical, unconvincing, or ineffective. |
COMPETENT The analysis for how the given roles were fulfilled during the program is logical, convincing, and effective. |
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the candidate has grown professionally since the beginning of the program. |
APPROACHING COMPETENCY The discussion ineffectively addresses how the candidate has grown professionally since the beginning of the program, or the discussion is illogical or poorly supported. |
COMPETENT The discussion effectively addresses how the candidate has grown professionally since the beginning of the program, and the discussion is logical and well supported. |
B1:QUALITY AND SAFETY: REFLECTION
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NOT EVIDENT A reflection is not provided, or it makes no reference to the professional definition of quality and safety. |
APPROACHING COMPETENCY The reflection ineffectively addresses how the professional definition of quality and safety was developed in Professional Roles and Values, or it does not include necessary changes, or the reflection is poorly reasoned or vague. |
COMPETENT The reflection effectively addresses how the professional definition of quality and safety was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
B1A:QUALITY AND SAFETY: DEVELOPMENT OF PROFESSIONAL DEFINITION
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of quality and safety. |
APPROACHING COMPETENCY The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of quality and safety, or the discussion is poorly supported. |
COMPETENT The discussion logically addresses how the program assisted in developing the candidate’s professional definition of quality and safety, and the discussion is well supported. |
B1B:QUALITY AND SAFETY: ARTIFACT SUPPORT
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NOT EVIDENT Artifacts in the portfolio that support the professional definition of quality and safety are not identified. |
APPROACHING COMPETENCY The identified portfolio artifacts are inappropriate, or they do not support the professional definition of quality and safety. |
COMPETENT The identified portfolio artifacts are appropriate, and they support the professional definition of quality and safety. |
B1BI:QUALITY AND SAFETY: ARTIFACTS SUPPORTING DEFINITION
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NOT EVIDENT An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part B1. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the given artifacts support the definition from part B1, or the explanation is illogical. |
COMPETENT The explanation effectively addresses how the given artifacts support the definition from part B1, and the explanation is logical. |
B2:QUALITY AND SAFETY: IMPORTANCE OF IHI CERTIFICATE
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NOT EVIDENT A discussion is not provided, or it makes no reference to the importance of the IHI certificate for the candidate’s future role as a professional nurse. |
APPROACHING COMPETENCY The discussion demonstrates a limited understanding of the importance the IHI certificate has on the candidate’s future role as a professional nurse, or the discussion is poorly supported or poorly reasoned. |
COMPETENT The discussion demonstrates a sufficient understanding of the importance the IHI certificate has on the candidate’s future role as a professional nurse, and the discussion is well supported and well reasoned. |
C1:EVIDENCE-BASED PRACTICE: REFLECTION
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NOT EVIDENT A reflection is not provided, or it makes no reference to the professional definition of evidence-based practice. |
APPROACHING COMPETENCY The reflection ineffectively addresses how the professional definition of an evidence-based practice was developed in Professional Roles and Values, or it does not include necessary changes to the definition, or the reflection is poorly reasoned or vague. |
COMPETENT The reflection effectively addresses how the professional definition of an evidence-based practice was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
C1A:EVIDENCE-BASED PRACTICE: DEVELOPMENT OF PROFESSIONAL DEFINITION
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of evidence-based practice. |
APPROACHING COMPETENCY The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of evidence-based practice, or the discussion is poorly supported. |
COMPETENT The discussion logically addresses how the program assisted in developing the candidate’s professional definition of evidence-based practice, and the discussion is well supported. |
C1B:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORT
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NOT EVIDENT Artifacts in the portfolio that support the professional definition of evidence-based practice are not identified. |
APPROACHING COMPETENCY The identified portfolio artifacts are inappropriate, or they do not support the professional definition of evidence-based practice. |
COMPETENT The identified portfolio artifacts are appropriate, and they support the professional definition of evidence-based practice. |
C1BI:EVIDENCE-BASED PRACTICE: ARTIFACTS SUPPORTING DEFINITION
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NOT EVIDENT An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part C1. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the given artifacts support the definition from part C1, or the explanation is illogical. |
COMPETENT The explanation effectively addresses how the given artifacts support the definition from part C1, and the explanation is logical. |
C2A:EVIDENCE-BASED PRACTICE: PRIMARY RESEARCH
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the candidate is able to evaluate current primary research and apply concepts to the nursing practice, using the given points. |
APPROACHING COMPETENCY The discussion demonstrates a limited understanding of how the candidate is able to evaluate current primary research and apply concepts to the nursing practice, using the given points, or the discussion does not include all of the given points, or the discussion is illogical or poorly supported. |
COMPETENT The discussion demonstrates a sufficient understanding of how the candidate is able to evaluate current primary research and apply concepts to the nursing practice, and the discussion includes all of the given points. The discussion is logical and well supported. |
C2B:EVIDENCE-BASED PRACTICE: ACHIEVEMENT IN EXCELLENCE
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NOT EVIDENT An explanation was not provided, or it makes no reference to how the candidate’s experience in the program helped achieve excellence in evidence-based practice. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the candidate’s experience in the program helped achieve excellence in evidence-based practice, or the explanation is illogical or poorly supported. |
COMPETENT The explanation effectively addresses how the candidate’s experience in the program helped achieve excellence in evidence-based practice, and the explanation is logical and well supported. |
D1:APPLIED LEADERSHIP: REFLECTION
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NOT EVIDENT A reflection is not provided, or it makes no reference to the professional definition of applied leadership. |
APPROACHING COMPETENCY The reflection ineffectively addresses how the professional definition of applied leadership was developed in Professional Roles and Values, or it does not include necessary changes to the definition, or the reflection is poorly reasoned or vague. |
COMPETENT The reflection effectively addresses how the professional definition of applied leadership was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
D1A:APPLIED LEADERSHIP: DEVELOPMENT OF PROFESSIONAL DEFINITION
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of applied leadership. |
APPROACHING COMPETENCY The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of applied leadership, or the discussion is poorly supported. |
COMPETENT The discussion logically addresses how the program assisted in developing the candidate’s professional definition of applied leadership, and the discussion is well supported. |
D1B:APPLIED LEADERSHIP: ARTIFACT SUPPORT
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NOT EVIDENT Artifacts in the portfolio that support the professional definition of applied leadership are not identified. |
APPROACHING COMPETENCY The identified portfolio artifacts are inappropriate, or they do not support the professional definition of applied leadership. |
COMPETENT The identified portfolio artifacts are appropriate, and they support the professional definition of applied leadership. |
D1BI:APPLIED LEADERSHIP: ARTIFACTS SUPPORTING DEFINITION
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NOT EVIDENT An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part D1. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the given artifacts support the definition from part D1, or the explanation is illogical. |
COMPETENT The explanation effectively addresses how the given artifacts support the definition from part D1, and the explanation is logical. |
D2A:APPLIED LEADERSHIP: PROFESSIONAL COLLABORATION
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NOT EVIDENT A discussion is not provided, or it makes no reference to the importance of professional collaboration for effective nursing leadership. |
APPROACHING COMPETENCY The discussion illogically addresses the importance of professional collaboration for effective nursing leadership, or the discussion is poorly supported. |
COMPETENT The discussion logically addresses the importance of professional collaboration for effective nursing leadership, and the discussion is well supported. |
E1:COMMUNITY AND POPULATION HEALTH: REFLECTION
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NOT EVIDENT A reflection is not provided, or it makes no reference to the professional definition of community and population health. |
APPROACHING COMPETENCY The reflection ineffectively addresses how the professional definition of community health was developed in Professional Roles and Values, or it does not include necessary changes to the definition, or reflection is poorly reasoned or vague. |
COMPETENT The reflection effectively addresses how the professional definition of community health was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
E1A:COMMUNITY AND POPULATION HEALTH: DEVELOPMENT OF PROFESSIONAL DEFINITION
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of community and population health. |
APPROACHING COMPETENCY The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of community and population health, or the discussion is poorly supported. |
COMPETENT The discussion logically addresses how the program assisted in developing the candidate’s professional definition of community and population health, and the discussion is well supported. |
E1B:COMMUNITY AND POPULATION HEALTH: ARTIFACT SUPPORT
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NOT EVIDENT Artifacts in the portfolio that support the professional definition of community and population health are not identified. |
APPROACHING COMPETENCY The identified portfolio artifacts are inappropriate, or they do not support the professional definition of community and population health. |
COMPETENT The identified portfolio artifacts are appropriate, and they support the professional definition of community and population health. |
E1BI:COMMUNITY AND POPULATION HEALTH: ARTIFACTS SUPPORTING DEFINITION
|
NOT EVIDENT An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part E1. |
APPROACHING COMPETENCY The explanation ineffectively addresses how the given artifacts support the definition from part E1, or the explanation is illogical. |
COMPETENT The explanation effectively addresses how the given artifacts support the definition from part E1, and the explanation is logical. |
E2A:COMMUNITY AND POPULATION HEALTH: COMMUNITY HEALTH TASK
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NOT EVIDENT A discussion is not provided, or it makes no reference to what was learned during the Community Health Nursing task. |
APPROACHING COMPETENCY The discussion provides vague, implausible examples of what was learned during the Community Health Nursing task, or the discussion is poorly supported or unclear. |
COMPETENT The discussion provides specific, plausible examples of what was learned during the Community Health Nursing task, and the discussion is well supported and clear. |
E2B:COMMUNITY AND POPULATION HEALTH: COMMUNITY DIAGNOSIS
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NOT EVIDENT A discussion is not provided, or it makes no reference to what was learned that led to the community diagnosis. |
APPROACHING COMPETENCY The discussion addresses what was learned that led to the community diagnosis, but it is poorly supported with vague or implausible examples. |
COMPETENT The discussion addresses what was learned that led to the community diagnosis, and it is well supported with specific, plausible examples. |
E2C:COMMUNITY AND POPULATION HEALTH: CHANGES IN FOCUS
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NOT EVIDENT A discussion is not provided, or it makes no reference to how the initial focus and diagnosis evolved after working with the population. |
APPROACHING COMPETENCY The discussion addresses how the initial focus and diagnosis evolved after working with the population, but the discussion is poorly supported with vague or implausible examples. |
COMPETENT The discussion addresses the initial focus and diagnosis evolved after working with the population, and the discussion is well supported with specific, plausible examples. |
E3:COMMUNITY AND POPULATION HEALTH: IMPORTANCE OF AMNH CERTIFICATE
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NOT EVIDENT A discussion is not provided, or it makes no reference to the importance of the AMNH certificate for the candidate’s future role as a professional nurse. |
APPROACHING COMPETENCY The discussion demonstrates a limited understanding of the importance the AMNH certificate has on the candidate’s future role as a professional nurse, or the discussion is poorly supported or vague. |
COMPETENT The discussion demonstrates a sufficient understanding of the importance the AMNH certificate has on the candidate’s future role as a professional nurse, and the discussion is well supported and sufficiently detailed. |
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NOT EVIDENT Documents, assignments, and examples of best work are not provided. |
APPROACHING COMPETENCY Documents, assignments, and examples of best work are provided, but they are incomplete, or they do not support mastery of all required sections. |
COMPETENT The provided documents, assignments, and examples of best work are complete, and they support mastery of allrequired sections. |
F2:NURSING CONCEPTUAL MODULE AND IHI COURSE CATALOG LINK
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NOT EVIDENT A copy of the “Nursing Conceptual Model” and a link to the current IHI Course Catalog are not provided. |
APPROACHING COMPETENCY Not applicable. |
COMPETENT A copy of the “Nursing Conceptual Model” and a link to the current IHI Course Catalog are provided. |
|
NOT EVIDENT A copy of an updated professional résumé is not provided. |
APPROACHING COMPETENCY Not applicable. |
COMPETENT A copy of an updated professional résumé is provided. |
|
NOT EVIDENT Professional references are not provided. |
APPROACHING COMPETENCY Professional references are provided, but they do not meet at least 1 of the given requirements, or the reference provided is incomplete, inappropriate, or irrelevant. |
COMPETENT The professional references provided meet at least 1 of the given requirements, and the reference is complete, appropriate, and logical. |
F5: IHI CERTIFICATE
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NOT EVIDENT A copy of the IHI certificate of completion is not provided. |
APPROACHING COMPETENCY Not applicable. |
COMPETENT A copy of the IHI certificate of completion is provided. |
|
NOT EVIDENT A copy of the AMNH certificate of completion is not provided. |
APPROACHING COMPETENCY Not applicable. |
COMPETENT A copy of the AMNH certificate of completion is provided. |
G:SOURCES
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NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. |
APPROACHING COMPETENCY The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. |
COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
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NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCY Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |
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Instructions on how to create an e-portfolio.
SUPPORTING DOCUMENTS
[supanova_question]
Threat and hazard identification and risk assessment (THIRA) Excel Sheet Business Finance Assignment Help
Assignment:
“One of the essential skills every emergency manager must learn is the ability to develop a threat and hazard identification and risk assessment (THIRA). This process involves a careful review of an entity to identify and prioritize all risks that entity faces. Once identified, each one is graded based on the likelihood of it happening as well as the impact an event would have on the facility, considering the facility’s capability and resilience.Follow the 4-step process in the FEMA Guideline. (attached)”
FEMA Guide book as well as an excellent example are attached
[supanova_question]
write a paragraph for the four question about beethoven Humanities Assignment Help
1 On page 223, how does Lockwood describe the final
movement of the Fifth Symphony? (Lockwood – The Fifth Symphony .pdf)
2 Review question: what is a concerto?(Lockwood – The ‘Emperor’ Concerto )
3 On p. 294, Lockwood writes about the Waldstein
Sonata, “The virtuoso keyboard writing and new
range of pianistic colors mark the first movement
as a big step beyond any earlier sonatas.” What
are some examples of “virtuoso keyboard writing”
and “pianistic colors” in the Waldstein’s first
movement?(Chapter 14 – Beethoven at the Keyboard )
4 How do Beethoven’s compositions reflect the evolution of the
piano?
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2Q after reading the chapter Business Finance Assignment Help
Using the concepts in Chapter 13, compare the Total Costs of Ownership for “buying” a BS in Business (a mainly live school) and a BS in Business from (a mainly online university). Specifically, answer the following questions:
1) Which three topics from Chapter 13 are most applicable to this TOC analysis? Explain.
2) Provide a cost/revenue analysis over the product life for each of the programs. Clearly explain your assumptions that you used in the analyses in parts a) through c).
a) Using tuition data from the websites of both universities and from the federal government show your expected costs for both an out of state student who is living on campus on her/his own and for an in-state student who is living with family close enough to campus to commute.
b) Use the best available information from the university’s website, other websites, or your estimates to determine lifetime earnings based upon receiving degrees either university. Cleary explain the factors you used in determining lifetime earnings differences for each university.
c) Compare the costs vs. revenues from a) and b) and explain under which conditions getting a degree at either university is best. Note that you should consider other factors, including the probability of completing a degree at either institution.
“Chapter 13
TOTAL COST OF OWNERSHIP
LEARNING OBJECTIVES
Dr. Timothy L Smunt – BA 477
- Understand the concept of total cost of ownership (TCO).
- Learn how to value the components of the total cost for both goods and services.
- Understand the concepts of acquisition costs, ownership costs, and post-ownership costs”
[supanova_question]
https://anyessayhelp.com/
Instructions on how to create an e-portfolio.
SUPPORTING DOCUMENTS