Develop a realistic case and Identify a chronic illness and its relationship to rehabilitation. Could be from a previous experience on your career.

Identify chronic illness and its relationship to rehabilitation. Choose from one of the following: COPD CHF Stroke Hip fracture Create interventions that support an older adult’s adaptation to the chronic illness or disability. Describe the nurse’s role in assisting older adults in managing chronic conditions. From your readings and knowledge which opportunities do you think can be change in the health care system to improve care for older adults with chronic illness and disability. Submission Instructions:

The post is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling. The post is to be 5 pages in length, EXCLUDING the title, abstract and references page. Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style.

Creating a Work Environment That Nurses will Thrive in

Purpose:

To describe strategies for a motivating work environment and explore rewards and positive reinforcement as a manager in an organization.

Instructions:

Create a 2-3 page paper that explores how you would create a motivating work environment that will encourage innovation, creativity, and empower your employees. It is critical to discuss incentives and rewards and also explore individualized reward systems, as discussed in your readings.

Submission Instructions:

• The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
• The paper should be formatted per current APA and 2-3 pages in length, excluding the title, abstract and references page. Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
• Your submission will be assessed through Turnitin.

Grading Rubric

Your assignment will be graded according to the grading rubric.

Essay/Paper Rubric

Essay/Paper Rubric
Criteria	Ratings	Points
Identification of Main Issues/Problems	Distinguished Identifies and demonstrates a sophisticated understanding of the issues/problems. 4 to >3 pts Excellent Identifies and demonstrates an accomplished understanding of most issues/problems. 3 to >2 pts Fair Identifies and demonstrates an acceptable understanding of most issues/problems. 2 to >0 pts Poor Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted. 0 pts	/4 pts
Analysis and Evaluation of Issues/Problems	Distinguished Presents an insightful, thorough analysis and evaluation of issues/problems. 4 to >3 pts Excellent Presents a thorough analysis and evaluation of most of the issues/problems. 3 to >2 pts Fair Presents a superficial or incomplete analysis and evaluation of issues/problems. 2 to >0 pts Poor Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted. 0 pts	/4 pts
Demonstrates a Conceptual Understanding	Distinguished Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding. 4 to >3 pts Excellent Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding. 3 to >2 pts Fair Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding. 2 to >0 pts Poor Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted. 0 pts	/4 pts
Use of Citations to Course Readings and Additional Research/Literature	Distinguished Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. 4 to >3 pts Excellent Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. 3 to >2 pts Fair Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing. 2 to >0 pts Poor Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted. 0 pts	/4 pts
Writing Mechanics and APA Formatting Guidelines	Distinguished Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors. 4 to >3 pts Excellent Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail. 3 to >2 pts Fair Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail. 2 to >0 pts Poor Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted. 0 pts

Assignment 2

Imagine that Lynette follows up with you shortly after reading your views on leadership and collaboration. Her e-mail says the following:

Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select professionals who can help you in this project. Then you need to prepare an introduction to the project for a first meeting with them.

I want you to prepare a presentation to serve as a brief (but packed) introduction for your first meeting with a group of 4–5 members that will constitute the committee tasked with addressing the diversity issue. I will review your presentation (where you identify the characteristics that you are looking for in group members) to help recruit them for you. The presentation should use 6–8 slides with detailed speaker’s notes so I can understand your approach. There’s not a lot of time or space, so keep things pretty high level. Do the following:

1.     Briefly outline the project goals as you see them, and highlight a couple of the initial priorities to be addressed by the group and explain why they are important.

2.     Explain the composition of the team and why you chose them. Note that you will not know the exact individuals, but assume we will get you the people with the qualities and characteristics you outline in the presentation. Consider the following:

a.      They will need to be a group of professionals you believe can help you define the problem and ultimately make recommendations on how to address it.

b.     Each member needs to be either trained in, be sensitive to, or have experience with the concept of workplace diversity.

c.      Give some thought to having some members from outside the organization.

d.     Provide member profiles: diversity, qualifications, experience, internal versus external, et cetera.

3.     Explain your role and describe how the group will work together and achieve effective interprofessional collaboration.

a.      Describe how the group will communicate. How and when will they meet?

b.     How will ideas be shared and how will decisions be made?

c.      What are roles, group functions, and structure?

4.     Describe the basic characteristics of a diverse workplace.

5.     Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.

CJ 140 Project Three Guidelines and Rubric

Competency

In this project, you will demonstrate your mastery of the following competency:

• Apply interviewing types and techniques to collect information

Scenario

You are newly hired victim/witness advocate interviewing a male victim of domestic violence. This requires sensitivity, yet you have a job to do: assess the victim’s readiness for and willingness to participate in the court process. Because you are new to your job, your supervisor would like you to describe your strategy for this interview before you go into the field.

Directions

First, read the Project Three Scenario PDF. Then complete each of the following:

Strategy Part 1: Interview Purpose

To begin your interview strategy, in about one paragraph, describe the purpose and context of the interview. Answer the following questions in your description:

• Why are you interviewing this person?
• Why do you need this information?
• What information do you need to provide to this person?

Strategy Part 2: Setting

Next, explain how the setting impacts an interview. In 250–300 words, answer the following:

• What is the impact of the overall setting on the interviewee (the person being interviewed)?
• What is the impact of the overall setting on the interviewer (the person conducting the interview)?

Strategy Part 3: Techniques and Strategies

Next, describe the effectiveness of interview techniques and strategies. In 250–300 words, answer the following:

• Does your interviewee feel “free to leave”? Why or why not?
• What type of body language will you use? Why?
• What tone of voice will you use? Why?

Strategy Part 4: Question Types

Next, predict which question types will be the most helpful to gather necessary information. There are seven question types: reflective, directive, pointed, indirect, self-appraisal, diversion, and leading. Answer the following questions as you consider these question types:

• What information do you need in this interview?
• Which types of questions will help you gain the information you need?
• Are there any question types that will be more useful to gain the information you need than others? Why?
• Are there any question types that will be less useful to gain the information you need than others? Why?
• What are some pitfalls you will want to avoid in creating your questions?

Strategy Part 5: Questions

Finally, to make sure you are fully prepared to conduct this interview, you will need to develop various types of interview questions that will help you gather the information you need.

Note: While preparing questions in advance is a good strategy for any interview situation, you will often have to adjust your questions based on the responses you get from your subject.

Using the information provided in the scenario, complete the following:

• Create 5–10 interview questions.
• Identify which question type you are creating.
  (Hint: You may wish to present your question types and questions as follows: Diversion question: “How long have you lived in the area?”)

What to Submit

To complete this project, you must submit the following:

Word document, Times New Roman, 12-point font.

Supporting Materials

The following resource(s) may help support your work on the project:

Document: Project Three Scenario PDF
This scenario provides background information that will help you complete this project.

Document: Victims Advocate Job Description
This job description provides background information on the role and responsibilities of a victim advocate.

AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow these AI usage guidelines. You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in this Shapiro Library guide.

Project Three Rubric

Criteria	Exceeds Expectations (100%)	Meets Expectations (85%)	Partially Meets Expectations (55%)	Does Not Meet Expectations (0%)	Value
Clear Communication	Exceeds expectations with an intentional use of language that promotes a thorough understanding	Consistently and effectively communicates in an organized way to a specific audience	Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding	Shows no evidence of consistent, effective, or organized communication	12
Interview Purpose	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes the purpose and context of an interview	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing why this person is being interviewed, describing why this information needs to be gathered, or describing what information needs to be provided to the interviewee	Does not attempt criterion	17
Setting	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Explains how the setting impacts an interview	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining the impact of the overall setting on the interviewee or describing the impact of the overall setting on the interviewer	Does not attempt criterion	17
Techniques and Strategies	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes the effectiveness of interviewing techniques and strategies	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing why the interviewee does or does not feel free to leave, describing the interviewer’s intended body language, or describing the interviewer’s intended tone of voice	Does not attempt criterion	17
Question Types	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Predicts which question types will be the most helpful to gather necessary information	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying the information needed, identifying the types of questions that will help gain the needed information, identifying the question types that will be more useful, identifying the question types that will be less useful, or identifying pitfalls to avoid in creating questions	Does not attempt criterion	17
Questions	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Develops various types of interview questions that will help gather the information needed	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include varying the question types asked, identifying the question types, or developing questions that will help gather the needed information	Does not attempt criterion	17
Citations and Attributions	Attributes sources where applicable using citation methods with very few minor errors	Uses citation for ideas requiring attribution	Attributes sources where applicable, but with major errors	Does not attribute sources where applicable	3
Total:

The foundation of many states’ science standards is built on the three dimensions of science learning including core ideas, crosscutting concepts, and science and engineering practices. Each dimension works together to support students in building a deeper understanding of science concepts and real-world applications of those concepts. The three dimensions allow students to learn how to think and act like scientists and engineers, while also actively engaging them in science. When teaching science, it is important to engage students with hands-on activities for them to best understand the concepts being taught.

Part 1:

Create a 12 slide digital professional development presentation for new teachers to train them on the foundations of science instruction.  Include the following in your presentation:

Explain the three dimensions of science learning, including discussion on the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas. Describe the purpose of three-dimensional learning in science instruction. Explain how using phenomena and inquiry-based learning supports science instruction, science standards, and the three dimensions of science learning.   Provide 2-3 best practices in science instruction and an example of how each practice could support three-dimensional learning in science instruction and critical questioning skills. Explain how educators can incorporate cross-curricular content into science instruction. Discuss how technology enhances science instruction. Provide at least two examples of technological tools that can be used as an integral part of science instruction and one example of how teachers can collaborate and co-learn with students to discover and use new digital resources and tools during science instruction.

Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.

Support your presentation with 2-3 scholarly resources

Nonparametric Tests Assignment

You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS^® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.

Complete the Additional Exercises on page 250.

Business

 Data file: staffsurvey.sav. See Appendix for details of the data file.

1.  Use the Chi-Square Test for Independence to compare the proportions of permanent and casual staff (employstatus) who indicate they would recommend the organisation as a good place to work (recommend).

 

2.  Use the Mann-Whitney U Test to compare the staff satisfaction scores (totsatis) for permanent and casual staff (employstatus).

 

3.  Conduct a Kruskal-Wallis Test to compare staff satisfaction scores (totsatis) across each of the length of service categories (servicegp3).

 

Health

 

Data file: sleep.sav. See Appendix for details of the data file.

 

1.  Use a Chi-Square Test for Independence to compare the proportions of males and females (gender) who indicate they have a sleep problem (probsleeprec).

 

2.  Use the Mann-Whitney U Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for males and females (gender).

 

3.  Conduct a Kruskal-Wallis Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for the three age groups defined by the variable agegp3 (37 or under, 38–50, 51+).

 

General Instructions

As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

Manuscripts may be written in first person (“I”).

All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

Structure of Assignment Paper

For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

 

I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Ensure you apply the discussion tenets from the contributor’s work considering Wallace, Killian, Moore, Scanlon, Quarantelli, Clausen,  Gilbert, Wisner et al., Rosenthal, Dynes, Rodriguez & Barnshaw,  Carter, McEntire, Hewitt, and Boin. Assume that you are writing for an  uninformed reader that knows nothing about the topic and has not read  what you read. Provide an introduction that gives the background of the  resource that you are reviewing, so the reader will understand what  they’re reading and why. Include the following topics in the discussion:

Discuss  the evolution of the definitions of disaster from the classical period  to contemporary perspectives. Compare event/agent-centered views with  the hazards-disaster tradition and the social phenomenon perspective. In  your answer, discuss why Perry identifies social disruption as the core of modern definitions. Use examples to support your discussion. Discuss  the phenomenon that disasters are “socially constructed.”  Explain how  human agency, social vulnerability, and resilience shape both the  occurrence and impact of disasters and discuss why this view challenges  the idea of disasters as purely natural events. Use examples to support  your discussion. Discuss  the significance of Quarantelli’s distinction between “phenotypical”  and “genotypical” approaches to defining disasters. Discuss how  typologies and theory-based definitions strengthen disaster research,  and discuss implications these perspectives have for preparedness,  mitigation, and response policies. Use examples to support your  discussion. Discuss  the crisis approach, and how it defines disasters in relation to other  types of crises (e.g., riots, wars, strikes)? Discuss how this  perspective shifts the study of disasters away from event-based  definitions. Why does the crisis approach emphasize decision-making,  coordination, and organizational behavior during disasters? Use examples  to support your discussion. Provide  a discussion with examples of how crises strain existing systems and  reveal both strengths and weaknesses. Discuss way the crisis approach  contributes to disaster research and emergency management planning.  Discuss limitations and how have later perspectives (such as the  vulnerability and resilience paradigms) expanded upon or critiqued it.

Ensure you apply the discussion tenets from the contributor’s work considering Wallace, Killian, Moore, Scanlon, Quarantelli, Clausen,  Gilbert, Wisner et al., Rosenthal, Dynes, Rodriguez & Barnshaw,  Carter, McEntire, Hewitt, and Boin. Assume that you are writing for an  uninformed reader that knows nothing about the topic and has not read  what you read. Provide an introduction that gives the background of the  resource that you are reviewing, so the reader will understand what  they’re reading and why. Include the following topics in the discussion:

Discuss  the evolution of the definitions of disaster from the classical period  to contemporary perspectives. Compare event/agent-centered views with  the hazards-disaster tradition and the social phenomenon perspective. In  your answer, discuss why Perry identifies social disruption as the core of modern definitions. Use examples to support your discussion. Discuss  the phenomenon that disasters are “socially constructed.”  Explain how  human agency, social vulnerability, and resilience shape both the  occurrence and impact of disasters and discuss why this view challenges  the idea of disasters as purely natural events. Use examples to support  your discussion. Discuss  the significance of Quarantelli’s distinction between “phenotypical”  and “genotypical” approaches to defining disasters. Discuss how  typologies and theory-based definitions strengthen disaster research,  and discuss implications these perspectives have for preparedness,  mitigation, and response policies. Use examples to support your  discussion. Discuss  the crisis approach, and how it defines disasters in relation to other  types of crises (e.g., riots, wars, strikes)? Discuss how this  perspective shifts the study of disasters away from event-based  definitions. Why does the crisis approach emphasize decision-making,  coordination, and organizational behavior during disasters? Use examples  to support your discussion. Provide  a discussion with examples of how crises strain existing systems and  reveal both strengths and weaknesses. Discuss way the crisis approach  contributes to disaster research and emergency management planning.  Discuss limitations and how have later perspectives (such as the  vulnerability and resilience paradigms) expanded upon or critiqued it.

For this assignment, you will review a single, scholarly PRIMARY research article in the APUS Library and summarize what it says about any topic concerning infant and/or toddler development (physical, social, emotional and/or cognitive/language development).  This assignment must be a review of scholarly research, NOT commercial—that is, not Psychology Today, Wikipedia, WebMD-style publications, or self-help or parent support organization material.  Your article must be recent—that is, from within the past 5 to 7 years.  If you do not know what a primary research article is, please see the  resources ahead.

Resources for Finding an Appropriate Article

What is an academic journal? Please review the following resources:

How Do I Know if an Article Is a Primary or Secondary Research Article? (you must choose a PRIMARY research article for this assignment)

View this video: How to Find and Use Library Databases

What Is a Scholarly Article?

Is It Primary Research? How Do I Know?

HELPFUL HINT: Start early. If you  are unsure if you have found the correct type of article, you will have  time to reach out and ask your instructor for guidance. The APUS  librarians are also very helpful and can work with you to find an  appropriate article. You can reach them through the Library Portal.

Reading and summarizing a primary research article  can be a bit overwhelming. The purpose of this assignment is to expose  you to what research looks, like as opposed to a general new article or  information found on the internet. Research is a very defined and  detailed process and is how new information is learned on a topic. The  information is then reviewed by other researchers to ensure that the  outcome of the research is accurate. Do not worry if you do not  understand the entire article. There are some sections, particularly the  statistical analysis sections, that you may find difficult to follow.  This is okay. You will still be able to successfully complete the  assignment.

Module 6: Nonparametric Statistics Assignment

 Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 8, pages 466. In case an eBook page number differs, the questions are listed below:

The most important questions in life usually cannot be answered with absolute certainty. Many important questions are answered by giving an estimate and a measure of confidence in the estimate. This was the focus of Chapter 7. However, sometimes important questions must be answered in a more straightforward manner by a simple yes or no. Hypothesis testing is the statistical process of answering questions with a straightforward yes or no and providing an estimate of the risk in accepting the answer.

1.     Review and discuss Type I and Type II errors associated with hypothesis testing.

2.     Review and discuss the level of significance and power of a statistical test.

3.     The following statements are very important. Give them some careful thought and discuss them.

a.      When we fail to reject the null hypothesis, we do not claim that it is absolutely true. We simply claim that at the given level of significance, the data were not sufficient to reject the null hypothesis.

b.     When we accept the alternate hypothesis, we do not claim that the null hypothesis is absolutely false. We do claim that at the given level of significance, the data presented enough evidence to reject the null hypothesis.

4.     In the text, it is said that a statistical test is a package of five basic ingredients. List these ingredients, discuss them in class, and write a short description of how these ingredients relate to the above discussion questions.

5.     As access to computers becomes more and more prevalent, we see the 𝑃𝑃-value reported in hypothesis testing more frequently. Review the use of the 𝑃𝑃-value in hypothesis testing. What is the difference between the level of significance of a test and the 𝑃𝑃-value? Considering both the 𝑃𝑃-value and level of significance, under what conditions do we reject or fail to reject the null hypothesis?

General Instructions

 As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

Assignments may be written in first person (“I”).

All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

Structure of Assignment Paper

 

For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 250 words each with no maximum limit.

 

I expect all papers to be in the latest APA edition, properly cited, and all tables attached.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.