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  • [Solved] neva

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    1. When it came to building empires in the Americas, the Europeans had some advantages. Explain what they were, and how they served as advantages. 2. What was the Columbian exchange, and how was it global in nature? 3. How did the Spanish transform the land once controlled by the Aztecs and Inca i…

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    Assignment Prompt & Instructions

    1.  When it came to building empires in the Americas, the Europeans had  some advantages.  Explain what they were, and how they served as  advantages.

    2. What was the Columbian exchange, and how was it global in nature?

    3.  How did the Spanish transform the land once controlled by the  Aztecs and Inca into a colonial empire?   (think–how did the Spanish  change things?)

    4. How did the plantation societies of Brazil and the Caribbean differ from those in the southern colonies of North America?

    5. How were the colonies created by the British in North America  different than those that had been established by the Spanish and  Portuguese in Latin America?

    – 2 years ago

  • [Solved] see attached

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    – 2 years ago **files (1)** – ## Respondtothetwopostingbelow.docx **## Respondtothetwopostingbelow.docx** Respond to the two posting below. In 200 words each and 4 references. Due 2/7/25 #### Peer Response Instructions: Please read and respond to at least two of your peers' initial postings. You may…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Respondtothetwopostingbelow.docx

    **## Respondtothetwopostingbelow.docx**

    Respond to the two posting below. In 200 words each and 4 references. Due 2/7/25

    #### Peer Response

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    SR,

    Depression is a common and significant concern among LGBTQI adults, but particularly among LGBTQI youth. Depressive episodes can stem from discrimination, stigma, and lack of support related to their gender identity.

    Individuals that have experienced abuse, trauma, or other stressful events are at risk of developing depression (National Institute of Mental Health, 2024). Depression is linked to increased health care costs and other health conditions like heart disease and diabetes; it is also a risk factor for suicidal thoughts and behaviors (National Institute of Mental Health, 2024).

    Economic costs related to depression are high. The total economic burden of adults with Major Depressive Disorder in 2019 was estimated at $333.7 billion (Greenberg et al., 2023).

    Assessment tools include Patient Health Questionnaire (PHQ-9), Beck Depression Inventory (BDI) Scale-The BDI can be used for ages 13 to 80. The inventory contains 21 self-report items which individuals complete using multiple choice response formats, and the Hamilton Depression Rating Scale.

    Treatment for depression includes both pharmacologic and non-pharmacologic treatments. SSRI’s are common first line pharmacologic treatments for their efficacy and low side effect profile.

    SSRI mechanism of action selectively inhibits serotonin reuptake at the presynaptic neuron, increasing synaptic serotonin levels (Edinoff et al., 2021). Common side effects for SSRI’s include nausea, sexual dysfunction, insomnia, headache, gastrointestinal upset, anxiety, and restlessness. Contraindications for use are known hypersensitivity to SSRIs, recent MAOI use (due to risk of serotonin syndrome), and untreated hyponatremia (Edinoff et al., 2021). Important kinetic considerations, variable absorption rates between different SSRIs, long half-lives leading to potential for withdrawal symptoms upon abrupt discontinuation (Edinoff et al., 2021).

    The plan of care for a patient presenting with depression includes an SSRI in conjunction with psychotherapy such as Dialectical Behavior Therapy (DBT). Dialectical Behavior Therapy (DBT) is a structured therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness (Dialectical Behavior Therapy, 2022).

    References

    Dialectical Behavior Therapy. (2022). DBT : Dialectical Behavior Therapy – Skills, Worksheets, & Videos. DBT. https://dialecticalbehaviortherapy.com/

    Edinoff, A. N., Akuly, H. A., Hanna, T. A., Ochoa, C. O., Patti, S. J., Ghaffar, Y. A., Kaye, A. D., Viswanath, O., Urits, I., Boyer, A. G., Cornett, E. M., & Kaye, A. M. (2021). Selective Serotonin Reuptake Inhibitors and Adverse Effects: A Narrative Review. Neurology International, 13(3), 387–401. https://doi.org/10.3390/neurolint13030038

    Greenberg, P. E., Chitnis, A. S., Louie, D., Suthoff, E., Chen, S. Y., Maitland, J., Gagnon-Sanschagrin, P., Fournier, A.-A., & Kessler, R. C. (2023). The Economic Burden of Adults with Major Depressive Disorder in the United States (2019). Advances in Therapy, 40(10), 4460–4479. https://doi.org/10.1007/s12325-023-02622-x

    National Institute Of Mental Health. (2024, March). Depression. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/depression

    ZW,

    The National Child Traumatic Stress Network has released a two-part resource that urges all care providers and organizations to utilize a screener to evaluate for post-traumatic stress symptoms and trauma exposure when working with LGBTQ+ youth (Menhinick & Sanders, 2023). The justification for this is that LGBTQ+ youth are disproportionately exposed to a variety of potentially traumatic events (PTEs) and adverse childhood experiences (ACEs) in comparison to their cisgender, heterosexual peers (Menhinick & Sanders, 2023). As a result, these adverse and potentially traumatic experiences are associated with an elevated risk of a variety of mental and physical health issues, including depression, addiction, homelessness, and suicidality, as well as an elevated risk of utilizing desperate coping mechanisms, such as substance abuse and risky sexual behavior (Menhinick & Sanders, 2023).

    Compared to individuals with a heterosexual identity, lesbian, homosexual, and bisexual identities have been linked to increased victimization throughout their lives, including incidents of sexual and physical assault and child abuse (U.S. Department of. Veterans Affair, 2022). In reality, LGBTQ+ individuals are nearly four times more likely to be subjected to violent assault (including larceny, sexual assault, and aggravated or fundamental assault) than their heterosexual, cisgender counterparts (U.S. Department of. Veterans Affair, 2022).

    The Trauma Symptom Checklist-40 (TSC-40) and the PTSD Checklist for DSM-5 (PCL-5) are self-report scales that are employed in the screening process for PTSD (Kaur Mann et al., 2024). Additionally, the Clinician-Administers PTSD scale is accessible as a structured interview consisting of thirty items (Kaur Mann et al., 2024). The treatment of choice for post-traumatic stress disorder (PTSD) is trauma-focused psychotherapy (Kaur Mann et al., 2024). It encompasses cognitive behavioral therapy, exposure-based therapy, and eye movement desensitization and reprocessing therapy (EMDR). FDA-approved treatments for post-traumatic stress disorder (PTSD) include selective serotonin reuptake inhibitors (SSRIs) like paroxetine and sertraline (Kaur Mann et al., 2024). Other selective serotonin and norepinephrine reuptake inhibitors (SNRIs) and SSRIs are viable off-label alternatives (Kaur Mann et al., 2024). Collaborative interventions, including trauma-focused cognitive-behavioral therapy (TF-CBT) and eye movement desensitization and reprocessing (EMDR), should be incorporated into a comprehensive care plan.

    References

    Kaur Mann, S., Marwaha, R., & Torrico, T. J. (2024). Posttraumatic stress disorder. StatPearls.

    Menhinick, K. A., & Sanders, C. J. (2023). Lgbtq+ stress, trauma, time, and care. Pastoral Psychology, 72(3), 367–384.
    [https://doi.org/10.1007/s11089-023-01073-z\
    Links to an external site.](https://doi.org/10.1007/s11089-023-01073-z)

    U.S. Department of. Veterans Affair. (2022, April 24). PTSD: national center for ptsd. https://www.ptsd.va.gov/professional/treat/specific/trauma_discrimination_lgbtq.asp.

    **## Respondtothetwopostingbelow.docx**

    Respond to the two posting below. In 200 words each and 4 references. Due 2/7/25

    #### Peer Response

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    SR,

    Depression is a common and significant concern among LGBTQI adults, but particularly among LGBTQI youth. Depressive episodes can stem from discrimination, stigma, and lack of support related to their gender identity.

    Individuals that have experienced abuse, trauma, or other stressful events are at risk of developing depression (National Institute of Mental Health, 2024). Depression is linked to increased health care costs and other health conditions like heart disease and diabetes; it is also a risk factor for suicidal thoughts and behaviors (National Institute of Mental Health, 2024).

    Economic costs related to depression are high. The total economic burden of adults with Major Depressive Disorder in 2019 was estimated at $333.7 billion (Greenberg et al., 2023).

    Assessment tools include Patient Health Questionnaire (PHQ-9), Beck Depression Inventory (BDI) Scale-The BDI can be used for ages 13 to 80. The inventory contains 21 self-report items which individuals complete using multiple choice response formats, and the Hamilton Depression Rating Scale.

    Treatment for depression includes both pharmacologic and non-pharmacologic treatments. SSRI’s are common first line pharmacologic treatments for their efficacy and low side effect profile.

    SSRI mechanism of action selectively inhibits serotonin reuptake at the presynaptic neuron, increasing synaptic serotonin levels (Edinoff et al., 2021). Common side effects for SSRI’s include nausea, sexual dysfunction, insomnia, headache, gastrointestinal upset, anxiety, and restlessness. Contraindications for use are known hypersensitivity to SSRIs, recent MAOI use (due to risk of serotonin syndrome), and untreated hyponatremia (Edinoff et al., 2021). Important kinetic considerations, variable absorption rates between different SSRIs, long half-lives leading to potential for withdrawal symptoms upon abrupt discontinuation (Edinoff et al., 2021).

    The plan of care for a patient presenting with depression includes an SSRI in conjunction with psychotherapy such as Dialectical Behavior Therapy (DBT). Dialectical Behavior Therapy (DBT) is a structured therapy that focuses on teaching four core skills (mindfulness, acceptance & distress tolerance, emotional regulation, and interpersonal effectiveness (Dialectical Behavior Therapy, 2022).

    References

    Dialectical Behavior Therapy. (2022). DBT : Dialectical Behavior Therapy – Skills, Worksheets, & Videos. DBT. https://dialecticalbehaviortherapy.com/

    Edinoff, A. N., Akuly, H. A., Hanna, T. A., Ochoa, C. O., Patti, S. J., Ghaffar, Y. A., Kaye, A. D., Viswanath, O., Urits, I., Boyer, A. G., Cornett, E. M., & Kaye, A. M. (2021). Selective Serotonin Reuptake Inhibitors and Adverse Effects: A Narrative Review. Neurology International, 13(3), 387–401. https://doi.org/10.3390/neurolint13030038

    Greenberg, P. E., Chitnis, A. S., Louie, D., Suthoff, E., Chen, S. Y., Maitland, J., Gagnon-Sanschagrin, P., Fournier, A.-A., & Kessler, R. C. (2023). The Economic Burden of Adults with Major Depressive Disorder in the United States (2019). Advances in Therapy, 40(10), 4460–4479. https://doi.org/10.1007/s12325-023-02622-x

    National Institute Of Mental Health. (2024, March). Depression. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/depression

    ZW,

    The National Child Traumatic Stress Network has released a two-part resource that urges all care providers and organizations to utilize a screener to evaluate for post-traumatic stress symptoms and trauma exposure when working with LGBTQ+ youth (Menhinick & Sanders, 2023). The justification for this is that LGBTQ+ youth are disproportionately exposed to a variety of potentially traumatic events (PTEs) and adverse childhood experiences (ACEs) in comparison to their cisgender, heterosexual peers (Menhinick & Sanders, 2023). As a result, these adverse and potentially traumatic experiences are associated with an elevated risk of a variety of mental and physical health issues, including depression, addiction, homelessness, and suicidality, as well as an elevated risk of utilizing desperate coping mechanisms, such as substance abuse and risky sexual behavior (Menhinick & Sanders, 2023).

    Compared to individuals with a heterosexual identity, lesbian, homosexual, and bisexual identities have been linked to increased victimization throughout their lives, including incidents of sexual and physical assault and child abuse (U.S. Department of. Veterans Affair, 2022). In reality, LGBTQ+ individuals are nearly four times more likely to be subjected to violent assault (including larceny, sexual assault, and aggravated or fundamental assault) than their heterosexual, cisgender counterparts (U.S. Department of. Veterans Affair, 2022).

    The Trauma Symptom Checklist-40 (TSC-40) and the PTSD Checklist for DSM-5 (PCL-5) are self-report scales that are employed in the screening process for PTSD (Kaur Mann et al., 2024). Additionally, the Clinician-Administers PTSD scale is accessible as a structured interview consisting of thirty items (Kaur Mann et al., 2024). The treatment of choice for post-traumatic stress disorder (PTSD) is trauma-focused psychotherapy (Kaur Mann et al., 2024). It encompasses cognitive behavioral therapy, exposure-based therapy, and eye movement desensitization and reprocessing therapy (EMDR). FDA-approved treatments for post-traumatic stress disorder (PTSD) include selective serotonin reuptake inhibitors (SSRIs) like paroxetine and sertraline (Kaur Mann et al., 2024). Other selective serotonin and norepinephrine reuptake inhibitors (SNRIs) and SSRIs are viable off-label alternatives (Kaur Mann et al., 2024). Collaborative interventions, including trauma-focused cognitive-behavioral therapy (TF-CBT) and eye movement desensitization and reprocessing (EMDR), should be incorporated into a comprehensive care plan.

    References

    Kaur Mann, S., Marwaha, R., & Torrico, T. J. (2024). Posttraumatic stress disorder. StatPearls.

    Menhinick, K. A., & Sanders, C. J. (2023). Lgbtq+ stress, trauma, time, and care. Pastoral Psychology, 72(3), 367–384.
    [https://doi.org/10.1007/s11089-023-01073-z\
    Links to an external site.](https://doi.org/10.1007/s11089-023-01073-z)

    U.S. Department of. Veterans Affair. (2022, April 24). PTSD: national center for ptsd. https://www.ptsd.va.gov/professional/treat/specific/trauma_discrimination_lgbtq.asp.

  • [Solved] Response 2

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    – 2 years ago **files (1)** – ## response2.docx **## response2.docx** 200 word response 1 reference/intext citation Due 2/7/2025 Ronnie Respond to the post and explain how Utilitarianism works differently than Ethical Egoism and if Ethical Egoism would result in a different conclusion if the adminis…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## response2.docx

    **## response2.docx**

    200 word response 1 reference/intext citation

    Due 2/7/2025

    Ronnie

    Respond to the post and explain how Utilitarianism works differently than Ethical Egoism and if Ethical Egoism would result in a different conclusion if the administrative agency (DBPR)  is acting ethical or not in revoking the business license and liquor license under these facts.

    The ethical theory I selected is Aristotle’s Doctrine of the Mean. According to this theory, virtue lies between two vices, with extremes representing vice. Aristotle argued that any "extreme" is a vice, and virtue is found in the balance between excess and deficiency. Essentially, we should strive to be virtuous by doing the right thing toward the right people in the right way. In Aristotle’s
    _Nicomachean Ethics_, Aristotle emphasized that there are no universal laws that apply to all situations, and we must approach each case individually. In the specific case of the DBPR revoking the business’s liquor license due to drag performances, the business could argue that the DBPR’s actions are excessive and an extreme response. From Aristotle’s perspective, the DBPR’s decision can be seen as restrictive and falls into the category of excess. Thus, under Aristotle’s Doctrine of the Mean, the DBPR’s decision seems unethical, as it represents an extreme and disproportionate punishment. Aristotle would likely advocate for a more balanced approach that respects the rights of the business while also considering the values of both the political leaders and the community.

    **## response2.docx**

    200 word response 1 reference/intext citation

    Due 2/7/2025

    Ronnie

    Respond to the post and explain how Utilitarianism works differently than Ethical Egoism and if Ethical Egoism would result in a different conclusion if the administrative agency (DBPR)  is acting ethical or not in revoking the business license and liquor license under these facts.

    The ethical theory I selected is Aristotle’s Doctrine of the Mean. According to this theory, virtue lies between two vices, with extremes representing vice. Aristotle argued that any "extreme" is a vice, and virtue is found in the balance between excess and deficiency. Essentially, we should strive to be virtuous by doing the right thing toward the right people in the right way. In Aristotle’s
    _Nicomachean Ethics_, Aristotle emphasized that there are no universal laws that apply to all situations, and we must approach each case individually. In the specific case of the DBPR revoking the business’s liquor license due to drag performances, the business could argue that the DBPR’s actions are excessive and an extreme response. From Aristotle’s perspective, the DBPR’s decision can be seen as restrictive and falls into the category of excess. Thus, under Aristotle’s Doctrine of the Mean, the DBPR’s decision seems unethical, as it represents an extreme and disproportionate punishment. Aristotle would likely advocate for a more balanced approach that respects the rights of the business while also considering the values of both the political leaders and the community.

  • [Solved] Response 1

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    – 2 years ago **files (1)** – ## response1.docx **## response1.docx** 200 word response 1 reference/intext citation Due 2/7/2025 Hicks Respond to the post and explain how Utilitarianism works differently than Ethical Egoism and if Ethical Egoism would result in a different conclusion if the administ…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## response1.docx

    **## response1.docx**

    200 word response 1 reference/intext citation

    Due 2/7/2025

    Hicks

    Respond to the post and explain how Utilitarianism works differently than Ethical Egoism and if Ethical Egoism would result in a different conclusion if the administrative agency (DBPR)  is acting ethical or not in revoking the business license and liquor license under these facts.

    Utilitarianism is an ethical theory that evaluates actions based on their consequences, emphasizing the greatest good for the greatest number (Mill, 1863). According to utilitarianism, an action is considered ethical if it maximizes overall happiness and minimizes harm. Act utilitarianism assesses each action’s direct impact, while rule utilitarianism considers whether the action aligns with rules that generally promote overall well-being. Applying utilitarianism to DBPR’s decision requires weighing the potential benefits and harms of revoking the business’s licenses.

    From DBPR’s perspective, the agency may argue that its actions serve the public interest by enforcing laws that maintain “decency” in entertainment, particularly in venues accessible to minors. By shutting down the business, DBPR might claim that it is upholding moral standards and responding to community concerns. Additionally, the state may justify the action as part of broader efforts to regulate businesses and ensure compliance with laws governing public performances. However, these potential benefits must be weighed against the extensive harm caused by DBPR’s actions.

    The revocation of the business’s licenses results in immediate economic harm, including job losses for employees and financial strain on the business owners. Additionally, this action sets a dangerous precedent for censorship of unpopular or minority expressions, creating a chilling effect on free speech. It disproportionately impacts LGBTQ+ communities, reinforcing social discrimination and marginalization. The enforcement also imposes legal costs on both the business and taxpayers, as Florida will likely face prolonged litigation, given that similar laws have already been struck down in federal court. Since DBPR’s action does not provide significant societal benefits and instead results in economic, social, and legal harm, the decision fails the utilitarian test. The negative consequences outweigh any perceived benefits, making DBPR’s actions unethical from a utilitarian perspective.

    Thus, applying utilitarianism, in my opinion, DBPR’s enforcement is morally unjustified, as it causes more harm than good. The revocation of business licenses suppresses free expression, undermines economic stability, and disproportionately harms marginalized communities without a compelling public benefit. The principle of maximizing happiness and minimizing harm suggests that allowing the business to operate freely would result in a greater overall benefit to society.

    **## response1.docx**

    200 word response 1 reference/intext citation

    Due 2/7/2025

    Hicks

    Respond to the post and explain how Utilitarianism works differently than Ethical Egoism and if Ethical Egoism would result in a different conclusion if the administrative agency (DBPR)  is acting ethical or not in revoking the business license and liquor license under these facts.

    Utilitarianism is an ethical theory that evaluates actions based on their consequences, emphasizing the greatest good for the greatest number (Mill, 1863). According to utilitarianism, an action is considered ethical if it maximizes overall happiness and minimizes harm. Act utilitarianism assesses each action’s direct impact, while rule utilitarianism considers whether the action aligns with rules that generally promote overall well-being. Applying utilitarianism to DBPR’s decision requires weighing the potential benefits and harms of revoking the business’s licenses.

    From DBPR’s perspective, the agency may argue that its actions serve the public interest by enforcing laws that maintain “decency” in entertainment, particularly in venues accessible to minors. By shutting down the business, DBPR might claim that it is upholding moral standards and responding to community concerns. Additionally, the state may justify the action as part of broader efforts to regulate businesses and ensure compliance with laws governing public performances. However, these potential benefits must be weighed against the extensive harm caused by DBPR’s actions.

    The revocation of the business’s licenses results in immediate economic harm, including job losses for employees and financial strain on the business owners. Additionally, this action sets a dangerous precedent for censorship of unpopular or minority expressions, creating a chilling effect on free speech. It disproportionately impacts LGBTQ+ communities, reinforcing social discrimination and marginalization. The enforcement also imposes legal costs on both the business and taxpayers, as Florida will likely face prolonged litigation, given that similar laws have already been struck down in federal court. Since DBPR’s action does not provide significant societal benefits and instead results in economic, social, and legal harm, the decision fails the utilitarian test. The negative consequences outweigh any perceived benefits, making DBPR’s actions unethical from a utilitarian perspective.

    Thus, applying utilitarianism, in my opinion, DBPR’s enforcement is morally unjustified, as it causes more harm than good. The revocation of business licenses suppresses free expression, undermines economic stability, and disproportionately harms marginalized communities without a compelling public benefit. The principle of maximizing happiness and minimizing harm suggests that allowing the business to operate freely would result in a greater overall benefit to society.

  • [Solved] Please see attached

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    – 2 years ago **files (2)** – ## ArticleAnalysisTemplate.docx – Article.pdf **## ArticleAnalysisTemplate.docx** Please critique the attached article and Use the template below to answer the above question. · 550 words in length (typed, double-spaced, 12-point font) excluding the title and reference …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## ArticleAnalysisTemplate.docx

    – Article.pdf

    **## ArticleAnalysisTemplate.docx**

    Please critique the attached article and

    Use the template below to answer the above question.

    · 550 words in length (typed, double-spaced, 12-point font) excluding the title and reference pages.

    · The student will automatically lose points if these guidelines are not followed.

    · Reference article and other references recommended

    1. Briefly and clearly state the main idea of the article:

    2. List the important facts that the author(s) uses to support the main idea:

    3. Identify weaknesses in its argument such as bias, misinformation, or flawed reasoning:

    4. What point could be added to its thesis?

    5. How do you feel this article relates to course material?

    6. Write a personal review of the article making correlations if possible between theory and practice.

    7. In your opinion, was this article published in a credible journal?

    8. Cite article (APA style) as you cite it in references

    **Article.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article-pdf-10182537)

    **Article.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article-pdf-10182537)

    **## ArticleAnalysisTemplate.docx**

    Please critique the attached article and

    Use the template below to answer the above question.

    · 550 words in length (typed, double-spaced, 12-point font) excluding the title and reference pages.

    · The student will automatically lose points if these guidelines are not followed.

    · Reference article and other references recommended

    1. Briefly and clearly state the main idea of the article:

    2. List the important facts that the author(s) uses to support the main idea:

    3. Identify weaknesses in its argument such as bias, misinformation, or flawed reasoning:

    4. What point could be added to its thesis?

    5. How do you feel this article relates to course material?

    6. Write a personal review of the article making correlations if possible between theory and practice.

    7. In your opinion, was this article published in a credible journal?

    8. Cite article (APA style) as you cite it in references

    **Article.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article-pdf-10182537)

    **## ArticleAnalysisTemplate.docx**

    Please critique the attached article and

    Use the template below to answer the above question.

    · 550 words in length (typed, double-spaced, 12-point font) excluding the title and reference pages.

    · The student will automatically lose points if these guidelines are not followed.

    · Reference article and other references recommended

    1. Briefly and clearly state the main idea of the article:

    2. List the important facts that the author(s) uses to support the main idea:

    3. Identify weaknesses in its argument such as bias, misinformation, or flawed reasoning:

    4. What point could be added to its thesis?

    5. How do you feel this article relates to course material?

    6. Write a personal review of the article making correlations if possible between theory and practice.

    7. In your opinion, was this article published in a credible journal?

    8. Cite article (APA style) as you cite it in references

    **Article.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article-pdf-10182537)

  • [Solved] Please see attached

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    – 2 years ago **files (1)** – ## ArticleAnalysisTemplate.docx **## ArticleAnalysisTemplate.docx** Please critique " [https://contentmarketinginstitute.com/articles/social-media-publishing-lessons-brands-learned/](https://contentmarketinginstitute.com/articles/social-media-publishing-lessons-brands-l…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ArticleAnalysisTemplate.docx

    **## ArticleAnalysisTemplate.docx**

    Please critique "
    [https://contentmarketinginstitute.com/articles/social-media-publishing-lessons-brands-learned/](https://contentmarketinginstitute.com/articles/social-media-publishing-lessons-brands-learned/)

    Use the template below to answer the above question.

    · 550 words in length (typed, double-spaced, 12-point font) excluding the title and reference pages.

    · The student will automatically lose points if these guidelines are not followed.

    · Reference article and other references recommended

    1. Briefly and clearly state the main idea of the article:

    2. List the important facts that the author(s) uses to support the main idea:

    3. Identify weaknesses in its argument such as bias, misinformation, or flawed reasoning:

    4. What point could be added to its thesis?

    5. How do you feel this article relates to course material?

    6. Write a personal review of the article making correlations if possible between theory and practice.

    7. In your opinion, was this article published in a credible journal?

    8. Cite article (APA style) as you cite it in references

    **## ArticleAnalysisTemplate.docx**

    Please critique "
    [https://contentmarketinginstitute.com/articles/social-media-publishing-lessons-brands-learned/](https://contentmarketinginstitute.com/articles/social-media-publishing-lessons-brands-learned/)

    Use the template below to answer the above question.

    · 550 words in length (typed, double-spaced, 12-point font) excluding the title and reference pages.

    · The student will automatically lose points if these guidelines are not followed.

    · Reference article and other references recommended

    1. Briefly and clearly state the main idea of the article:

    2. List the important facts that the author(s) uses to support the main idea:

    3. Identify weaknesses in its argument such as bias, misinformation, or flawed reasoning:

    4. What point could be added to its thesis?

    5. How do you feel this article relates to course material?

    6. Write a personal review of the article making correlations if possible between theory and practice.

    7. In your opinion, was this article published in a credible journal?

    8. Cite article (APA style) as you cite it in references

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    After watching the Functional Analysis of Problem Behavior video discuss the following: 1. Importance of conducting a functional analysis. 2. How functional analysis will support your work with clients. 3. What challenges you might foresee in conducting a FA. 4. Why do we want to evoke a response? I…

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    Assignment Prompt & Instructions

    After watching the Functional Analysis of Problem Behavior video discuss the following:

    1. Importance of conducting a functional analysis.
    2. How functional analysis will support your work with clients.
    3. What challenges you might foresee in conducting a FA.
    4. Why do we want to evoke a response?

    In addition, ask one question you have from the video that your peers can answer.

    information additional :

    Functional Analysis

    Functional analysis is defined by Cooper, Heron, & Heward (2007) as an analysis of the purposes (i.e., functions) of problem behavior, wherein antecedents and consequences representing those in the person's natural routines are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured. A functional analysis typically consists of four conditions:

    1. contingent      attention,
    2. contingent      escape,
    3. alone,      and
    4. a      control condition.

    – [\
    \
    Mace1994.pdf](https://www.sweetstudy.com/files/mace1994-pdf-10182521 "Mace1994.pdf")
    – [\
    \
    DiscussionPostRubric1.pdf](https://www.sweetstudy.com/files/discussionpostrubric1-pdf-10182523 "DiscussionPostRubric1.pdf")

    – 2 years ago

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Step 1: Choose a topic from the following choices:** – Establishing a Positive Work Environment. – Leading Remote Teams. – Celebrating Success. – Encouraging Open Communication. **Step 2: Email to Your Team**: – Length: 1 page (excluding reference page), single-spaced, Arial 12 pt. font. – Templat…

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    Assignment Prompt & Instructions

    **Step 1: Choose a topic from the following choices:**

    – Establishing a Positive Work Environment.
    – Leading Remote Teams.
    – Celebrating Success.
    – Encouraging Open Communication.

    **Step 2: Email to Your Team**:

    – Length: 1 page (excluding reference page), single-spaced, Arial 12 pt. font.
    – Template: [Email Template [DOCX]](https://courseroom.capella.edu/courses/34429/files/6445572/download). uploaded below
    – Include a reference page.
    – Resource: Visit [Assessment Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3863650030006731?auth=SAML&section=3863650420006731) to review the following resources that provide guidance on formatting business letters and professional emails:

    – Format of a Formal letter.
    – 5 Tips for Writing Professional Emails.

    In your assessment, complete the following:

    – Choose the leadership style you will use.
    – Use your leadership style in your communication (democratic, transactional, transformational, coaching, etc.). Be consistent.
    – Include inspirational leadership practices and behaviors.

    – Competency 1: Apply knowledge of leadership traits and styles to real world scenarios.
    – Use a consistent leadership style in communication to inspire action.
    – Competency 2: Use accepted leadership practices and behaviors.
    – Utilize inspirational leadership practices to inspire action.

    ASSIGNMENT

    COMPLETE CF MIDPOINT UPLOADED BELOW

    – [\
    \
    cf_email_template.docx](https://www.sweetstudy.com/files/cf-email-template-docx-10182499 "cf_email_template.docx")
    – [\
    \
    cf_midpoint_exam.docx](https://www.sweetstudy.com/files/cf-midpoint-exam-docx "cf_midpoint_exam.docx")

    – 2 years ago

  • [Solved] des

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Q1 topics. [Asia After World War II](https://ecsu.instructure.com/courses/3539/modules/items/274551 "Videos/Asia After World War II") [The Korean War, A History. With Bruce Cumings](https://ecsu.instructure.com/courses/3539/modules/items/274554 "Videos/The Korean War, A History. With Bruce Cumings -…

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    Assignment Prompt & Instructions

    Q1

    topics.

    [Asia After World War II](https://ecsu.instructure.com/courses/3539/modules/items/274551 "Videos/Asia After World War II")

    [The Korean War, A History.  With Bruce Cumings](https://ecsu.instructure.com/courses/3539/modules/items/274554 "Videos/The Korean War, A History. With Bruce Cumings – Part 1")

    Q2

    Topics

    [American Expeditionary Forces in Siberia, Russia | 1918-1920 | US Army Documentary](https://ecsu.instructure.com/courses/3539/modules/items/274523 "Videos/American Expeditionary Forces in Siberia, Russia | 1918-1920 | US Army Documentary")

    [1917: Lenin, Wilson, and the Birth of the New World Disorder](https://ecsu.instructure.com/courses/3539/modules/items/274524 "Videos/1917: Lenin, Wilson, and the Birth of the New World Disorder")

    [Videos/The Korean War, A History. With Bruce Cumings – Part 1](https://ecsu.instructure.com/courses/3539/modules/items/274554 "Videos/The Korean War, A History. With Bruce Cumings – Part 1")

    – 2 years ago

  • [Solved] Asssigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## Week11APPENDIXAPETPROCESSGUIDE.docx – ## w1Assgn1_Garcia_M.docx – AppendixAPETProcess2.docx – P1S1S2Assgn3-Marta-Garcia.docx **## Week11APPENDIXAPETPROCESSGUIDE.docx** Week 11 APPENDIX A PET PROCESS GUIDE Resources Be sure to review the Learning Resources before co…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## Week11APPENDIXAPETPROCESSGUIDE.docx

    – ## w1Assgn1_Garcia_M.docx

    – AppendixAPETProcess2.docx
    – P1S1S2Assgn3-Marta-Garcia.docx

    **## Week11APPENDIXAPETPROCESSGUIDE.docx**

    Week 11 APPENDIX A PET PROCESS GUIDE

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

    By Day 7 of Week 11

    **Submit** your Week 11
    **Appendix A: PET Process Guide** document.

    Complete a final Appendix A: PET Process document by addressing all the components on the Term Plan. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 11 weeks.

    **## w1Assgn1_Garcia_M.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

    My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

    · Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

    · Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

    · Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

    **Timeline for Goal Completion**

    To maintain steady progress, I have established the following timeline for achieving my goals:

    · Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

    · Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

    · Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

    · Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

    · Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

    **Plans for Continued Progress**

    I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

    My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

    **References**

    Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
    _Journal of Clinical Nursing_,
    _29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

    **AppendixAPETProcess2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess2-docx)

    **P1S1S2Assgn3-Marta-Garcia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

    **P1S1S2Assgn3-Marta-Garcia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

    **## Week11APPENDIXAPETPROCESSGUIDE.docx**

    Week 11 APPENDIX A PET PROCESS GUIDE

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

    By Day 7 of Week 11

    **Submit** your Week 11
    **Appendix A: PET Process Guide** document.

    Complete a final Appendix A: PET Process document by addressing all the components on the Term Plan. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 11 weeks.

    **## w1Assgn1_Garcia_M.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

    My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

    · Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

    · Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

    · Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

    **Timeline for Goal Completion**

    To maintain steady progress, I have established the following timeline for achieving my goals:

    · Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

    · Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

    · Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

    · Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

    · Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

    **Plans for Continued Progress**

    I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

    My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

    **References**

    Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
    _Journal of Clinical Nursing_,
    _29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

    **AppendixAPETProcess2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess2-docx)

    **P1S1S2Assgn3-Marta-Garcia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)

    **## Week11APPENDIXAPETPROCESSGUIDE.docx**

    Week 11 APPENDIX A PET PROCESS GUIDE

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

    By Day 7 of Week 11

    **Submit** your Week 11
    **Appendix A: PET Process Guide** document.

    Complete a final Appendix A: PET Process document by addressing all the components on the Term Plan. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 11 weeks.

    **## w1Assgn1_Garcia_M.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

    My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

    · Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

    · Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

    · Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

    **Timeline for Goal Completion**

    To maintain steady progress, I have established the following timeline for achieving my goals:

    · Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

    · Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

    · Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

    · Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

    · Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

    **Plans for Continued Progress**

    I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

    My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

    **References**

    Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
    _Journal of Clinical Nursing_,
    _29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

    **AppendixAPETProcess2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess2-docx)

    **P1S1S2Assgn3-Marta-Garcia.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/p1s1s2assgn3-marta-garcia-docx)